Mentoring has long been viewed as a powerful means of enhancing the professional success and personal wellbeing of early-career faculty; however, little is known about its benefits for senior faculty. Using data from a peer mentoring community of six senior faculty women in leadership roles at a research university, this study explores the impact…

Getting all students to high levels of achievement is what matters most. Many campuses today are working hard to develop a clearer and more integrated, collective approach to this goal. This takes leadership, resources, good data, a willingness to try new things, and, above all, a sense of purpose--working toward shared goals for student success.…

In the beginning, "Mutual Mentoring" was little more than an idea, a hopeful vision of the future in which a new model of mentoring could serve as a medium to better support early-career and underrepresented faculty. Over time, Mutual Mentoring evolved from an innovative idea to an ambitious pilot program to a fully operational,…

Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective…

Globalization of higher education is developing at a relentless pace as colleges, universities, and student enrollments burgeon throughout countries in Africa, Asia, Eastern Europe, Latin America, and the Middle East. As a result, educational developers in Australia, Canada, Europe, and the United States, all of which have well-established higher…

Educational development, which the authors use to refer to the field of professional and strategic development associated with university and college learning and teaching, can be described in many ways by referring to its different aspects. In this article the authors endeavor to categorize many of the models that have been used to describe…

In the literature of faculty development, mentoring is usually mentioned as a vital contribution to a successful academic career, particularly for women and faculty of color. Mentoring has traditionally been defined as a top-down, one-to-one relationship in which an experienced faculty member guides and supports the career development of a new or…

Can teaching technologies offer a unique avenue for senior faculty vitality and renewal? This article presents the results of an evaluation that took place during six years of a teaching technology faculty development program at the University of Massachusetts Amherst, a research-intensive institution. We present a profile of the program and its…

This year marks the 15th year of a program called "Professors as Writers" at the University of Massachusetts-Amherst. The first meeting was a half-day workshop at the end of a spring semester to help faculty launch the writing they wanted to do over the summer. The program has grown over the years and now includes monthly retreats, as…

The "Heeding New Voices" study, a year-long series of structured interviews with new faculty and graduate students aspiring to be faculty members around the country, sought both to give voice to those who are just beginning their academic careers and to provide guidance for the senior faculty, chairs, deans, and others in higher…

Describes criticisms of the current tenure process and the ways in which it impedes realization of Boyer's vision in "Scholarship Reconsidered." Explores some encouraging changes that directly address flaws in the tenure process and work to more effectively and flexibly validate and encourage the multiple types of scholarship that Boyer…

Describes a faculty development program at the University of Massachusetts (Amherst) designed to allow mid-career and senior faculty to effectively apply technology to teaching and learning. Considers implications of such faculty development processes for post-tenure review approaches. (Author/DB)

Suggests faculty development programs based on writing-to-learn can foster more effective teaching, by providing opportunities for faculty and teaching assistants to develop new teaching skills and to integrate scholarship and teaching, by changing faculty approaches to teaching and learning, by providing a forum for sharing talents and…

A discussion of reward programs to recognize effective teaching looks first at the nature of existing award systems, and outlines key considerations in development of the awards, including aspects of teaching to be honored, evidence on which selections are based, and selection processes. Suggestions made by several award recipients on how to…

This paper combines the inquiry phase of the New Pathways project on faculty careers and employment with recommendations for concrete practice on campus, bringing together findings from a series of interviews of new faculty and graduate students called "Heeding New Voices" with the guide "Principles of Good Practice: Supporting Early-Career…