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…

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 has…

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…

The problem of balancing personal and professional aspirations is a principal source of stress in faculty lives, but it has not been addressed by academia. (Author/MSE)

A 5-year (still ongoing) study of new faculty (originally 54) has found such changes as declining amount of time spent on teaching preparation; teaching increasingly perceived as more satisfying and less stressful than research; increasing time spent on research; increased stress about research productivity; and increased perception of work…

This review of several studies on perceptions of new, untenured college faculty identifies major stresses including not enough time; inadequate feedback and recognition; unrealistic expectations; lack of collegiality; and difficulty in balancing work and life outside of work. Ten coping strategies (such as setting priorities) are also identified.…

Research support for the Seven Principles for Good Practice in Undergraduate Education is substantial, both from earlier, complex, longitudinal, and multi-institutional studies and from recent, more narrowly focused research. However, the findings raise a number of questions about variability across disciplines, methods, learning styles, and…