An annual publication, "To Improve the Academy" offers a resource for improvement in higher education to faculty, instructional development staff, and administrators. The chapters of part 1, "Past, Present, and Future of SoTL," contains: (1) "The Scholarship of Teaching and Learning: Past Lessons, Current Challenges, and Future Visions" (Kathleen McKinney)). Part 2, "Assessment and Faculty Development," contains: (2) "Triangulating Faculty Needs for the Assessment of Student Learning" (D. Lynn Sorenson and Timothy W. Bothell); (3) "Documenting the Educational Innovations of Faculty: A Win-Win situation for Faculty and the Faculty Development Center" (Phyllis Blumberg); (4) "Evaluating the Return on Investment of Faculty Development" (Timothy W. Bothell and Tom Henderson); and (5)"Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful" (Pamela M. Milloy and Corly Brooke). Section 3, "Curriculum Design and Evaluation," contains: (6) "Color-Coded Course Design: Educating and Engaging Faculty To Educate and Engage Students" (Marlene M. Preston); (7) "From SGID and GIFT to BBQ: Streamlining Midterm Student Evaluations To Improve Teaching and Learning" (Margaret K. Snooks, Sue E. Neeley, and Kathleen M. Williamson); and (8) "A Versatile Interactive Focus Group Protocol for Qualitative Assessments" (Barbara J. Millis). Section 4, "Faculty Development Tools," contains: (9) "A Transformative Model for Designing Professional Development Activities" (David J. Langley, Terence W. O'Connor, and Michele M. Welkener); (10) "A Systematic, Hands-On, Reflective, and Effective (SHORE) Approach to Faculty Development for New and Seasoned Faculty" (Scott E. Hampton, Craig D. Morrow, Ashleah Bechtel, and Marjorie H. Carroll); (11) "Foucault and the Practice of Educational Development: Power and Surveillance in Individual Consultations" (Peter Felten, Deandra Little, and Allison Pingree); (12) "Approaching Faculty Development Support from the Grassroots: Establishment of an Innovative, Formal, Untenured Faculty Organization" (Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, and Fred Ramirez); (13) "Fostering Diversity in a Faculty Development Organization" (Matthew L. Ouellett and Christine A. Stanley); and (14) "Playing Well with Others: Academic Development as a Team Sport" (Nancy Van Note Chisom). Section 5,"Student Learning and Faculty Development," contains: (15) "Problem-Based Service Learning: Rewards and Challenges with Undergraduates" (Kenneth France); (16) "Effective Peer Evaluation in Learning Teams" (Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lackey, Fay Mills, and Carol Williams); (17) "An International Perspective on Assessing Group Projects" (Deborah Willis and Barbara J. Millis); and (18) "The Hesburgh Certificate and Portland State University's Faculty Development Approach to Supporting Service Learning and Community-University Partnerships" (Kevin Kecskes, Amy Spring, and Devorah Lieberman). Section 6, "Faculty Development with Part-Time Instructors," contains; (19) "Making Adjunct Faculty Part of the Academic Community" (Karen Krupar); and (20) "Graduate Student Mentors: Meeting the Challenges of the Ongoing Development of Graduate Student Instructors" (Chris O'Neal and Jennifer Karlin). (Contains 282 references.) (SLD)