Building Teaching Capacities in Higher Education

Alenoush Saroyan is a full Professor and Chair of the Department of Educational and Counselling Psychology at McGill University, in Montreal, Canada. Her area of expertise and research is quality of teaching and learning, and pedagogical development, in higher education. She serves as a consultant to various international organizations including the World Bank, the European Commission, OECD, and UNESCO. Mariane Frenay is a Professor and the Dean of the Faculty of Psychology and Education at the Katholieke Universiteit Leuven /Université catholique de Louvain, Belgium. She is co-director of the UNESCO Chair of University Teaching and Learning and a senior member of the Interdisciplinary Research Center on Socialization, Education and Training (GIRSEF). She is involved in faculty development at her institution and at other European Universities. James E. Groccia

• Acknowledgements Preface—Alenoush Saroyan and Mariane Frenay Prologue—James Groccia SECTION 1. FIVE CASE STUDIES AND A COMPARATIVE ANALYSIS 1. Faculty Development in Canadian Universities—K. Lynn Taylor and Denis Bédard 2. Faculty Development in Switzerland. A Study of French Speaking Universities—Nicole Rege Colet 3. Danish Faculty Development Strategies—Anette Kolmos 4. Faculty Development in Belgian Universities—Mieke Clement and Mariane Frenay 5. A Look at the French Experience in Faculty Development—Jean-Jacques Paul and Noël Adangnikou; Translation—Julie Timmermans 6. Faculty Development Across Europe and Canada. Comparisons of Five Case Studies—Mariane Frenay and Alenoush Saroyan SECTION 2. DEVELOPMENT AND VALIDATION OF A CONCEPTUAL FRAMEWORK 7. Making the Shift from Faculty Development to Educational Development. A Conceptual Framework Grounded in Practice—K. Lynn Taylor and Nicole Rege Colet 8. Validation of a Conceptual Framework. The Meaning and Scope of Faculty Development—Denis Bédard, Mieke Clement, and K. Lynn Taylor 9. Epilogue—Kirsten Hofgaard Lycke Contributors Index

"Faculties in theological education who have taken interest in recent books on clergy formation in the U.S. will benefit from asking the core questions developed on the educational development competency map. It is clear that the field of faculty development in theological education in the U.S. would benefit from broader international comparisons, particularly as religion flourishes across the globe."Teaching Theology and Religion"Includes case studies of faculty development models in Canadian, Belgian, Swiss, Danish and French universities."The Chronicle of Higher Education