To Improve the Academy

THE EDITORSJames E. Groccia, former president of POD, is director of the Biggio Center for the Enhancement of Teaching and Learning and associate professor of higher education at Auburn University.Laura Cruz is director of the Coulter Faculty Commons and associate professor of history at Western Carolina University.

• About the Authors xiiiPreface xxixAcknowledgments xxxvEthical Guidelines for Educational Developers xxxviiPART ONEBroadening Our Scope1. Professional Development for GeographicallyDispersed Faculty: Emerging Trends, Organizational Challenges, and Considerations for the Future 3Emily Donnelli-Sallee, Amber Dailey-Hebert, B. Jean Mandernach2 Implementing a University Learning Consortium for Shared Communication and Proactive Campus Change 21David W. Schumann, Dorian Stiefel, Michelle Corvette, Chutney W. Guyton3 Faculty Engagement in Program-Level OutcomesAssessment: A Learning Process 37Elizabeth L. EvansPART TWOReaching Out to New Audiences4 What Educational Developers Need to Know About Faculty-Artists in the Academy 55Natasha Haugnes, Hoag Holmgren, Martin Springborg5 An Exploration of the Spiritual Roots of the Midcareer Faculty Experience 69Virginia S. Lee, Dorothe J. Bach, Richard N. Muthiah6 The Donors Next Door: Raising Funds from Faculty for Faculty Development Centers 85Genevieve G. Shaker, Megan M. PalmerPART THREEBuilding Effective Relationships7 The Gentle Art of Mentoring in Higher Education: Facilitating Success in the Academic World 103Nancy H. Barry8 Tough-Love Consulting: Using a Provocative Consultation Style to Effect Change 115Allison P. Boye, Suzanne Tapp9 Researching the Impact of Educational Development: Basis for Informed Practice 129Nancy Van Note Chism, Matthew Holley, Cameron J. HarrisPART FOURPracticing Innovative Teaching and Learning10 Examining Effective Faculty Practice: Teaching Clarity and Student Engagement 149Allison BrckaLorenz, Tony Ribera, Jillian Kinzie, Eddie R. Cole11 Millennial Students: Insights from Generational Theory and Learning Science 161Michele DiPietro12 Contemplative Pedagogy: The Special Role of Teaching and Learning Centers 177Daniel Barbezat, Allison PingreePART FIVEAssessing Student Learning13 A Comparison of Faculty and Student Perspectives on Course Evaluation Terminology 195Carol Lauer14 Time to Raise Questions About Student Ratings 213Linda B. Nilson15 Using Small Group Individual Diagnosis to Improve Online Instruction 229Jennifer H. Herman, Melissa LangridgePART SIXSetting a Context for Promoting Diversity16. Supporting International Faculty: Perspectives of a Tiger Teacher Who Adapted to the American Classroom, a Colleague, and an Administrator 247Cuiting Li, Sterling K. Wall, Marty Loy, Kelly Schoonaert17 Understanding Intersecting Processes: Complex Ecologies of Diversity, Identity, Teaching, and Learning 261Kristen A. Renn18 Organizational Strategies for Fostering Faculty Racial Inclusion 277Dannielle Joy Davis, Edward J. Brantmeier, Roben Torosyan, Hyacinth E. FindlayPART SEVENIntegrating Technology into Teaching, Learning, and Faculty Development19 Please Read While Texting and Driving 295C. Edward Watson, Krista P. Terry, Peter E. Doolittle20 Tweeting #PODHBCU: Content and Process of the 2011 POD HBCUFDN Conference Twitter Backchannel 311Mary C. Wright, Rachel K. Niemer, Derek Bruff, Katherine Valle21 Collaborating with Faculty to Design Active Learning with Flexible Technology 329Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, Regina F. Frey