To Improve the Academy Vol. 29

An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.

Contents include:

• Graduate student internships as a pathway to the profession of educational development

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An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.

Contents include:

• Graduate student internships as a pathway to the profession of educational development

• Preparing faculty to develop hybrid courses

• Writing groups for work-life balance

• A faculty learning community approach to tenure and promotion

• Helping faculty integrate citizenship into the curriculum

• Students' perspectives on enhancing communication with faculty

• Effecting change in limited-control classroom environments

• A laboratory research group model for the scholarship of teaching and learning

• Institutional encouragement of the scholarship of teaching and learning

• Multiple definitions of critical thinking

• Faculty development and governance collaborating on curriculum revision

• Academic dishonesty among international students

• Serving veterans with disabilities

• Working with psychologically impaired faculty

• Leadership development for faculty of color

• Diffusing the impact of tokenism on faculty of color

• Difficult Dialogues for cross-cultural faculty development

• Faculty development beyond instructional development

• Fundraising by teaching centers

• Evaluation of teaching and learning centers

• Faculty development career disruptions

• Emergent shifts in the faculty development portfolio