By Kay J. Gillespie, Douglas L. Robertson, William H. Bergquist
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Additional resources for A Guide to Faculty Development (Jossey-Bass Higher and Adult Education) - 2nd edition
Core budgets vary widely, chiefly depending on the number of staff members and the degree to which the center supports instructional p r og r a m t y p e s a n d pro to types 25 technology. The center may supplement its core budget with external support such as grants. A small number of centers are named centers supported through endowments. , 2006). However, as noted previously, centralized centers in large universities may evolve from this model. Small college centers of this type have proliferated in recent years, and the POD Network now has an active Small College Committee serving this population.
Diversity of Faculty and Students Since the 1970s, faculty developers have paid close attention to the importance of reviews of organizational structures (Diamond, 1988; Graf, Albright, & Wheeler, 1992; Lindquist, 1978). Such efforts have generally focused on the effectiveness of programmatic efforts and innovations along the three common dimensions described earlier: individual consultation and support services, instructional development initiatives at program and department levels, and organizational development.
It is especially effective when the choices of applications clearly suit a professor’s teaching style or can be seen to accommodate a student’s learning style needs (Gibbs, Major, & Wright, 2003; Shih & Sorcinelli, 2000). A knotty but pervasive issue on campuses today is the role of hybrid and distance education courses. For some, such courses are an expedient cost-cutting or revenue-producing measure or a strategy to maximize usage of limited classroom space rather than a conscious pedagogical preference.
A Guide to Faculty Development (Jossey-Bass Higher and Adult Education) - 2nd edition by Kay J. Gillespie, Douglas L. Robertson, William H. Bergquist