The first decade of the 21st century brought major challenges to
higher education, all of which have implications for and impact the
future of faculty professional development. This volume provides
the field with an important snapshot of faculty development
structures, priorities and practices in a period of change, and
uses the collective wisdom of those engaged with teaching,
learning, and faculty development centers and programs to identify
important new directions for practice. Building on their previous
study of a decade ago, published under the title of Creating the
Future of Faculty Development, the authors explore questions of
professional preparation and pathways, programmatic priorities,
collaboration, and assessment. Since the publication of this
earlier study, the pressures on faculty development have only
escalated—demands for greater accountability from regional and
disciplinary accreditors, fiscal constraints, increasing diversity
in types of faculty appointments, and expansion of new technologies
for research and teaching. Centers have been asked to address a
wider range of institutional issues and priorities based on these
challenges. How have they responded and what strategies should
centers be considering? These are the questions this book
addresses. For this new study the authors re-surveyed faculty
developers on perceived priorities for the field as well as
practices and services offered. They also examined more deeply than
the earlier study the organization of faculty development,
including characteristics of directors; operating budgets and
staffing levels of centers; and patterns of collaboration,
re-organization and consolidation. In doing so they elicited
information on centers’ “signature programs,” and the ways
that they assess the impact of their programs on teaching and
learning and other key outcomes. What emerges from the findings are
what the authors term a new Age of Evidence, influenced by
heightened stakeholder interest in the outcomes of undergraduate
education and characterized by a focus on assessing the impact of
instruction on student learning, of academic programs on student
success, and of faculty development in institutional mission
priorities. Faculty developers are responding to institutional
needs for assessment, at the same time they are being asked to
address a wider range of institutional priorities in areas such as
blended and online teaching, diversity, and the scale-up of
evidence-based practices. They face the need to broaden their
audiences, and address the needs of part-time, non-tenure-track,
and graduate student instructors as well as of pre-tenure and
post-tenure faculty. They are also feeling increased pressure to
demonstrate the “return on investment” of their programs. This
book describes how these faculty development and institutional
needs and priorities are being addressed through linkages,
collaborations, and networks across institutional units, and
highlights the increasing role of faculty development professionals
as organizational “change agents” at the department and
institutional levels, serving as experts on the needs of faculty in
larger organizational discussions.
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