This book is about using the Small Group Instructional Diagnosis (SGID) method to make improvements to the educational experience midcourse. The idea is to use this structured interview process to involve students in helping faculty improve a course while they are in it, potentially making a difference for themselves as well as for future students. Faculty gain the opportunity to work on a course before it ends, and can see what changes work without waiting for the next time the course is offered, or the end of semester student evaluations. SGID is a consultation method developed to collect midsemester feedback from students using structured small and large group conversations, involving four conversations between students, a learned colleague the authors refer to as the SGID consultant, and the instructor. First, student talk with each other in small groups about the learning happening in a course, under the guidance of a consultant (SGID Conversation #1- Student & Students). Then the SGID consultant engages the students in a conversation about how the feedback provided impacts the learning in the course (SGID Conversation #2 - Students & Consultant). Then there is a conversation between the consultant and the instructor, where they discuss how the feedback provided by the students can best inform the pedagogical approaches and strategies used by the instructor (SGID Conversation #3 - Consultant & Instructor). Finally, the instructor closes the feedback loop with a conversation with their students about what they learned and how best to move forward (SGID Conversation #4 - Instructor & Students). These conversations during the middle of the semester change the way students think about the teaching and learning endeavor, the way instructors perceive the learning challenges of their courses, and the quality of the institutional academic culture. Most importantly, the SGID equips the instructor with the knowledge to make midsemester course corrections that can profoundly impact the ways students navigate the course, communicate with the instructor, and realize the ways effective teaching can enhance learning.

This book is about using the Small Group Instructional Diagnosis (SGID) method to make improvements to the educational experience midcourse. The idea is to use this structured interview process to involve students in helping faculty improve a course while they are in it, potentially making a difference for themselves as well as for future students. Faculty gain the opportunity to work on a course before it ends, and can see what changes work without waiting for the next time the course is offered, or the end of semester student evaluations. SGID is a consultation method developed to collect midsemester feedback from students using structured small and large group conversations, involving four conversations between students, a learned colleague the authors refer to as the SGID consultant, and the instructor. First, student talk with each other in small groups about the learning happening in a course, under the guidance of a consultant (SGID Conversation #1- Student & Students). Then the SGID consultant engages the students in a conversation about how the feedback provided impacts the learning in the course (SGID Conversation #2 - Students & Consultant). Then there is a conversation between the consultant and the instructor, where they discuss how the feedback provided by the students can best inform the pedagogical approaches and strategies used by the instructor (SGID Conversation #3 - Consultant & Instructor). Finally, the instructor closes the feedback loop with a conversation with their students about what they learned and how best to move forward (SGID Conversation #4 - Instructor & Students). These conversations during the middle of the semester change the way students think about the teaching and learning endeavor, the way instructors perceive the learning challenges of their courses, and the quality of the institutional academic culture. Most importantly, the SGID equips the instructor with the knowledge to make midsemester course corrections that can profoundly impact the ways students navigate the course, communicate with the instructor, and realize the ways effective teaching can enhance learning.

This book brings together leading practitioners and scholars engaged in professional development programming for and research on mid-career faculty members. The chapters focus on key areas of career development and advancement that can enhance both individual growth and institutional change to better support mid-career faculties. The mid-career stage is the longest segment of the faculty career and it contains the largest cohort of faculty. Also, mid-career faculty are tasked with being the next generation of faculty leaders and mentors on their respective campuses, with little to no supports to do so effectively, at a time when higher education continues to face unprecedented challenges while managing the continued goal of diversifying both the student and faculty bodies. The stories, examples, data, and resources shared in this book will provide inspiration--and reality checks--to the administrators, faculty developers, and department chairs charged with better supporting their faculties as they engage in academic work. Current and prospective faculty members will learn about trends in mid-career faculty development resources, see examples of how to create such supports when they are lacking on their campuses, and gain insights on how to strategically advance their own careers based on the realities of the professoriate. The book features a variety of institution types: community colleges, regional/comprehensive institutions, liberal arts colleges, public research universities, ivy league institutions, international institutions, and those with targeted missions such as HSI/MSI and Jesuit. Topics include faculty development for formal and informal leadership roles; strategies to support professional growth, renewal, time and people management; teaching and learning as a form of scholarship; the role of learning communities and networks as a source of support and professional revitalization; global engagement to support scholarship and teaching; strategies to recruit, retain, and promote underrepresented faculty populations; the policy-practice connection; and gender differences related to key mid-career outcomes. While the authors acknowledge that the challenges facing the mid-career stage are numerous and varying, they offer a counter narrative by looking at ways that faculty and/or institutions can assert themselves to find opportunities within challenging contexts. They suggest that these challenges highlight priority mentoring areas, and support the creation of new and innovative faculty development supports at institutional, departmental, and individual levels.

This book brings together leading practitioners and scholars engaged in professional development programming for and research on mid-career faculty members. The chapters focus on key areas of career development and advancement that can enhance both individual growth and institutional change to better support mid-career faculties. The mid-career stage is the longest segment of the faculty career and it contains the largest cohort of faculty. Also, mid-career faculty are tasked with being the next generation of faculty leaders and mentors on their respective campuses, with little to no supports to do so effectively, at a time when higher education continues to face unprecedented challenges while managing the continued goal of diversifying both the student and faculty bodies. The stories, examples, data, and resources shared in this book will provide inspiration--and reality checks--to the administrators, faculty developers, and department chairs charged with better supporting their faculties as they engage in academic work. Current and prospective faculty members will learn about trends in mid-career faculty development resources, see examples of how to create such supports when they are lacking on their campuses, and gain insights on how to strategically advance their own careers based on the realities of the professoriate. The book features a variety of institution types: community colleges, regional/comprehensive institutions, liberal arts colleges, public research universities, ivy league institutions, international institutions, and those with targeted missions such as HSI/MSI and Jesuit. Topics include faculty development for formal and informal leadership roles; strategies to support professional growth, renewal, time and people management; teaching and learning as a form of scholarship; the role of learning communities and networks as a source of support and professional revitalization; global engagement to support scholarship and teaching; strategies to recruit, retain, and promote underrepresented faculty populations; the policy-practice connection; and gender differences related to key mid-career outcomes. While the authors acknowledge that the challenges facing the mid-career stage are numerous and varying, they offer a counter narrative by looking at ways that faculty and/or institutions can assert themselves to find opportunities within challenging contexts. They suggest that these challenges highlight priority mentoring areas, and support the creation of new and innovative faculty development supports at institutional, departmental, and individual levels.

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.

A toolkit of strategies for postsecondary instructors to use to cultivate safe, inclusive learning spaces and improve teaching. Based on work conducted through the Instructional Moves project at Harvard University, Instructional Moves for Powerful Teaching in Higher Education outlines the many ways in which good college and graduate school teaching is rooted in deliberate pedagogical choices that support active learning. Jeremy T. Murphy and Meira Levinson distill good instruction to its essential components, analyzing the careful steps successful instructors take to create learning spaces that encourage all students to do ambitious work. Profiling professors in a range of contexts and disciplines, Murphy and Levinson take readers on deep dives into individual instructors' teaching methods in actual classrooms. Each real-world example is accompanied by a set of practical action points that can be adopted by both new and experienced instructors, communities of practice, and educational developers and coaches. Collectively, the examples underscore how students with differing abilities, diverse identities, and disparate worldviews can all benefit from student-centered learning environments, in which collaboration is valued and students are afforded opportunities to apply what they have learned. Murphy and Levinson spotlight inclusive instructional moves such as community-building exercises, interactive lectures, and discussion facilitation that nurture a sense of belonging and encourage student engagement in both in-person and online settings. They also explore the benefits of innovative teaching formats such as flipped classrooms, simulations, and virtual learning. Instructional Moves for Powerful Teaching in Higher Education illustrates how pedagogical shifts small and large can improve college teaching powerfully.

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.