Why is it critical for faculty development centers to reexamine their core mission today?The core argument of this book – that a necessary and significant role change is underway in faculty development – is a call for centers to merge the traditional responsibilities and services of the past several decades with a leadership role as organizational developers. Failing collectively to define and outline the dimensions and expertise of this new role puts centers at risk of not only marginalization, but of dissolution. When a TLC is busy and in demand, it is hard to believe that it may be, despite all the activity and palpable array of daily outcomes, institutionally marginalized. The actual and increasing potential of marginalization and center closings may help motivate this field to recognize the danger of complacency or remaining stuck in an old paradigm that exclusively defines itself as instructional development or supportive service. Proposing a newly defined organizational development role for academic and faculty developers and directors of teaching and learning centers, Coming in from the Margins examines how significant involvement in broader institutional change initiatives is becoming a critical aspect of this work. Although undefined and unrecognized as a significant dimension of this work, the organizational development role increasingly demanded of developers is far more attuned with the demand for change facing higher education than ever before. The book provides evidence-based research into what directors of centers are currently doing as organizational developers, and how they shape, influence, and plan institutional initiatives that intersect with teaching and learning. Directors of centers, their supervisors, and leaders in the field provide models, from a wide range of institutional contexts, as well as the strategies they have employed to successfully engage in significant organizational development. They also demonstrate how they handled the challenges that ensued. The strategies in each chapter provide a practical resource and guide for re-examining the mission and structure of existing centers, or for designing new centers of teaching and learning and, most importantly, to develop their role as change agents.The book covers such topics as: Center mission statements; Center staffing; Center advisory boards; committee involvement; unique expertise, knowledge and skills; embedding Centers in strategic planning; Center vision; organizational change processes; collaboration and partnerships; institutional priorities and initiatives; relationships with upper administration.
Schroeder
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Introduction Part One. Calling Faculty Development to Reenvision its Role 1. Faculty Developers as Institutional Developers. The Missing Prong of Organizational Development—Connie Schroeder 2. Getting to the Table. Planning and Developing Institutional Initiatives—Nancy Van Note Chism 3. Nurturing Institutional Change. Collaboration and Leadership between Upper-Level Administrators and Faculty Developers—Devorah Lieberman Part Two. Examining the Evidence of an Organizational Development Role 4. Investigating Institutional Involvement and Change Agency—Connie Schroeder 5. Identifying the Factors that Enable an Organizational Development Role—Connie Schroeder Part Three. Repositioning Centers and Directors on the Institutional Radar Screen 6. Leading From the Middle. A Faculty Development Center at the Heart of Institutional Change—Catherine E. Frerichs, Diana G. Pace, and Tamara Rosier 7. Informing and Directing the Planning of Institutional Priorities and Initiatives—Phyllis Blumberg 8. Developing and Acting on a Center Vision Case Study Narratives—Connie Schroeder 9. Knowing and Facilitating Organizational Change Processes—Connie Schroeder 10. Optimizing Center Staffing and Advisory Boards to Promote Involvement in Institutional Change—Susan Gano-Phillips 11. Aligning and Revising Center Mission Statements—Connie Schroeder 12. Embedding Centers in Institutional Strategic Planning—Connie Schroeder Part Four. Next Steps 13. Recentering within the Web of Institutional Leadership—Connie Schroeder
Connie Schroeder is Assistant Director of the Center for Instructional and Professional Development, at the University of Wisconsin, UW-Milwaukee. Phyllis Blumberg is a consultant and presenter focusing on the learning process, assessment of student learning outcomes, and effective teaching in higher education. From 1999 to 2019, she was the director of the Teaching and Learning Center at the University of the Sciences in Philadelphia, where she was also assistant provost for faculty development, as well as research professor in education and professor of psychology.
