The Faculty Guidebook offers both a viable theoretical framework and practical advice for designing and implementing individual growth plans as well as faculty development programming. It is the product of collaboration between scholars who have collectively researched and expanded upon principles, concepts and tools grounded in Process Education. As a resource book, it is anticipated that users will select those sections and modules that best match their personal and organizational needs. However, it is suggested that a review of the first two sections of the book will offer a framework for using materials in the remainder of the book. The first section provides a contextual framework for emerging societal expectations of higher education and the changes occurring in response to these elevated expectations. The second section outlines principles and practices of Process Education. Many directors of faculty development centers have found the Faculty Guidebook to be especially convenient and effective in promoting individual and community growth in assessment, facilitation, and instructional design.
The impetus for this resource was external pressure for evidence of greater learning effectiveness throughout higher education. Ernest Boyer has been pivotal in helping educators think about what the scholarship of teaching and learning needs to become if we are to fulfill these new expectations. For most educators within higher education, the discipline of teaching and learning is a second discipline that is best served by resources that integrate educational theory with classroom practice. This is the design philosophy behind the Faculty Guidebook.
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