Beach Andrea (63 results)

Hardcover. Condition: Very Good. 1. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Condition: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Hardcover. Condition: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority.

Paperback. Condition: Good. The first decade of the 21st century brought major challenges to higher education. This volume provides the field with a 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.…

Condition: Fine. Used book that is in almost brand-new condition. May contain a remainder mark. Better World Books: Buy Books. Do Good.

Paperback. Condition: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.

Paperback. Condition: Good. The first decade of the 21st century brought major challenges to higher education. This volume provides the field with a 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.…

Soft cover. Condition: Very Good. *Veteran-Owned, Family-Run, Small Book Store in the Pacific Northwest*.

Condition: good. This book is in good condition, with minimal signs of wear and tear.

paperback. Condition: Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority.

Condition: Very Good. Very Good Condition. Five star seller - Buy with confidence.

Paperback. Condition: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

hardcover. Brand new! ships within 24 hours.

Condition: As New. Unread book in perfect condition.

Softcover. Condition: Very Good+. Berkeley, c1991, paperback, Near Fine (minor cover wear) , 92 pages, LITERATURE ; D1521 R2R.

Condition: As New. Unread book in perfect condition.

Paperback. Condition: Very Good. Minor cover wear and age discoloration. ; W1W; 8vo 8" - 9" tall; 75 pages.

Paperback. Condition: Near Fine. Slight mark to front cover. ; W1W; 8vo 8" - 9" tall; 91 pages.

Condition: New.

Condition: New.

Hardback. Condition: New. In recent years, new expectations of higher education from parents, employers, trustees, and government leaders have contributed to broad institutional changes. Recognizing that the quality of a university or college is closely related to that of its faculty members, many institutions have increased their efforts to support and enrich faculty work. Creating the Future of Faculty Development addresses this growing need for faculty development by exploring how faculty development has evolved and envisioning its future. Based on a study of nearly 500 faculty developers from all institution types, the book examines core issues such as the structural variations among faculty development programs; the goals, purposes, and models that guide and influence faculty program developments; and the top challenges facing faculty members, institutions, and their programs. Several key questions are addressed, including What are the structural variations among faculty development programs?What goals, purposes, and models guide and influence program development?What are the top challenges facing faculty members, institutions, and faculty development programs?What are potential new directions and visions for the field of faculty development? Creating the Future of Faculty Development summarizes the challenges and pressures now facing developers and higher education as a whole. In this book, readers will find reason to rethink how they approach, organize, and support faculty development as they engage in institutional planning for the future.…

Paperback. Condition: New. 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 as 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. …

Condition: New.

Condition: New.

Condition: New.

Condition: New. pp. xix + 240.

Condition: New. In English.

Condition: New.

Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days.

Condition: As New. Unread book in perfect condition.