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By Kay J. Gillespie, Douglas L. Robertson, William H. Bergquist

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Additional resources for A Guide to Faculty Development (Jossey-Bass Higher and Adult Education) - 2nd edition

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The good news is that faculty members are often willing to admit they need assistance when implementing instructional technologies. The rewards can be immediate when students demonstrate that such uses can make a positive difference in their classroom experiences. The bad news is that linking good teaching practices with effective use of instructional technology can be frustratingly labor intensive, unpredictable, and expensive. Issues commonly cited are the cost of hardware and software, lack of clarity about copyright and fair use practices, and the social implications of the role of technology in the teaching and learning relationship (Shih & Sorcinelli, 2000).

Resources for faculty, instructional, and organizational development (pp. 3–17). Bolton, MA: Anker. Rice, R. , Sorcinelli, M. , & Austin, A. E. (2000). Heeding new voices: Academic careers for a new generation. New Pathways Working Paper Series, no. 7. Washington, DC: American Association for Higher Education. , & Li, C. (1997). Incorporating theories of teacher growth and adult education in a faculty development program. In D. ), To improve the academy: Vol. 16. Resources for faculty, instructional, and organizational development (pp.

San Francisco: Jossey-Bass. Eddy, P. L. (2005). Faculty development in community colleges: Surveying the present, preparing for the future. Journal of Faculty Development 20(3), 143–152. Erickson, G. (1986). A survey of faculty development practices. In M. Svinicki, J. Kurfiss, & J. ), To improve the academy: Vol. 5. Resources for faculty, instructional, and organizational development (pp. 182–196). Stillwater, OK: New Forums. , & Plank, K. (2007). Toward a scholarship of teaching and learning in educational development.

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