The Palgrave Handbook of Academic Professional Development Centers (Palgrave Studies on Leadership and Learning in Teacher Education)

Foreword: The Urgent Need for Different and Better Ways of Teaching
	Introduction
	The Need for Universal Faculty Development3
	Good News #1: New and Better Ideas about Teaching Are Available
	Good News #2: New Models of Faculty Development Are Available
		Level 1: Little or no Faculty Development Activity
		Level 2: A Substantial Minority of Institutions Have Faculty Development Activities, but Faculty Participation Is Voluntary
		Level 3: Nearly Universal Availability of Programs, and Participation Is Mandated for New Teachers
		Level 4: Continuous Faculty Development Is Expected of All Professors
	Concluding Comments
Preface
	Part I: Regional Academic Development Historical Perspectives
	Part II: One Conceptual Model from the Field
	Parts III to XI: Case Studies of Specific ADCs
		Nine Major Themes
	Part III: Mission Differences Lead to Structural Differences
	Part IV: Differences in Theoretical Foundations
	Part V: Differences in ADC Governance and Funding
	Part VI: Student Focus and/or Student Involvement Is a Major Focus
	Part VII: ADCs Based on Partnerships and Collaboration
	Part VIII: Strategies for Building Community
	Part IX: Certification Program Examples
	Part X: ADC and Faculty Research About Teaching and Learning
	Part XI: Examples of ADC Impact Research
	Summary
	References
Contents
Notes on Contributors
Abbreviations
List of Figures
List of Tables
Part I Regional Academic Development Historical Perspectives
	Chapters in Part I
	References
	1: Australian Academic Professional Development Centers: 60 Years of Evolution
		Introduction
		The Origins of ADCs and Academic Developers in Australia
		Factors Influencing the Directions and Roles of ADCs: 1962–1999
			Research
			National Initiatives and Influences
				Discipline Reviews and Teaching and Learning Indicators
				Institutional Audits
				Learning and Teaching Funding
			Changing Models and Roles of ADCs
		The First Decade of the New Century (2000–2010)
			National Initiatives and Influences
				Australian Universities Quality Agency
				National Funding Initiatives for University Teaching
				Learning and Teaching Performance Fund
			New Leadership and Management Roles in Teaching and Learning
			Council of Australian Directors of Academic Development
		Current Status: 2011 to the Present Day
			Change in Approach to Quality Assurance
			The Unintended Impact of National Grants, Fellowships, Awards, and Networks
			Changes in Academic Career Profiles
		Conclusion
		References
	2: Perspectives on Faculty Development in Latin American Universities: The Emergence of Academic Professional Development Centers
		Introduction
		New Approaches Toward Continuous Improvement and Accompaniment
		The Latin American Landscape of Faculty Development
		An Analysis of Latin American ADCs
			Student Learning, Reflection, and Innovation: The Cornerstones of Latin American ADCs
			Structure, Areas, and Services of Latin American ADCs
			Making Things Happen: ADC Teams in Latin American Universities
			Other Special Considerations
		Challenges That Can Become Opportunities
		Some Final Remarks and Recommendations
			Recommendations for Institutional Leaders
			Recommendations for ADC Leaders
		References
	3: The Past, Present, and Future of Faculty Development in China: Based on Multiple Scholarship for Cultivating Creative Talent
		Introduction
		The Theoretical Underpinnings of FD Work in China
			Extension of the Mission of Higher Education Needs Multiple Scholarship
			Four-Dimensional FD Framework
		The Past: Context, Evolution, and Development of FD Work in China
			The Three-Tier Tertiary Teacher Training System from the Mid-1980s
			The Context of Significant Changes in Chinese Higher Education
			Emerging FDCs at Different Universities in China
			MOE-Sponsored National Exemplary Faculty Teaching Development Centers
		The Present: Structure, Mission, Programs, and Exemplary Cases
			The Structure, Mission, and Programs of FTDCs in Current-Day China
				Structure
				Mission
				Functional Tasks
				Programs
			Cases of Good Practice
				The Teaching Assistant Development Program at Shanghai Jiao Tong University
					Excellent Teaching Assistant Award
					Modules
					TA Training Manual
				Promoting Research on Teaching and Learning Innovation at Fudan University
				Systematic FD Work Results in Innovative Teaching and Learning at SWJTU
				Full-Cycle FD Program at Yunnan University, China
					University Policy Support
					Modules
			Summary
		Looking Ahead: Further Needs, Challenges, and Emerging Trends
			Further Needs and Challenges for FD Work in China
			Emerging Trends: Organizational Learning and Cross-Boundary Collaboration
		Conclusion
		References
	4: Africa: The Evolution of Faculty Development in East Africa—A Tale of Three Transformation Stories
		Introduction
		Story 1: An Individual Quest for Teaching Excellence
			Story 2: An England-Africa Partnership Collaboration
			Two Anecdotes from my First Block of Teaching
			Two Anecdotes from the Second Program
		Story 3: Strathmore University Certificate Program
			Outcomes
				Research: Applying a Learner-Centered Approach and Critical Reflective Thought
				Research: Perceived Effect on Students’ Learning
			AFELT Status
		Conclusion
		References
Part II: One Conceptual Model for the Field
	Training
	Consulting
	Exchange
	Resource Coordination
	Quality Evaluation
	Regional Leadership
	5: Imagining the Ideal Academic Professional Development Center: An Attainable, Fact-Based Vision
		Introduction
		Names of Centers
		Mission
		Leadership
		Institutional Location
		Institutional Protection
		Staffing
		Data Collection and Analysis
		Communication, Marketing, and Physical Resources
		Functions and Services and the Means to Achieve/Deliver Them
		Conclusion: The Model as the Goal and Barriers to Attainment
		References
Part III: Mission Differences Lead to Structural Differences
	Chapters in Part III
	Other Relevant Chapters
	6: Assessment Work in an Academic Professional Development Center
		Introduction
		Funding and Organization of the OIA
		Developing a Campus-Wide Learning Outcomes Assessment Plan
		The Learning Outcomes Review Process
		Evaluation of Assessment Reporting
		Changes in the Campus-Wide Assessment Landscape
		Intersection of Faculty Development and Assessment of Learning
		Lessons Learned
			Establish a Coaching Relationship
			Expect an Ever-Changing Cast of Characters
			Establish a Standardized Reporting Structure
			Evaluate Assessment Reporting
			Enlist Administrative Support
		Conclusion
		References
	7: Implementing Academic Professional Development Strategies to Support Spiritual and Values-Based Engagement
		Introduction
		Structure and Context of the Center for Educational Excellence at the University of San Diego
			Reshaping the Mission
		Methods and Implementation of the New Mission
			Panels and Workshops
			Common Book Read
			Faculty and Professional Learning Communities
		Conclusions and Recommendations
		References
	8: Needs Analysis Leads to Sustainability: Development of a Medical Education and Informatics Department in the College of Medicine and Health Sciences, Sultan Qaboos University
		Introduction
		History
		Factors Leading to the Development of an MEU
			Need for Faculty Development
			Curriculum Reform and Increased Local Demand
			Need to Recognize Core Faculty
			Finding a ‘Home’ for the Homeless
			Global Trend Toward MEUs as Standard Practice
		Benchmarking Survey
		Organizational Reporting and Structure
			Initial Structure
			Medical Informatics
			IDEAL Consortium
			Clinical Skills Laboratory
			Student Counseling
		Mission and Objectives of the MEIU
			Stage I
			Stage II
		Activities and Programs of the MEIU
		Impact of the MEIU
		Strategic Change: From a Unit to a Department
		Discussion
		Recommendations
			Have a Clear Vision
			Learn About Regional and International Experience
			Conduct Needs Assessment
			Capitalize on Faculty with Strong Interest in ADC Activities
			Gain Equal Administrative Status to Other Departments
		References
	9: Tectonic Plates of American Higher Education: Yale University’s Poorvu Center and a Multiplicity of Missions
		Introduction
		History and Mission of Yale University’s Poorvu Center
		Organizational Reporting and Structure
		Campus Bridges and Fault Lines
			Program Collaboration
			Co-consultations
			Poorvu Center Conversations
		Recommendations
			Consider Comprehensive Services
			Collaborate Strategically
			Start Gathering Data Now
			Communicate
		Conclusion
		References
	10: Structural Changes Over Three Years: Evolution of Three Models to Support Learning and Teaching in a Large Research-Intensive University
		Introduction
		Background to the Initiative
			EDs as Change Agents
			Centers for Teaching and Learning
		Transformation Models
			Model one (June 2014–March 2015): A Project Management-Led Approach
				Starting the Journey: Stage 1
				Structural Fault Lines Disrupt Communication: Stage Two
				Addressing the Fault Lines: Stage Three
				Staying True to the Vision
				Commencement of a Community of Practice
			Model Two (June 2015–June 2017): UE
			Model Three (July 2017–Present): A Centrally Located Learning and ED Team in Addition to Faculty-Embedded EDs
		Conclusion
		References
Part IV: Differences in Theoretical Foundations
	Chapters in Part IV
	Other Relevant Chapters
	11: Student Learning: A Framework for Designing Study Programs to Stimulate Deep Learning
		Introduction
		Designing Meaningful and Effective Study Programs
		Theoretical Foundation
			Constructivism
			Constructive Alignment
			Taxonomy of Significant Learning
			Student Motivation: Self-Determination Theory
		Empirical Foundation
			Analysis of the Context
			Learning Goals and Intended Outcomes
			Assessment and Feedback
			Teaching and Learning Activities
		Conclusion and Recommendations
		References
	12: Theoretical Foundations for Online and Hybrid Faculty Development Initiatives
		Introduction
		Early Days of Teaching and Learning at Ontario Tech
		TLC Organizational Structure and Services Offered
			Organizational Structure
			Current Services
			New Vision and Priorities
		Theoretical Foundations
			Social Constructivism
			Additional Frameworks and Principles for Application
				Constructive Alignment and Backward Design
				UDL
		Design of Hybrid and Online Faculty Development Programs
			Onboarding
			The CUT Program
			Faculty Development Workshops
		Conclusions and Lessons Learned
		References
	13: Mission-Aligned Teaching Center Initiative
		Introduction
		History and Description of the Center
		The CELT’s Model of Faculty Development
			“Coming In from the Margins”
		A Framework for Organizational Change Through the Lens of Inclusive Excellence
			Context, Goals, and Alignment
			Building Relationships
			Building Capacity and Maintaining Visibility
			Evaluation
			Quotes from Participants on Individual Change
				Developing Intrapersonal Awareness
				Interpersonal Awareness
				Building Communities of Practice
				Facilitating Curricular Change
			Challenges
		Outcomes and Indicators of Organizational Change
			Learning Communities
			CELT Impact
			University-Wide Impact
		Conclusion
		References
Part V: Differences in ADC Governance and Funding
	Chapters in Part V
	Other Relevant Chapters
	14: At the Heart of the Campus: A Faculty-Led Teaching and Learning Center
		Introduction
		Mission
		Developed by the Faculty
		Current Staffing and Reporting Structure
			Directors
			Technology Consulting
			Career Mentor
			Teaching Fellows
			Secretary
			Faculty Volunteers
			Advisory Board
		Funding Sources
		Signature Programs
			Back-to-School Week
			SoTL Conferences and Activities
			Promotion Dossier Preparation Groups
			Institutes
			Learn and Earn for Adjuncts
			Peer Review of Teaching
			Online Learning Stipends
			Grants for Teaching
		Assessment
			Overall
			Participation
			Satisfaction
			Impact
		Summary and Recommendations
		References
	15: A Member-Driven, Donor-Supported Academic Professional Development Center: The New Mexico State University Teaching Academy
		Introduction
		History and Mission
		Structure
		A Member-Driven Center
			What Is a Membership System?
			How Did a Membership System Develop?
			How Did the Membership System Lead to a Member-Driven Center?
		A Donor-Supported Center
			Funding from University Units
			Funding from Participants Through Payroll Deductions
			Funding from Participants and Other Philanthropists Through Planned Gifts
			Donor Recognition
		Impact Data
		Discussion and Recommendations
		References
	16: Faculty Leadership in Academic Professional Development Centers: Building a Case for a Three-Director, Faculty-Led Model
		Introduction
		History of the Center for Academic Excellence at Fairfield University
		Organizational Reporting and Structure of the ADC
		Leadership of ADCs
		Leadership in the Center for Academic Excellence: A Case of One Center
			Covering the Knowledge Base in Faculty Development: A Synergy of Expertise
			Knowledge, Participation, and Credibility
				Committee Work
			Faculty Evaluation
			University Initiative
		Managing the Dilemmas of Faculty Directorship
			Balancing Faculty and Administrator Statuses
			Maintaining Credibility in our Departments
			Questions of Longevity
		Recommendations for Leadership in ADCs
			Do the Work of Faculty with Faculty
			Keep Teaching
		Conclusion
		References
Part VI: Student Focus and/or Student Involvement Is a Major Focus
	Chapters in Part VI
	Other Relevant Chapters
	17: The Centre for Student Engagement: A Research and Development Center for Students, Faculty, and Staff at the University of Winchester
		Introduction
		Background
		Creating a Staff Development Program for HE Roles and Responsibility for Engaging Students in Enhancement Activities/Researching Students’ Experiences in the Sector
		Holistically Mapping Student Engagement Opportunities at the University of Winchester in an Accessible Format
		Assisting Departments (Academic and Professional) with Engaging Students in Regard to their Delivery of a Service or Academic Programmers of Study
		Conclusion
		References
	18: Partnerships Between Undergraduate Students and Faculty in the Assessment of Teaching and Learning: A Program Design Model
		Introduction
		An Overview of Faculty-Student Partnership
		Design Elements
			Vision and Goals
		Program Structure
			Apprenticeship Model
			PD Activities
		Ongoing Development
			Addressing a Specific Pedagogical Issue
			Documenting How Instructional Time Is Distributed in the Classroom
			Collecting Mid-Semester Course Feedback
			Supporting Program Assessment
			Supporting SoTL
			Contributing with Peer-Led Workshops
		Student-Assisted Assessment as Research
		Partnership Opportunities
		Conclusion
		References
	19: A Holistic Approach to Student and Faculty Success: Integrating Careers, Advising, and Teaching
		Introduction
		GMC: Educating Holistically for a Just and Sustainable World
		Overview and History of the Three Centers
			The CETL
			The CAA
			The OCPD
		Discussion: The Challenges and Benefits of Integrating Careers, Advising, and Teaching
		Conclusion
		References
Part VII: ADCs Based on Partnerships and Collaboration
	Chapters in Part VII
	Other Relevant Chapters
	20: Creating Through International Partnership: A Faculty Development Center at a Pakistani University
		Introduction
		History and Context of Faculty Development at Karakorum International University
		Research Methodology
			Needs Assessment
			Faculty Feedback
		Results
			Input in the Form of the Needs Assessment
				Reading Materials
				Course Syllabi
				Teaching Practices
		Processes: Launching the Faculty Development Initiative
			Objectives
			Faculty Feedback on the Initial Training Sessions
		Discussion
			The Benefits of International Collaboration for Faculty Development
			Implications for Faculty Development in Emerging Higher Education Contexts
		Conclusion
		References
	21: Quality, Teaching, and Learning: A Networked Approach Across Pakistan and East Africa
		Introduction
		Theoretical Underpinnings
		Background of the QTL_net
		Complementarity Between QTL
		Organizational Positioning and Geographical Locations
		Policies and Frameworks
		Program and Services, Including Reward and Recognition
		Impact
			Faculty Reach
			Faculty Satisfaction
			Factors Accelerating the Change Process
				Creating Buy-in Through Consultations
				Evidence-Based Practice
				Mentoring: Learning from the Experience of Others
				Needs-Driven Support and Development
				Faculty and Staff as Ambassadors of Academic Quality
				Breaking the Silos of Discipline and Geography Through Building Partnerships: Quality Across the Academy
				A Safe and Non-Judgmental Space for Reflective and Scholarly Practice
		Conclusion
		References
	22: Using Student Research Data to Shape the Teaching and Learning Activities of a New Academic Development Center in Turkey
		Introduction
		The Teaching and Learning Center
			Mission of the Center
			Organization of the Center
			Contributions of the Center
			Activities of the Center
		Student Needs Analysis: A Qualitative Approach
			Findings
				Needs of the Students from Departments
				Needs of the Students from Instructors
		Discussion and Recommendations
		Concluding Remarks
		References
	23: Collaborative Faculty Development
		Introduction
		Structure
		Challenges
			Different Missions of Different Sectors
			Disparities in Resources
			Diversity of Services
			Serving All Faculty
			Attrition
		The GA-CTL as a CoP
			Key Characteristics
				Domain
				Community
				Practice
			Structural Elements
		Methods of Collaborative Work
		Outcomes of Collaborative Faculty Development
			Level 1: Resource-Sharing Outcomes
			Level 2: Sharing the Workload Outcomes
			Level 3: Large-Scale Advocacy and Creative Scholarly Outcomes
		Concluding Remarks: Stability and Sustainability
		References
	24: The Making of the Learning, Teaching, and Innovative Technologies Center: Building Upon an Internal Partnership
		Introduction
		Historical Overview
		Reporting Structure and Funding Sources
		The Establishment, Growth, and Development of the LT&ITC
		Strengths, Accomplishments, Challenges, and Barriers
		Impact Data
		Conclusion and Recommendations
		References
Part VIII: Strategies for Building Community
	Chapters in Part VIII
	Other Relevant Chapter
	25: Building Community: From Faculty Development to Pedagogical Innovation and Beyond
		Introduction
		History of the Center
		Organizational Reporting and Structure of the FDC
		Building Community Around Teaching as a Professional Practice
			Drawing on Institutional Interrelationships
			Responding to Larger Institutional and National Pressures
		Building Community Around Teaching as a Scholarly Practice
			Building up Institutional Interrelationships
			Changes in the Assessment of Student Learning
		Center Impact
		Re-envisioning for the Future
		Conclusion
		References
	26: A Holistic Vision of Faculty Excellence: Creating Sustainable Programming That Expands Community, Infrastructure, and Capacity
		Introduction
		History
		Organizational Reporting and Structure of the ADC
		Mission, Vision, Goals
		Expanding Community
		Expanding Infrastructure
		Expanding Capacity
		Conclusion
		References
	27: Promoting a Culture of Teaching Excellence in a Chinese Research University
		Introduction
		History of the CTLD
		Mission, Organizational Reporting, and Structure of the CTLD
		Activities and Programs of the CTLD
			Workshops, Seminars, and Luncheons
			New Faculty Orientation
			The ‘Thanks a Million, Dear Teacher’ Event
		Midterm Student Feedback
			The MSF Process
			Publicizing the MSF Service
			Effectiveness of the MSF Service
		SoTL-Related Activities
			Teaching Development Grants
				Impact
			The Annual SoTL Conference and Creation of a Community of Practice
		The Role of the CTLD in Improving Teaching
			Perceptions of Teaching Culture
			Support for Teaching
		Conclusions
		References
	28: Building Community and Supporting Mentors in a Dispersed College for Adults: A Case Study
		Introduction
		History of the CMLAI
			The Center for Individualized Education
			The Mentoring Institute
			The Center for Mentoring and Learning and CMLAI
		Political Context Within the University
		Activities and Programs of the CMLAI
			Mission
			Team
				Faculty Reassignments/Release Time
			Weekly Open Mic Discussion Group
			New Mentor Orientation Program and Mentor Workshops
			Institute on Mentoring, Teaching, and Learning Summer Residency
			Podcast Series on Mentoring Practices
		Discussion
		Conclusion
		References
	29: Virtual Faculty Learning Communities
		Introduction
		Background
		V-FLC Experience
			Impact
		V-FLC Framework
			Implementation Framework Category Questions
		Conclusion
		References
	30: Planting Seeds for a Campus-Wide Conversation on Teaching and Learning in Oman: The Faculty Fellows Program at the Center for Excellence in Teaching and Learning, Sultan Qaboos University
		Introduction
		History of the Establishment of the Center
			Planned Goals of the Center
			Structure of the Center
			Activities of the Center
		The Faculty Fellows Program
			Implementation of the Faculty Fellows Program
		The Creation of Communities of Practice
		Evaluating the Faculty Fellows Program
			Impact of the Program
			Hindrances to the Program
			Improvements in Student Learning
			Changes in Perspective
			Changes to Teaching
		The Way Forward
		References
Part IX: Certification Program Examples
	Chapters in Part IX
	Other Relevant Chapters
	31: Achieving Certification and Innovation Simultaneously: Educational Leadership for Senior Faculty at a Research University in the Netherlands
		Introduction
		Who Are We?
		Influence by Proxy: Combining Teacher Qualification Programs with Innovation
			How Does Bottom-Up Innovation Connect to Qualification Programs?
			Senior-Level Teachers as Linking Pins
			How to Best Support the Development of Senior Teachers?
			What Do STQ Participants Experience in Their Innovation Projects?
		The SIE Model: Two Dimensions and a Sequence
			Dimension: Taking/Sharing the Lead
			Dimension: Creation to Implementation
			A Grid and a Route
		Using the SIE Model for Support and Learning
			Our Next Step as Educators
		Our Next Step as an ADC: A Resolution and a Recommendation
		Conclusion: A Wish
		References
	32: Higher Education Faculty Certificate Program: Foundations of Reflective Teaching
		Introduction
		Support for Quality Teaching
			Inclusive Professional Development for Adjunct and New Faculty
		Overview of the ADC
			Context and Mission
			Organizational Reporting and Structure
			Funding Sources
		Discussion on the Need for Teaching Certificates
		Designing the Teaching Academy Certification Program at Nevada State College
		Peer Review of Teaching: Opportunities for Formative Feedback
		Reflections and Informal Assessment
		Recommendations and Conclusion
		References
	33: Preparing Future Faculty: Developing Inclusive, Future-Focused Educators and an Adaptive Program
		Introduction
		History and Mission
		Organizational Reporting and Program Structure
			Program Structure
		Theoretical Foundations of the FPP Program
			Five Mindsets for Inclusive Future-Focused Pedagogy
			A Complexity Lens for Inclusive, Adaptive Teaching
			Reflexive Practice
			Design Thinking
		Program Innovation Through Reflexive, Design Thinking
			Program Innovation Principles
				Accessibility
				Flexibility and Adaptiveness
				Reflexivity
		Impact of the PFF Program
		Conclusion
		References
	34: Diversity and Coherence: The Continuum of Staff Development Actions Around a Common Core
		Introduction
		Overview of the Institute for Research and Training in Higher Education
			History and Missions
			Organizational Reporting, Structure, and Funding
		The IFRES Continuum of Pedagogical Development
			The Eight IFRES Quality Principles
				Principle 1: Training in Higher Education Pedagogy Means Developing Five Key Competencies
				Principle 2: Promotion of Career-Long Pedagogical Development
				Principle 3: Promotion of Differentiated Mentoring
				Principle 4: Practical Significance of Pedagogical Training
				Principle 5: Isomorphism and Pedagogical Diversity
				Principle 6: Debate and Exchange of Experiences Across Varied Disciplinary Backgrounds
				Principle 7: Fostering Trainees’ Interest in Higher Education Pedagogy
				Principle 8: Monitoring the Effects of Training with the View of Improving Programs
			The Three Levels of Pedagogical Development
				FormaStart or the Awareness-Raising Level of Pedagogical Development
				FormaPlus or the Involvement Level of Pedagogical Development
				FormaSup or the Evidence-Based Level of Pedagogical Development
					SoTL within the FormaSup Program
		Discussion
		Recommendations
		References
Part X: ADC and Faculty Research About Teaching and Learning
	Chapters in Part X:
	Other Relevant Chapter
	35: Needs Analysis Research Leads to Specialized Faculty Development Programs
		Introduction
		Development Path and Overview of the Center for Enhanced Learning and Teaching at the Beijing Institute of Technology
		Faculty Development Practice and Achievements
			Needs Assessment Survey
		Specialized Faculty Development Programs
			Honghu School: The Entry Teachers’ Growth Training Camp
			Eagle Project: The Excellent Teachers’ Training Camp
			Jinggong Training Camp
			Other Teaching Training and Professional Development Activities
		Future Prospects
		References
	36: Critical Reflection on Organizational Practice at a UK University Through Scholarship of Teaching and Learning
		Introduction
		Organizing Reflection: The LITE
		Public Reflection: The Role of Writing Groups in Collaborative SoTL Activity
			Structure of the CWGs
		Productive Reflection: The Impact of Undergraduate Research
		Supporting Individuals in a Reflective Organization
		Concluding Comments
		References
	37: Systematic Changes: Impact of Double-Helix Collaboration Toward Innovation in Faculty Development and Student-Centered Teaching and Learning
		Introduction
			History and Evolution
			Overall Mission, Main Goal, and Shared Vision
		Support System for Innovation in FD and Teaching and Learning
			Four Conceptual Underpinnings for the FD Support System
			Career-Stage FD Programs
				The TCpNT Program
				The PTCYT Program
					Five Features of the PTCYT Program
					Four Modules of the PTCYT Program
		Collaboration Between the FDC and AAO to Develop a Learning Organization
			Long-Term and Continuous FD Programs Supporting Innovative Teaching
				Designing and Implementing Innovative Courses
				Impact of the Innovative Courses
			Five Measures Ensuring Teaching and Learning Innovation
			Multiple Scholarship and Action Research Boosting Innovative Courses
				Multiple Scholarship Boosts Interdisciplinary Courses
				Action Research and Teaching Reform
				Interdisciplinary Courses That Foster Creativity and Innovation
		Teachers Become Pioneers of Teaching and Learning Innovation
		Students’ Development and Growth
			Discovering Their Own Potential and Creativity
			Opportunity to Sense Their Own Success
			Teamwork and Collaboration
			Long-Term Continuous Student Innovation
			Gaining Worldwide Recognition
		Summary
		References
Part XI: Examples of ADC Impact Research
	Chapters in Part XI
	Other Relevant Chapters
	38: Change in Practice: Achieving a Cultural Shift in Teaching and Learning Through a Theory of Change
		Introduction
		CETL’s Early Contributions
			OBE
			3-3-4 Educational Reform
		CETL’s More Recent Contributions
		Changing the ‘what’ and ‘how’ of CETL
		Toward a Theory of Change
			Activities
			Outputs
			Outcomes
			Impact
		CETL’s Decision-Making Model
			The Cynefin Network
				Simple (or ‘Obvious’) Decision-Making Situations
				Complicated Decision-Making Situations
				Complex Decision-Making Situations
				Chaotic Decision-Making Situations
			A Combined Cynefin and Standard+Case Approach
				Instruction
				Advocacy
				Facilitation
				Rapid Response
		CETL’s Results Chain and Logframe
			Stage 1: Activities
			Stage 2: Outputs
			Stage 3: Outcomes
			Stage 4: Impact
		Conclusion
		References
	39: Developing Beginner University Teachers’ Pedagogical Competencies Through a Professional Development Program
		Introduction
		About the Center
		Initial Empirical Research on Beginner University Teachers
			Methods, Data Collection, and Data Analysis
			Research Results
				Universalists Want to Apply Knowledge in a Practical Way
				Teachers Want to Energize/Activate Students
				Researchers Want to Transfer Knowledge
			Discussions of Research Results
		The Pedagogical Competencies Development Program
			Modules
				Laboratory of Pedagogical Competencies
				Video-Based Reflection on Teaching
				The Teaching Workshop
				The Mentorship Program
			Feedback
		Lessons Learned and Challenges for the Future
		References
	40: From Workshops to Impact Evaluation: The Case of a Chilean Center for Teaching Development and Innovation
		Introduction
		Overview of the CeDID
			FLCs
			Certificate in Teaching and Learning
			Self-Taught Modules
			School of SLAs
		Conceptual Framework
		Methodology
			Faculty Practices
			Changes in Student Learning Gains
			Changes in Institutional Culture
		Conclusions
		References
	41: Extending International Collaboration to Certify High-Quality Online Teaching in Higher Education
		Introduction
		Overview of Academic Development Initiatives in China
		Overview of the ADC at Fudan University
		The Mission and Work of the CFD
			Promoting Institutionalization of AD and Building a Horizontal-and-Vertical Collaborative System
			Enriching Academic Programs and Activities Designed to Enhance Faculty Members’ Teaching Competencies
			Encouraging Faculty to Conduct Teaching Research and Promoting Transformative Changes in Classroom Teaching Modes
			Making Outreach Efforts and Promoting Regional and National AD
		Collaboration with QM
			The Rise of Online Courses and Blended Teaching
			Agreement with QM
			FD-QM Online Course Quality Rubric and Course Review
			Application and Dissemination of the FD-QM Online Course Quality Rubric
		Conclusion
		References
Appendix
Author Index
Subject Index