JB - Anker

When it was first published in 1997, The Course Syllabus became the gold standard reference for both new and experienced college faculty. Like the first edition, this book is based on a learner-centered approach. Because faculty members are now deeply committed to engaging students in learning, the syllabus has evolved into a useful, if lengthy, document. Today's syllabus provides details about course objectives, requirements and expectations, and also includes information about teaching philosophies, specific activities and the rationale for their use, and tools essential to student success.

In “Putting Students First”, the authors argue that colleges can and should invest in holistic student development by recognizing and building on the students' search for purpose in life, intellectually, spiritually, and morally. Based on a study conducted at ten religiously-affiliated schools, the book urges all colleges to rethink their approach to teaching and advising the increasingly diverse students of today; their critical mission should be to prepare students to become ethically responsible and active contributors to society, as well as critical thinkers and skilled professionals. “Putting Students First” offers perspectives and recommendations in areas of holistic student development such as • Understanding millennial college students • The role of faculty in defining culture • The design and implementation of curriculum • The impact of cocurricular involvement • Fostering relationships with on-campus and off-campus communities By organizing the campus environment into "4Cs"-culture, curriculum, cocurriculum, and community-the authors create a conceptual framework for faculty, student affairs staff, and administrators to discuss, plan, and create college environments that effectively support the learning and development of students. Each chapter includes an introduction, evidence and analysis, a summary, and questions to help readers consider how to develop students holistically on their own campuses.

An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: • Professional development for geographically dispersed faculty • Implementing a learning consortium for communication and change • Faculty engagement in program-level outcomes assessment • What educational developers need to know about faculty-artists • Exploring the spiritual roots of midcareer faculty • Raising funds from faculty for faculty development centers • Mentoring in higher education • Tough-love consulting in order to effect change • Research on the impact of educational development • Examining effective faculty practice • Insights on millennial students • Contemplative pedagogy of teaching and learning centers • Faculty and student perspectives on course evaluation terminology • Questions about student ratings • Small-group individual diagnosis to improve online instruction • Supporting international faculty • Complex ecologies of diversity, identity, teaching, and learning • Organizational strategies for fostering faculty racial inclusion • The truth about students' capacity for multitasking • Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel • Designing active learning with flexible technology