Description

Book Synopsis
Guided by an understanding of adult development, the authors suggest strategies for designing and presenting a comprehensive faculty development program in support of the first-year seminar. Chapters focus on the organization of one-shot and ongoing development efforts, content for training programs, evaluation as a development activity, and strategies for recruiting and maintaining a dedicated instructor team. While focused on the first-year seminar, the volume offers useful insight for anyone charged with designing faculty development initiatives for first-year instructors.

Trade Review
“Their argument for the importance of teacher training in higher education … is incredibly timely and effective; it provides a solid foundation for advocates of faculty development to use in future research or to begin a conversation about this topic on their campuses.” — Journal of College Orientation and Transition

The First Year Seminar Volume II: Instructor

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    A Paperback / softback by James Groccia, Mary Stuart Hunter

    £999.99

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      Book details

      Publisher National Resource Center for The First Year Experience & Students in Transition
      Published 30 May 2012
      ISBN-13 9781889271767
      978-1889271767
      ISBN-10 1889271764

      Description

      Book Synopsis
      Guided by an understanding of adult development, the authors suggest strategies for designing and presenting a comprehensive faculty development program in support of the first-year seminar. Chapters focus on the organization of one-shot and ongoing development efforts, content for training programs, evaluation as a development activity, and strategies for recruiting and maintaining a dedicated instructor team. While focused on the first-year seminar, the volume offers useful insight for anyone charged with designing faculty development initiatives for first-year instructors.

      Trade Review
      “Their argument for the importance of teacher training in higher education … is incredibly timely and effective; it provides a solid foundation for advocates of faculty development to use in future research or to begin a conversation about this topic on their campuses.” — Journal of College Orientation and Transition

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