Faculty Development in the Age of Evidence: Current Practices, Future Imperatives

The first decade of the twenty-first century brought major challenges to higher education, all of which have implications for and an impact on 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: Learning from the Past, Understanding the Present, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment.

For this new study the authors resurveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, reorganization, and consolidation. In doing so, the authors 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.

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