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

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Sims, L. , & Denecke, D. (2003). Preparing future faculty in the humanities and social sciences: A guide for change. Washington, DC: American Association of Colleges and Universities, Council of Graduate Schools. Gaff, J. , & Simpson, R. D. (1994). Faculty development in the United States. Innovative Higher Education, 18(3), 167–176. Gibbs, J. , Major, C. , & Wright, V. H. (2003). Faculty perception of the costs and benefits of instructional technology: Implications for faculty work. Journal of Faculty Development, 19(2), 77–88.

Programs and Services While the range and number of programs and services offered by individual centers varies considerably, normally the types of programs and services they offer fall within the categories below. The first three program types discussed following—workshops, individual consultations, and classroom observations— are characteristic of the earliest offerings in the field of faculty development and still the programs most commonly found in many centers. They emphasize the expertise of the faculty development professional as a resource for faculty members in the area of instructional development and as a facilitator of faculty development.

Change, 27(6), 13–25. Bergquist, W. H. (1992). The four cultures of the academy: Insights and strategies for improving leadership in collegiate organizations. San Francisco: Jossey-Bass. Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. , & Ehrmann, S. (1996, October). Implementing the seven principles: Technology as lever. AAHE Bulletin, 3–6. N. (1998). The role of educational developers in institutional change: From the basement office to the front office.

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