“This is a remarkable work that clarifies the gradual and important transformation in faculty development that has been under way in American high education for decades, enabling us to learn from and build on the experiences, insights, and practical advice of pathfinders in our field. Dr. Schroeder provides a solid research base to this work, augmented by models, case studies and reflective practice from many of the leaders in our field who have long understood the importance of framing their faculty development roles as agents of organizational change. Connie Schroeder and her colleagues have charted this new terrain for us, recounting their triumphs as well as their challenges. They offer us a new way of thinking about our field and its future for current and future faculty developers in the U.S. and for academic and educational developers internationally. I highly recommend this valuable and thought-provoking new resource for faculty developers and the senior academic administrators with whom they work."
-- Deborah DeZure, Assistant Provost for Faculty and Organizational Development, Michigan State University
"No doubt about, we have entered a new era in faculty development. As our institutions face a myriad of changes, faculty developers will increasingly need to look beyond traditional instructional development boundaries to emerging organizational development roles. The pressures put on faculty developers during this time of flux are immense. Luckily, this important new book, based on original research and state-of-the-art practice, provides a cogent range of insights into what we are all experiencing. Coming in from the Margins is an indispensable and timely addition to the field that takes a hard look at where we are right now, and provides a road map for the future."
-- Mary Deane Sorcinelli, Associate Provost for Faculty Development, and Professor, Educational Policy, Research and Administration, University of Massachusetts Amherst
“This impor
Connie Schroeder is Assistant Director of the Center for Instructional and Professional Development, at the University of Wisconsin, UW-Milwaukee.
PhyllisBlumberg is a consultant and presenter focusing on the learning process, assessment of student learning outcomes, and effective teaching in higher education. From 1999 to 2019, she was the director of the Teaching and Learning Center at the Universityof the Sciences in Philadelphia, where she was also assistant provost for faculty development, as well as research professor in education and professorof psychology.
Tamara Rosier
