Coming in from the margins : faculty development's emerging organizational development role in institutional change / created by Connie M. Schroeder.

Includes index.

Part 1 Calling faculty development to reenvision its role; Chapter 1 Faculty developers as institutional developers: the missing prong of organizational development / Connie M. Schroeder, 2 - Getting to the table: planning and developing institutional initiatives / Nancy van Note Chism, 3 - Nurturing institutional change, collaboration, and leadership between upper level administrators and faculty developers / Devorah Lieberman; Part 2 Examining the evidence of an organizational development role; Chapter 4 - Investigating institutional involvement and change agency / Connie M. Schroeder, 5 - Identifying the factors that enable an organizational development role / Connie M. Schroeder; Part 3 Repositioning centers and directors on the institutional radar screen; Chapter 6 - Leading from the middle: a faculty development center at the heart of institutional change / Catherine E. Frerichs, Diana G. Pace, and Tamara Rosier, 7 - Informing and directing the planning of institutional priorities and initiatives / Phyllis Blumberg, 8 - Developing and acting on a center vision: case study narratives / Connie M. Schroeder, 9 -Knowing and facilitating organizational change processes, scenarios and approaches / Connie M. Schroeder, 10 - Optimizing center staffing and advisory boards to promote involvement in institutional change / Susan Gano Phillips,11 - Aligning and revising center mission statements / Connie M. Schroeder, 12 - Embedding centers in institutional strategic planning / Connie M. Schroeder; Part 4 Next steps; Chapter 13 - Re-centering within the web of institutional leadership / Connie M. Schroeder.

The core argument of this book - that a necessary and significant role change is underway in faculty development - is a call for centers to merge the traditional responsibilities and services of the past several decades with a leadership role as organizational developers. Failing collectively to define and outline the dimensions and expertise of this new role puts centers at risk of not only marginalization, but of dissolution. The strategies in each chapter provide a practical resource and guide for re-examining the mission and structure of existing centers, for designing new centers of teach.