CATHERINE M. WEHLBURG is Director, Center for teaching Excellence, Texas Christian University. SANDRA CHADWICK-BLOSSEY is Director, Christian A. Johnson Institute for Effective Teaching, Rollins College.

• Introduction. Section I: Past, Present, and Future of SoTL.1. The scholarship of teaching and learning: Past, present, and futureSection II: Assessment and Faculty Development.2. Triangulating faculty needs for the assessment of student learning.3. Documenting the educational innovations of faculty.4. Evaluating the return on investment of faculty development.5. Making faculty development needs assessment more meaningful.Section III: Curriculum Design and Evaluation.6. Educating and engaging faculty to educate and engage students.7. Streamlining midterm student evaluations.8. An interactive focus group protocol for qualitative assessments.Section IV: Faculty Development Tools.9. A transformative model for professional development activities.10. A SHORE approach to faculty development.11. Foucault and the practice of educational development.12. Establishing an innovative, formal, untenured faculty organization.13. Fostering diversity in a faculty development organization.14. Academic development as a team sport.Section V: Student Learning and Faculty Development.15. Student learning and faculty development.16. Problem-based service learning.17. Effective peer evaluation in learning teams.18. An international perspective on assessing group projects.19. Portland State's faculty development program for service learning.Section VI. Faculty Development With Part-Time Instructors.20. Making adjunct faculty part of the academic community.21.The ongoing development of graduate student instructors.Bibliography.

CATHERINE M. WEHLBURG is Director, Center for teaching Excellence, Texas Christian University. SANDRA CHADWICK-BLOSSEY is Director, Christian A. Johnson Institute for Effective Teaching, Rollins College.

• Introduction. Section I: Past, Present, and Future of SoTL.1. The scholarship of teaching and learning: Past, present, and futureSection II: Assessment and Faculty Development.2. Triangulating faculty needs for the assessment of student learning.3. Documenting the educational innovations of faculty.4. Evaluating the return on investment of faculty development.5. Making faculty development needs assessment more meaningful.Section III: Curriculum Design and Evaluation.6. Educating and engaging faculty to educate and engage students.7. Streamlining midterm student evaluations.8. An interactive focus group protocol for qualitative assessments.Section IV: Faculty Development Tools.9. A transformative model for professional development activities.10. A SHORE approach to faculty development.11. Foucault and the practice of educational development.12. Establishing an innovative, formal, untenured faculty organization.13. Fostering diversity in a faculty development organization.14. Academic development as a team sport.Section V: Student Learning and Faculty Development.15. Student learning and faculty development.16. Problem-based service learning.17. Effective peer evaluation in learning teams.18. An international perspective on assessing group projects.19. Portland State's faculty development program for service learning.Section VI. Faculty Development With Part-Time Instructors.20. Making adjunct faculty part of the academic community.21.The ongoing development of graduate student instructors.Bibliography.

CATHERINE M. WEHLBURG is Director, Center for teaching Excellence, Texas Christian University. SANDRA CHADWICK-BLOSSEY is Director, Christian A. Johnson Institute for Effective Teaching, Rollins College.

• Introduction. Section I: Past, Present, and Future of SoTL.1. The scholarship of teaching and learning: Past, present, and futureSection II: Assessment and Faculty Development.2. Triangulating faculty needs for the assessment of student learning.3. Documenting the educational innovations of faculty.4. Evaluating the return on investment of faculty development.5. Making faculty development needs assessment more meaningful.Section III: Curriculum Design and Evaluation.6. Educating and engaging faculty to educate and engage students.7. Streamlining midterm student evaluations.8. An interactive focus group protocol for qualitative assessments.Section IV: Faculty Development Tools.9. A transformative model for professional development activities.10. A SHORE approach to faculty development.11. Foucault and the practice of educational development.12. Establishing an innovative, formal, untenured faculty organization.13. Fostering diversity in a faculty development organization.14. Academic development as a team sport.Section V: Student Learning and Faculty Development.15. Student learning and faculty development.16. Problem-based service learning.17. Effective peer evaluation in learning teams.18. An international perspective on assessing group projects.19. Portland State's faculty development program for service learning.Section VI. Faculty Development With Part-Time Instructors.20. Making adjunct faculty part of the academic community.21.The ongoing development of graduate student instructors.Bibliography.