Vol. 16 No. 2 (2012)

Faculty Issues

• Introduction to the Special Issue: Faculty Development for Online Teaching

  Stephanie J. Jones, Katrina A. Meyer

• Writing Professor as Adult Learner: An Autoethnography of Online Professional Development

  Teresa Beth Henning

• Faculty Development for Online Teaching as a Catalyst for Change

  Carol A. McQuiggan

• Technology Adoption in Higher Education: Overcoming Anxiety Through Faculty Bootcamp

  Terri Johnson, Mary Ann Wisniewski, Greg Kuhlemeyer, Gerald Isaacs, Jamie Krzykowski

• Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices

  Kristin Koepke, Alexander O’Brien

• Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals: A Case Study in Faculty Development

  Aimee deNoyelles, Clara Cobb, Denise Lowe

• Faculty Development for E-Learning: A Multi-Campus Community of Practice (COP) Approach

  Janet Reilly, Christine Vandenhouten, Susan Gallagher-Lepak, Penny Ralston-Berg

• Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development

  Amber L. Vaill, Peter A. Testori

• Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

  Barbara C. Storandt, Lia C. Dossin, Anna Piacentini Lacher

• Zero to Sixty Plus in 108 Days: Launching a Central Elearning Unit and Its First Faculty Development Program

  Monica Orozco, James K Fowlkes, Page Jerzak, Ann Musgrove

• Promoting Continuous Quality Improvement in Online Education: The Meta Model

  Holly McCracken, Eileen Dittmar