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This Introduction provides an overview of the book in terms of an historical framework underpinning the content of the book, the relevance of the content to stakeholders, and the structure of the chapters

This chapter traces the history of the scholarly work of faculty with special attention given to my work on the Carnegie Report and the advances that have been made (and not) since its publication in 1990. Topics considered include the scholarship of engagement, tensions between the collegial culture and the managerial culture, and the need to develop a change strategy that is transformative and not just a continuation of the incremental approach. How we build on the scholarly strengths of our pasts, symbolically represented by Athens and Berlin, while organizing in new ways for a diverse, growing, transnational world represented in the challenges of LA is at the heart of this analysis

My perspective in this chapter is that of a practitioner, the director of a teaching and learning center for twenty-five plus years, who has been using the insights of educational researchers to enrich teaching and learning on my own research-intensive campus, Stanford, and at other universities. I assert that teaching—and therefore the relationship between teaching and research—has been redefined on my campus and that teaching is being taken seriously as never before. As a result, educational researchers have extraordinary opportunities for practical implementation of their work, especially if such researchers and we practitioners collaborate, and we all remain fully sensitive to the special culture of faculty at research universities

Early career faculty, defined as those within the first seven years of appointment to a faculty position or those who have not yet received tenure, contribute to the present and create the future of universities and colleges. This chapter contributes to deeper understanding of new faculty by addressing these issues: 1) the demographics of early career faculty; 2) the preparation they receive and the gaps in their graduate and post-doctoral backgrounds; 3) the abilities and skills early career faculty need to succeed in higher education; 4) the expectations early career faculty have for their careers and the challenges they experience in their new roles; 5) the strategies individual early career faculty and institutions can employ to enhance their professional growth; and 6) directions for future research

This chapter reviews the extant literature on college students’ help seeking and motivation to learn. Specific attention is paid to how classroom contextual factors (e.g., instructional climate, teacher support and caring) are believed to influence college students’ patterns of motivation and willingness to seek help. In terms of help seeking, a distinction is made between proactive (e.g., instrumental) and generally maladaptive forms of help seeking (e.g., executive). Emphasis is placed on the importance of developing learners who learn to seek help when needed. Motivation in this chapter is defined primarily in terms of achievement goal theory. To this end, discussions focus on college students’ endorsement of multiple achievement goals and which goals (i.e., mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) have been found to be related to course achievement. The chapter concludes with implications for practice and a discussion of future research in the areas of motivation and self-regulated learning

Early career faculty, defined as those within the first seven years of appointment to a faculty position or those who have not yet received tenure, contribute to the present and create the future of universities and colleges. This chapter contributes to deeper understanding of new faculty by addressing these issues: 1) the demographics of early career faculty; 2) the preparation they receive and the gaps in their graduate and post-doctoral backgrounds; 3) the abilities and skills early career faculty need to succeed in higher education; 4) the expectations early career faculty have for their careers and the challenges they experience in their new roles; 5) the strategies individual early career faculty and institutions can employ to enhance their professional growth; and 6) directions for future research

This chapter presents the area of nonverbal (NV) behavior as it relates to teacher-student interaction, particularly in higher education. The first part covers research topics in NV psychology, the repertoire of NV behaviors, and topics of NV research pertinent to teaching. Microteaching is then discussed as a major application in teacher training involving NV behavior. The central part focuses on instructors’ NV behavior and its effects on students. The ‘‘teacher enthusiasm’’ and ‘‘teacher immediacy’’ conceptualizations and research literatures are then discussed, wondering about their alienated isolation from each other, because both deal with the very same phenomenon of the contribution of instructors’ NV enthusiasm to their teaching quality. Research on specifically-measured instructors’ NV behaviors (opposed to global NV conduct as perceived by students) is then presented, demonstrating how thin slices (10 seconds) of teachers’ NV behavior can predict student evaluations, and illuminating the NV profile of effective instructors

College faculty members work and live in a web of varying cultures, all of which influence their work with undergraduates in and out of the classroom. In this chapter, I explore the influence that various faculty cultures (professional, institutional, and disciplinary) have on how faculty teach and interact with students. I begin by defining culture and its manifestations followed by a discussion of research on faculty subcultures. I then propose a model for studying faculty cultures as they relate to teaching and use my work and the work of others as examples of the effects of cultural contexts on teaching. Finally, I conclude by describing the implications that this research and the conceptual model have for practice and future research

Students’ evaluations of teaching effectiveness (SETs) have been the topic of considerable interest and a great deal of research in North America and, increasingly, universities all over the world. Research reviewed here indicated that SETs are:

It is well acknowledged in practice as well as in research that requirements are related to each other and that these relationships affect software development work in various ways. This chapter addresses requirements interdependencies, starting from a traceability perspective. The focus of the chapter is on giving an overview of requirements interdependency research and on synthesizing this into a model of fundamental interdependency types and a research agenda for the area. Furthermore, a description of how knowledge about requirements interdependencies can facilitate various activities within software engineering is provided. The main challenges for the future are to understand the nature of requirements interdependencies and to develop approaches that enable to identify, describe and effectively deal with them in the software development process.