1. Why psychological obstacles (rather than knowledge) may be a major impediment to faculty development, and a class of potential solutions [Hearts and Minds, and Magic Feathers] 2. How the way our minds work impacts faculty development [A Species of Very Little Mental Bandwidth] 15. No matter how much they seem like us, they arent; design academic assessment and faculty development programs and communications in anticipation of this reality [The Dancing Fool Meets John Malkovich] 9. Faculty and the administration have different views of reality, which challenge faculty development [The Matrix as a Metaphor for Academic Institutions] 12.Decannomics poster (from AAMC-GFA Professional Development Conference)
3.5 Devices that help us keep commitments [A
Bestiary of Commitment Devices] 4. Why we are averse to feedback and what to do about it [Difficult Conversations] 5. In faculty development, if its too good to be true it probably is. Confusion is normal and even a sign of appropriate goals. [Stories We Tell Ourselves] 7. Fear of interaction with others impedes faculty development. It can be countered. [The Only Thing We Have To Fear] 11. In faculty career development, choice itself is a challenge that behavioral tactics can help meet. [Might what suits Barack Obama suit faculty development?] 13. Yes, And, an element of improvisational comedy, is an effective alternative to negative feedback in academia [Yes, And] 14. Judicious application of forcing functions can yield faculty development [Almost The End of Civilization As We Know It] 15. No matter how much they seem like us, they arent; design academic assessment and faculty development programs and communications in anticipation of this reality [The Dancing Fool Meets John Malkovich]
Mentorship
3. Why its easy to commit to faculty
development activities, and difficult to follow through on these commitments [Happy New Year!]
Communications
DEVELOPMENT
STRATEGIES
FACULTY
ASSESSMENT 19. People assess academic work and make the decisions, and the assessments and decisions are not private. Not private means that the assessments and decisions can or will be shared with other people. [Know Your Enemy] 15. No matter how much they seem like us, they arent; design academic assessment and faculty development programs and communications in anticipation of this reality [The Dancing Fool Meets John Malkovich] 16. An enlightened attitude towards scholarship does no good unless the gatekeepers of publication, funding, and academic appointment and promotion buy in to it [Curve Ball]. 17. Our normal behavior can interfere with highquality peer review. Devise countermeasures. [Fishy behavior] 18. Cognitive biases can influence academic peer review, more so when review is done in groups. Even if this is rare, prudence dictates we anticipate it and combat it. [The Jury Is Still Out] 20. To faculty seeking promotion: Use the power of cognitive bias for good, not for evil [Give em the old razzle dazzle]
MENTORSHIP 6. The single all-knowledgeable mentor is a fable [Yoda is Dead!]
COMMUNICATIONS 10. Faculty development is only as successful as faculty awareness of it and engagement with it; no effective communication, no faculty development [What we got here is failure to communicate]
