Section I: The Context for Faculty, Instructional, and Organizational Development

Because faculty, instructional and organizational development is still a relatively new area, it has undergone dramatic changes not only in the last fifteen years but even in the last two or three years. As the focus on undergraduate education becomes more prevalent, as budgets wax and wane, and as the demographics of the academic population change, it is important that we stay abreast of the latest research, discussion, and information in the field. Thus, it is appropriate that the volume begins with a focus on the context in which we do our work. What is happening in faculty development? What philosophical issues underpin what we do? What are the contextual factors that influence our daily efforts to enhance teaching, learning, and organizational effectiveness on our campuses? Some of these questions are addressed in the articles included in this first section of the volume