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Re-imagining academic staff development: spaces for disruption, a book with a strong commitment to social transformation, is a welcome addition to the field of academic development studies.
College teachers. --- College teachers Training of. --- Education, Higher.
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College teachers --- College teaching --- Professeurs (Enseignement supérieur) --- Enseignement universitaire --- Training of --- Formation --- College teaching. --- Training of. --- Professeurs (Enseignement supérieur) --- College teachers - Training of.
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Computer-assisted instruction. --- Educational technology. --- College teachers --- Training of --- #eLINK --- mediakunde --- Pedagogiek en onderwijskunde --- onderwijstechnologie --- onderwijstechnologie. --- Onderwijstechnologie. --- College teachers - Training of - Great Britain.
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College teachers --- Examinations --- Professeurs (Enseignement supérieur) --- Examens --- Certification --- Training of --- Attestation de compétences --- Formation --- College teachers. --- Examinations. --- Lerarenopleiding --- Certification. --- Training of. --- algemeen --- algemeen. --- Algemeen. --- Professeurs (Enseignement supérieur) --- Attestation de compétences --- College teachers - Certification --- College teachers - Training of
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College teachers --- Universities and colleges --- Education, Higher --- Curriculum enrichment --- Academic achievement --- Training of --- Faculty --- Higher education --- College teachers - Training of - Case studies --- Universities and colleges - Faculty - Case studies --- Education, Higher - Case studies --- Curriculum enrichment - Case studies --- Academic achievement - Case studies
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This book describes the design and implementation of a discipline-specific model of professional development: the disciplinary Teaching and Learning Center (TLC). TLC was born from a strong commitment to improving undergraduate science education through supporting the front-line educators who play an essential role in this mission. The TLC’s comprehensive approach encompasses consultation, seminars and workshops, acculturation activities for new faculty members, and teaching preparatory courses as well as a certificate program for graduate students. At the University of Maryland, TLC serves biology and chemistry faculty members, postdoctoral associates, and graduate students. The Center is deeply integrated into the departmental culture, and its emphasis on pedagogical content knowledge makes its activities highly relevant to the community that it serves. The book reflects ten years of intensive work on the design and implementation of the model. Beginning with a needs assessment and continuing with ongoing evaluation, the book presents a wealth of information about how to design and implement effective professional development. In addition, it discusses the theory underlying each of the program components and provides an implementation guide for adopting or adapting the TLC model and its constituent activities at other institutions. In this book, the authors describe how they created the highly successful discipline-based Teaching and Learning Center at the University of Maryland. This is a must read for anyone interested in improving higher education Charles Henderson, Western Michigan University This book will provide a much-needed resource for helping campus leaders and faculty development professionals create robust programs that meet the needs of science faculty. Susan Elrod, Interim Provost and Vice President for Academic Affairs, Chico State The authors provide a road map and guidance for higher education professional development in the natural science for educators at all levels. While the examples are from the sciences, the approaches are readily adaptable to all disciplines. Spencer A. Benson, Director of the Centre for Teaching and Learning Enhancement, University of Macau.
Education. --- Science Education. --- Mathematics Education. --- Higher Education. --- Mathematics. --- Science --- Education, Higher. --- Education --- Mathématiques --- Sciences --- Enseignement supérieur --- Study and teaching. --- Etude et enseignement --- College teachers -- Training of. --- College teaching. --- Social Sciences --- Education, Special Topics --- College teachers --- Training of. --- University teaching --- Mathematics --- Science education. --- Higher education. --- Teaching --- Science education --- Scientific education --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Math --- Mathematics—Study and teaching .
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Enseignement supérieur et universitaire --- Hoger en universitair onderwijs --- Study skills. --- College teaching. --- College teachers. --- Education --- Etude --- Enseignement universitaire --- Professeurs (Enseignement supérieur) --- Sciences de l'éducation --- Study and teaching --- Methodology. --- Méthodes --- Méthodologie --- Teaching --- Learning --- College teaching --- College students --- College teachers --- Training of --- College students. --- Lerarenopleiding --- Training of. --- algemeen --- algemeen. --- Professeurs (Enseignement supérieur) --- Sciences de l'éducation --- Méthodes --- Méthodologie --- Pédagogie --- College teachers - Training of --- Enseignement superieur --- Universites et colleges --- Corps enseignant --- Pedagogie
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College teachers, Training of --- -Universities and colleges --- -Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Education, Higher --- Congresses --- Faculty --- College teachers --- Universities and colleges --- Training of --- Congresses. --- -Congresses --- Colleges --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Teachers --- Training of&delete& --- Faculty&delete&
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Incorporating both theoretical and practical perspectives, this volume of papers explores varied aspects of peer review of teaching in higher education. The section on theory features contributions from academics based in Europe, North America and Australia. It provides a number of models demonstrating ways in which collegial peer commentary can enhance the quality of learning and teaching. The chapters examine in detail the importance of communication and leadership, and deploy evidence from one-on-one interviews that evince the value of considering collegiality, emotions, attitudes, and spaces in peer review. The analysis shows how these factors are central to the ways in which lecturers and teachers communicate with each other to create constructive opportunities for learning. The chapters on practical considerations detail the peer review process and include case studies from institutions in Africa, Europe, North America and Australia, which focus on different areas of the topic, including peer review as a quality assurance mechanism, peer review in distance education, peer review in foundation courses, and peer review embedded within a department and across a university. The book ends with an international perspective on the role of peer review in ensuring a holistic approach to quality enhancement in learning and teaching.
College teaching. --- Education, Higher. --- College teachers -- Training of -- Handbooks, manuals, etc. --- College teaching -- Handbooks, manuals, etc. --- EDUCATION / General. --- Education. --- School management and organization. --- School administration. --- Higher education. --- Learning & Instruction. --- Higher Education. --- Administration, Organization and Leadership. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- University teaching --- Teaching --- Education --- Learning. --- Instruction. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Learning process --- Comprehension --- Inspection --- Management and organization
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Approche interdisciplinaire dans l'enseignement --- College teachers [Training of] --- Enseignement multidisciplinaire --- Enseignement pluridisciplinaire --- Integrated curriculum --- Interdisciplinaire aanpak in het onderwijs --- Interdisciplinaire benadering in het onderwijs --- Interdisciplinaire methode in het onderwijs --- Interdisciplinarity in education --- Interdisciplinarité dans l'enseignement --- Interdisciplinarité en éducation --- Interdisciplinary approach in education --- Interdisciplinary studies --- Méthode interdisciplinaire dans l'enseignement --- Pluridisciplinarité --- Programmes d'études intégrés --- Études interdisciplinaires --- Études multidisciplinaires --- Études pluridisciplinaires --- Education, Higher --- Interdisciplinary approach in education. --- Education, Humanistic --- College teachers --- Philosophy. --- Training of. --- Attitudes. --- Education [Higher ] --- Philosophy --- Education [Humanistic ] --- Attitudes --- Enseignement supérieur --- Éducation humaniste --- Professeurs (enseignement supérieur) --- Éducation --- Enseignants --- Élèves --- Philosophie --- Formation --- Enseignement supérieur --- Interdisciplinarité dans l'enseignement --- Éducation humaniste --- Professeurs (enseignement supérieur) --- Éducation --- Élèves
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