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Author: Tom O'Donoghue
Publisher: Taylor & Francis
ISBN: 1040045502
Category : Education
Languages : en
Pages : 233
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Book Description
Examining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education. While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role-play. O’Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally. This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.
Author: Tom O'Donoghue
Publisher: Taylor & Francis
ISBN: 1040045502
Category : Education
Languages : en
Pages : 233
Get Book Here
Book Description
Examining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education. While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role-play. O’Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally. This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.
Author: Tom A. O'Donoghue
Publisher:
ISBN: 9781032770529
Category : Education
Languages : en
Pages : 0
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Book Description
"Examining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education. While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role play. O'Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally. This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia"--
Author: Viviane Durand-Guerrier
Publisher: Routledge
ISBN: 1000369285
Category : Education
Languages : en
Pages : 244
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Book Description
In the last thirty years or so, the need to address the challenges of teaching and learning mathematics at university level has become increasingly appreciated by university mathematics teachers, and beyond, by educational institutions around the world. Indeed, mathematics is both a condition and an obstacle to success for students in many educational programmes vital to the 21st century knowledge society, for example in pure and applied mathematics, engineering, natural sciences, technology, economics, finance, management and so on. This breadth of impact of mathematics implies the urgency of developing research in university mathematics education, and of sharing results of this research widely. This book provides a bespoke opportunity for an international audience of researchers in didactics of mathematics, mathematicians and any teacher or researcher with an interest in this area to be informed about state-of-the-art developments and to heed future research agendas. This book emerged from the activities of the research project INDRUM (acronym for International Network for Didactic Research in University Mathematics), which aims to contribute to the development of research in didactics of mathematics at all levels of tertiary education, with a particular concern for the development of early-career researchers in the field and for dialogue with university mathematicians. The aim of the book is to provide a deep synthesis of the research field as it appears through two INDRUM conferences organised in 2016 and 2018. It is an original contribution which highlights key research perspectives, addresses seminal theoretical and methodological issues and reports substantial results concerning the teaching and learning of mathematics at university level, including the teaching and learning of specific topics in advanced mathematics across a wide range of university programmes.
Author: Kay J. Gillespie
Publisher: John Wiley & Sons
ISBN: 0470600063
Category : Education
Languages : en
Pages : 523
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Book Description
Since the first edition of A Guide to Faculty Development was published in 2002, the dynamic field of educational and faculty development has undergone many changes. Prepared under the auspices of the Professional and Organizational Development Network in Higher Education (POD), this thoroughly revised, updated, and expanded edition offers a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institutions. This essential book offers an introduction to the topic, includes twenty-three chapters by leading experts in the field, and provides the most relevant information on a range of faculty development topics including establishing and sustaining a faculty development program; the key issues of assessment, diversity, and technology; and faculty development across institutional types, career stages, and organizations. "This volume contains the gallant story of the emergence of a movement to sustain the vitality of college and university faculty in difficult times. This practical guide draws on the best minds shaping the field, the most productive experience, and elicits the imagination required to reenvision a dynamic future for learning societies in a global context." —R. Eugene Rice, senior scholar, Association of American Colleges and Universities "Across the country, people in higher education are thinking about how to prepare our graduates for a rapidly changing world while supporting our faculty colleagues who grew up in a very different world. Faculty members, academic administrators, and policymakers alike will learn a great deal from this volume about how to put together a successful faculty development program and create a supportive environment for learning in challenging times." —Judith A. Ramaley, president, Winona State University "This is the book on faculty development in higher education. Everyone involved in faculty development—including provosts, deans, department chairs, faculty, and teaching center staff—will learn from the extensive research and the practical wisdom in the Guide." —Peter Felten, president, The POD Network (2010–2011), and director, Center for the Advancement of Teaching and Learning, Elon University
Author: Joseph R. Feinberg
Publisher: Taylor & Francis
ISBN: 1040110770
Category : Education
Languages : en
Pages : 220
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Book Description
This book offers a comprehensive guide to the impact of professional development schools and school–university partnerships (PDSs-SUPs), articulating both the major issues that confront PDSs-SUPs and the various research methods shaping the field. Stemming from a national PDS research conference and project funded by the American Educational Research Association, this collaborative effort presents a vision aimed at promoting inclusive, equity-focused research within PDSs-SUPs and delves into the insights of researchers as they examine revitalized perspectives, persistent challenges, and emerging areas of study. This volume will appeal to scholars, teachers, teacher educators, university students, and education policymakers with interest in social justice in research, teacher education, and P-12 partnerships.
Author: Bill Johnston
Publisher: McGraw-Hill Education (UK)
ISBN: 0335239803
Category : Education
Languages : en
Pages : 157
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Book Description
If academics are genuinely to develop as teachers throughout their careers, if they are to continue to produce innovations, they have to bring a scholarly orientation to teaching. This series will show them how to do that. It will teach them how to make credible cases for different forms of innovation, thus helping them to situate teaching centrally in their careers. It will also show them ways of solving students' problems and methods of helping their students to learn more effectively. THE FIRST YEAR AT UNIVERSITY Teaching Students in Transition The first year at university can be a very challenging time for students especially in a mass system of higher education. Many students are ill- equipped to cope with life at university and retention is now a critical metric for all universities. This has resulted in universities having to spend considerable time and attention on ensuring that the 'first year experience' is as positive as possible for all students. This book offers a range of practical strategies, underpinned by relevant research, which lecturers can implement when charged with working with first year students in order to ease their transition to higher education. These strategies affect not only the design of courses, teaching and assessment but also how teams of lecturers provide consistent support, and how this in turn is supported by strategic planning at an institutional level. The First Year at University is a practical resource that can be used by a wide range of lecturers including those undertaking the PGCE (Higher Education) as well as those on CPD courses on teaching and learning in higher education.
Author: Walter Leal Filho
Publisher: Springer
ISBN: 3319329286
Category : Education
Languages : en
Pages : 354
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Book Description
This book introduces readers to the latest research and findings from projects focusing on teaching education for sustainable development at universities. In particular, it describes practical experiences, outline courses, training schemes and other initiatives aimed at promoting better teaching on matters related to sustainable development at institutions of higher education. In order to meet the pressing need for publications to support sustainable development education, the book places special emphasis on state-of-the art descriptions of approaches, methods, initiatives and projects from around the world, illustrating how teaching education for sustainable development can be implemented at the international scale. The book represents a timely contribution to the dissemination of approaches and methods that may improve the way we perceive the importance of teaching education for sustainable development, as well as how we implement it.
Author: Keith Trigwell
Publisher: Springer Nature
ISBN: 3030508307
Category : Education
Languages : en
Pages : 128
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Book Description
This book focuses on university teachers’ experience of teaching and learning. Following on from the 1999 volume Understanding Learning and Teaching, which focused on student experiences of teaching and learning, this book provides guidance on how teachers’ experiences can be understood in ways which can support the continued enhancement of student learning experiences and learning outcomes. Drawing on the outcomes of a 30-year research project, this comprehensive volume discusses the qualitative variation in approaches to university teaching, the factors associated with that variation, and how different ways of teaching are related to differences in student experiences of teaching and learning. The authors extend the discussions of teaching into new areas, including emotions in teaching, leadership of teaching, growth as a university teacher and the contentious field of relations between teaching and research. “This important book offers an accessible, research-informed guide to understanding student learning and university teaching. Written by two world-leading experts in the field, it provides rich insights and practical responses to the challenges faced by those who care deeply about teaching and learning in higher education.” —Professor Paul Ashwin, Lancaster University, UK "Enhancing discipline-specific evidence-based development of the quality of teaching and learning in higher education has been my strategy during my whole career. Therefore and with great pleasure I read the book by Trigwell and Prosser which distills their teaching and learning research into a guide for those seeking to better understand their teaching environment. Building on their discovery of relations between the ways of teaching and the ways of learning, they expand on what is known about variation in teaching and how it links to course design, to research and to academic development. This book will be a valuable resource for many academics." —Professor Sari Lindblom, University of Helsinki, Finland “In an international higher education context going through much change and uncertainty, Trigwell and Prosser have produced a scholarly, timely, evidence-based, view of teaching and learning suitable for universities world-wide. The experience, quality and satisfaction of university leaders, researchers, teachers and students will benefit enormously from the ideas in this addition to their first book.” —Professor Robert A. Ellis, Griffith University, Australia
Author: Olga María Alegre de la Rosa
Publisher: Nova Science Publishers
ISBN: 9781634823166
Category : College teaching
Languages : en
Pages : 0
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Book Description
This book builds on the tradition of concern for university innovation that has characterised higher education throughout the world. It recognises the university needs for continuous development of students and faculty. It involves recommendations applicable to classroom teaching, thus providing a bridge between research and practice. It helps readers meet some university challenges and build effective universities for present times. For all those reasons, we believe that this book is right. The need for renewed focus on innovation in higher education stems from several sources. First, some social and educational agencies are expressing dissatisfaction with the performance of the general higher education system. Although we do not agree with the criticism, many universities around the world assume their responsibility for launching research projects, and programs for promoting quality in teaching and learning within their faculty and community. Second, the world in which universities operate is changing noticeably. Colleges and universities are experiencing basic changes in student admission and placement. In the nearest future the student body will be over 25 years of age. Students will need methodologies to access learning materials and participate in online actions and communications over the Internet at their own convenience. The third reason for a special attention on university innovations comprises market competition in society. Students are annually evaluating the value of any university degree based upon their perceptions on quality in flexible teaching, resources and new educational technologies, campus and classroom learning environments, services and fees. Students are demanding more than a piece of paper as a premium placed on a college degree. They envisage universities must provide the major guide and best way for finding jobs and career progress. Fourth, colleges and universities are encouraging the development of long-distance education and massive open online courses. Government agencies foster competition among institutions, in order to provide powerful mental tools to help students to master tough subjects. Besides, private higher education institutions are emerging and competing for students with those of the public sector. Finally, some books outline improvement processes needed by faculty members to undertake curriculum and teaching innovations. However, very few claim to describe the teaching competencies needed by university faculty who work in higher education classroom settings. Furthermore, universities offering innovation programs and courses use those competencies to identify learning change and teacher and student progress toward curriculum development.
Author: Susan Sipple
Publisher: Taylor & Francis
ISBN: 1000979849
Category : Education
Languages : en
Pages : 155
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Book Description
This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding.Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members.By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers.This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved.Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success.When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.
