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Author: Robert J. Menges
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 440
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Book Description
A comprehensive, authoritative guide to over six hundred books and articles on teaching, learning, curriculum, and faculty development in colleges and universities.
Author: Robert J. Menges
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 440
Get Book Here
Book Description
A comprehensive, authoritative guide to over six hundred books and articles on teaching, learning, curriculum, and faculty development in colleges and universities.
Author: Yvonne Steinert
Publisher: Springer Science & Business Media
ISBN: 9400776128
Category : Education
Languages : en
Pages : 446
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Book Description
This volume addresses all facets of faculty development, including academic and career development, teaching improvement, research capacity building, and leadership development. In addition, it describes a multitude of ways, ranging from workshops to the workplace, in which health professionals can develop their knowledge and skills. By providing an informed and scholarly overview of faculty development, and by describing original content that has not been previously published, this book helps to ensure that research and evidence inform practice, moves the scholarly agenda forward, and promotes dialogue and debate in this evolving field. It will prove an invaluable resource for faculty development program planning, implementation and evaluation, and will help to sustain faculty members’ vitality and commitment to excellence. Kelley M. Skeff, M.D., Ph.D., May 2013: In this text, Steinert and her colleagues have provided a significant contribution to the future of faculty development. In an academic and comprehensive way, the authors have both documented past efforts in faculty development as well as provided guidance and stimuli for the future. The scholarly and well-referenced chapters provide a compendium of methods previously used while emphasizing the expanding areas deserving work. Moreover, the writers consistently elucidate the faculty development process by highlighting the theoretical underpinnings of faculty development and the research conducted. Thus, the book provides an important resource for two major groups, current providers and researchers in faculty development as well as those desiring to enter the field. Both groups of readers can benefit from a reading of the entire book or by delving into their major area of interest and passion. In so doing, they will better understand our successes and our limitations in this emerging field. Faculty development in the health professions has now received attention for 6 decades. Yet, dedicated faculty members trying to address the challenges in medical education and the health care delivery system do not have all the assistance they need to achieve their goals. This book provides a valuable resource towards that end.
Author: Constance Cook
Publisher: Taylor & Francis
ISBN: 1000979008
Category : Education
Languages : en
Pages : 267
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Book Description
Written by the director and staff of the first, and one of the largest, teaching centers in American higher education – the University of Michigan’s Center for Research on Learning and Teaching (CRLT) – this book offers a unique perspective on the strategies for making a teaching center integral to an institution’s educational mission. It presents a comprehensive vision for running a wide range of related programs, and provides faculty developers elsewhere with ideas and material to prompt reflection on the management and practices of their centers – whatever their size – and on how best to create a culture of teaching on their campuses. Given that only about a fifth of all U.S. postsecondary institutions have a teaching center, this book also offers a wealth of ideas and models for those administrators who are considering the development of new centers on their campuses.Topics covered include:• The role of the director, budgetary strategies, and operational principles• Strategies for using evaluation to enhance and grow a teaching center• Relationships with center constituencies: faculty, provost, deans, and department chairs• Engagement with curricular reform and assessment• Strengthening diversity through faculty development• Engaging faculty in effective use of instructional technology• Using student feedback for instructional improvement• Using action research to improve teaching and learning• Incorporating role play and theatre in faculty development• Developing graduate students as consultants• Preparing future faculty for teaching• The challenges of faculty development at a research universityIn the concluding chapter, to provide additional context about the issues that teaching centers face today, twenty experienced center directors who operate in similar environments share their main challenges, and the strategies they have developed to overcome them through innovative programming and careful management of their resources. Their contributions fall into four broad categories: institutional-level challenges, engaging faculty and students and supporting engaged pedagogy, discipline-specific programming, and programming to address specific instructor career stages.
Author: Jodi Levine Laufgraben
Publisher: John Wiley & Sons
ISBN: 0787960543
Category : Education
Languages : en
Pages : 208
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Book Description
Sustaining and Improving Learning Communities is the long awaited follow-up to the groundbreaking book Creating Learning Communities. The authors continue their exploration of the concept of learning communities as an innovation in undergraduate curricular instruction that allow students to actively participate in their own education, and deepen and diversify their college experience. Jodi Levine Laufgraben and Nancy S. Shapiro address a wide range of topics such as campus culture for sustaining learning communities, learning communities and the curriculum, pedagogies, and faculty development.
Author: Jan L. McCoy, PhD, RN
Publisher: Springer Publishing Company
ISBN: 0826109993
Category : Medical
Languages : en
Pages : 198
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Book Description
This new addition to the Fast Facts series is a pithy guide for novice nurse educators to the development, revision, and evaluation of programs and curricula that meet the standard requirements of the National Council of State Boards of Nursing, the NLNAC, and CCNE. Applying the concepts and principles of Systems Theory, the guide moves through the development process to include evaluation procedures where decisions are based on data. It addresses the common definitions of curriculum, how to design a curriculum, and how to design courses in accordance with the organizing elements of the program. The guide covers the purposes and development of a mission statement and of a program philosophy, as well as how to select an organizational framework. Curriculum implementation and faculty development requirements are also explored, in addition to educational and program outcomes and their evaluation. Organized for quick access and ease of use, each chapter defines key terms, summarizes important points, and lists resources for additional study. Key Features: Designed for use by all nursing educators regardless of educational environment or type of learner Breaks each step of the program development process into manageable parts that build on each other Uses concepts and principles of Systems Theory to guide curriculum development and evaluation Assists new nurse educators in quickly identifying the individual elements of a program and grasping the connections between them
Author: Olle ten Cate
Publisher: Springer
ISBN: 3319648284
Category : Education
Languages : en
Pages : 208
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Book Description
This book is open access under a CC BY 4.0 license. This volume describes and explains the educational method of Case-Based Clinical Reasoning (CBCR) used successfully in medical schools to prepare students to think like doctors before they enter the clinical arena and become engaged in patient care. Although this approach poses the paradoxical problem of a lack of clinical experience that is so essential for building proficiency in clinical reasoning, CBCR is built on the premise that solving clinical problems involves the ability to reason about disease processes. This requires knowledge of anatomy and the working and pathology of organ systems, as well as the ability to regard patient problems as patterns and compare them with instances of illness scripts of patients the clinician has seen in the past and stored in memory. CBCR stimulates the development of early, rudimentary illness scripts through elaboration and systematic discussion of the courses of action from the initial presentation of the patient to the final steps of clinical management. The book combines general backgrounds of clinical reasoning education and assessment with a detailed elaboration of the CBCR method for application in any medical curriculum, either as a mandatory or as an elective course. It consists of three parts: a general introduction to clinical reasoning education, application of the CBCR method, and cases that can used by educators to try out this method.
Author: Grant P. Wiggins
Publisher: ASCD
ISBN: 1416600353
Category : Education
Languages : en
Pages : 383
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Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Olga María Alegre de la Rosa
Publisher:
ISBN: 9781536109016
Category : Education
Languages : en
Pages : 460
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Book Description
The book Research on University Teaching and Faculty Development: International Perspectives contains twenty-five solid and powerful chapters treating research aspects that reflect current university issues in ten countries. The book has been written by 60 proficient educators and accredited researchers. They have explored university teaching and faculty development as a field of inquiry that uses qualitative and quantitative methodological approaches for studying almost forty university topics. These themes range from academic planning, accountability, and action research to change in teacher education. The question of a relationship between university teaching and teacher induction is first introduced in the book to train future teachers with techniques and social elements that require a scientific rather than an artistic approach to reflective practices. Eight chapters inquire why some university campuses produce more/better collaborative teaching and change predisposition in higher education. The sort of attempt to discover activeness during teaching practice and to define the nature of the induction year may well provide a path to some basic understanding and offers tremendous research potential into the teaching profession. The second section of the book regards faculty development as an enigma. Written throughout five chapters, it stresses expert-novice studies to make coherent sense out of experience within the faculty. The action research approach is a basic method to studying active teaching/assessment and, accordingly, to an understanding of the forces resulting in the internal consistency of the learning community's styles and processes. A crucial point is the female perspective at the higher education level that has permeated the culture of justice. The third part of the book contains six chapters of a quality nature. Governments and funding initiatives are focusing on the provision of university leadership development as a vehicle for renewing curriculum and quality assurance. The major beneficiaries of a well-run university change system in higher education are the students and graduates of any age, social and personal condition. New research on student assessment is unique among academic responsibilities in providing a direct linkage between learning activities and quality assurance, strategic decision-making processes. In this respect, how universities interpret inclusive education for students with developmental disabilities, and establishing structural relationships with society are important strategic matters to improve the functioning of the university's organization. Technology as an agent of university change is the fourth part of the book. It covers six chapters dealing with the impact of digital technology on traditional academic practices. Students' navigating discourses seem appropriate to enhance university learning because they intersect knowledge, competencies, confidence, information, and communication. The present day routine of Web 2.0 instruments in university teaching includes the use of computer generation and storage, to create and disseminate artifacts of undergraduate and graduate students.
Author: C. William McKee
Publisher: Jossey-Bass
ISBN: 9781118641545
Category : Education
Languages : en
Pages : 112
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Book Description
With pedagogical philosophy and practice changing significantly, faculty development has become much more important. Each chapter in this volume identifies particular areas of opportunity, and although the authors recognize that not every initiative suggested can be implemented by all institutions—circumstances such as institutional mission, available resources, and governance issues will dictate that—it is their hope that every reader will be able to glean details that might provide a spark or fan a flame on campus. As educators themselves, McKee, Johnson, Ritchie, and Tew invite you to consider the challenges, explore the possibilities, and join them on the journey. This is the 133rd volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Author: Aaron S. Richmond
Publisher: Routledge
ISBN: 1317283279
Category : Psychology
Languages : en
Pages : 229
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Book Description
What makes a good college teacher? This book provides an evidence- based answer to that question by presenting a set of "model teaching characteristics" that define what makes a good college teacher. Based on six fundamental areas of teaching competency known as Model Teaching Characteristics outlined by The Society for the Teaching of Psychology (STP), this book describes how college faculty from all disciplines and at all levels of experience can use these characteristics to evaluate, guide, and improve their teaching. Evidence based research supports the inclusion of each characteristic, each of which is illustrated through example, to help readers master the skills. Readers learn to evaluate their teaching abilities by providing guidance on what to document and how to accumulate and organize the evidence. Two introductory chapters outline the model teaching characteristics followed by six chapters, each devoted to one of the characteristics: training, instructional methods, course content, assessment, syllabus construction, and student evaluations. The book: -Features in each chapter self-evaluation surveys that help readers identify gaps between the model characteristics and their own teaching, case studies that illustrate common teaching problems, discussion questions that encourage critical thinking, and additional readings for further exploration. -Discusses the need to master teaching skills such as collaborative learning, listening, and using technology as well as discipline-specific knowledge. -Advocates for the use of student-learning outcomes to help teachers better evaluate student performance based on their achievement of specific learning goals. -Argues for the development of learning objectives that reflect the core of the discipline‘s theories and applications, strengthen basic liberal arts skills, and infuse ethical and diversity issues. -Discusses how to solicit student feedback and utilize these evaluations to improve teaching. Intended for professional development or teacher training courses offered in masters and doctoral programs in colleges and universities, this book is also an invaluable resource for faculty development centers, college and university administrators, and college teachers of all levels and disciplines, from novice to the most experienced, interested in becoming more effective teachers.
