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Articles 31 - 36 of 36
Full-Text Articles in Education
Getting Lecturers To Take Discussion Seriously, Stephen Brookfield, Stephen Preskill
Getting Lecturers To Take Discussion Seriously, Stephen Brookfield, Stephen Preskill
To Improve the Academy: A Journal of Educational Development
In this chapter we examine how faculty resistant to experimenting with discussion methods can be encouraged to take them seriously. We begin by acknowledging and addressing publicly the objections to using discussion most frequently raised by skeptical faculty. We then turn to proposing what we believe are the most common reasons why attempts to use discussion sometimes fail: that teachers have unrealistic expectations of the method, that students are unprepared, that reward systems in the classroom are askew, and that teachers have not modeled their own participation in, and commitment to, discussion methods. For each of these reasons we suggest …
“It's Hard Work!”: Faculty Development In A Program For First–Year Students, Martha L. A. Stassen
“It's Hard Work!”: Faculty Development In A Program For First–Year Students, Martha L. A. Stassen
To Improve the Academy: A Journal of Educational Development
Academic programs designed specifically for first-year students provide an important opportunity for faculty growth. This chapter contributes to the limited literature on this topic through a qualitative analysis of interviews with faculty members who taught in an experimental living-learning community for first-year students at a Research I Public University. The analysis suggests atleast four dimensions of faculty growth as a result of their involvement in first-year programs. In addition to outlining the types of impact this experience has on the faculty involved, the article suggests the implications of these findings for faculty development.
The Influence Of Disciplinary Differences On Consultations With Faculty, Virginia Lee
The Influence Of Disciplinary Differences On Consultations With Faculty, Virginia Lee
To Improve the Academy: A Journal of Educational Development
In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have given comparatively little attention to the significance of these differences for faculty development. After reviewing selective, representative studies from the literature on disciplinary differences, this paper develops a general framework for determining how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under …
The Scholarship Of Teaching And Learning: A National Initiative, Barbara L. Cambridge
The Scholarship Of Teaching And Learning: A National Initiative, Barbara L. Cambridge
To Improve the Academy: A Journal of Educational Development
As part ofthe scholarship of teaching and learning, faculty members study the ways in which they teach and students learn in their disciplines, and campuses foster this scholarship at the institutional level. A national initiative called the Carnegie Academy for the Scholarship of Teaching and Leaming constitutes three programs to engage and support individuals, campuses, and disciplinary associations in this form of scholarly work. This article describes the Pew Scholars Fellowship Program, the Campus Program, and the Work with Scholarly Societies and invites participation of campuses in this exciting initiative.
Faculty Development Centers In Research Universities: A Study Of Resources And Programs, Delivee L. Wright
Faculty Development Centers In Research Universities: A Study Of Resources And Programs, Delivee L. Wright
To Improve the Academy: A Journal of Educational Development
The purpose of this study was to compile updated information on resources and programs of faculty/instructional development centers in Carnegie classification Research I and Research II universities. It allows centers across the country to see where they stand in regard to a number of specific aspects of center operation. Size of institution, mission, resources, budgets, and staffing vary greatly, while activities and services have a greater degree of similarity. The data reveal a number of questions for further study and discussion.
Introduction, Volume 18 (2000), Matthew Kaplan
Introduction, Volume 18 (2000), Matthew Kaplan
To Improve the Academy: A Journal of Educational Development
Introduction to volume 18 (2000) of To Improve the Academy: A Journal of Educational Development, written by Matthew Kaplan of the University of Michigan.