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Full-Text Articles in Education
Microteaching In Pakistan: Perspectives Of Novice Higher Education Faculty About The Contribution Of Microteaching To Their Learning And Practice, Salma N. Khan
Doctoral Dissertations
This mixed-methods research documents the self-reports of novice higher education faculty of Pakistan about the contribution of the microteaching module of Master Trainer Faculty Professional Development Program (MT-FPDP) as well as the factors that either supported or hindered faculty in using their new knowledge and skills. My literature review on microteaching, which until recently had been a neglected field for two decades, includes higher education development needs as ‘adults-teaching-adults,’ microteaching as a response to novice teaching issues, and a contextual analysis of the model in different settings. I analyze and interpret the findings using a conceptual framework that synthesizes adult …
Getting Closer: The Librarian, The Curriculum And The Office Of Sustainability, Madeleine K. Charney
Getting Closer: The Librarian, The Curriculum And The Office Of Sustainability, Madeleine K. Charney
Madeleine K. Charney
As teachers of critical thinking and sound reasoning, academic librarians play a vital role in supporting sustainability across the curriculum. Seasoned consolidators and distributors of information, librarians also bring a unique voice to sustainability councils and committees. The forging of partnerships between the Library and the Office of Sustainability holds great potential for strengthening the surge of sustainability in higher education. This presentation centers on survey and interview responses from librarians who are instrumental in shaping sustainability on their campuses. Article here: http://works.bepress.com/charney_madeleine/69/
Reading Questions In Large Lecture Courses., E. Offerdahl, T. Baldwin, L. Elfring, Elizabeth Vierling, M. Ziegler
Reading Questions In Large Lecture Courses., E. Offerdahl, T. Baldwin, L. Elfring, Elizabeth Vierling, M. Ziegler
Elizabeth Vierling
As an alternative to reading quizzes, a team of biochemistry instructors implemented student reading questions (Henderson and Rosenthal 2006) as a new instructional strategy within their large-enrollment biochemistry courses. Unexpected positive outcomes of this instructional method were realized, as well as limitations of the method within this setting. Outcomes and limitations of the reading-question strategy as well as suggestions for their more efficient implementation are discussed. (Contains 2 figures.)