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Full-Text Articles in Education
Instructors’ Conceptualization Of Course Design And What Matters In Faculty Development, Audriana Stark, Gary A. Smith, Julie A. Sanchez
Instructors’ Conceptualization Of Course Design And What Matters In Faculty Development, Audriana Stark, Gary A. Smith, Julie A. Sanchez
Office for Medical Educator Development (OMED)
A phenomenographic (qualitative) study at a research university identified five categories of description for how STEM instructors conceptualized the design/redesign of courses. These ranged from individual perceptions of (1) what to teach; (2) how to teach; and (3) reflection on teaching; to engagement with communities either (4) in a department to align course design; or (5) across the institution and beyond to align goals and leverage resources. The results suggest that faculty developers not only have the potential to develop individual teachers but to stimulate networks that are of value to instructors.
Elearning For Medical Educators (Elme): Pod Network 2016 Educational Development Internship Program, Gary A. Smith, Audriana Stark
Elearning For Medical Educators (Elme): Pod Network 2016 Educational Development Internship Program, Gary A. Smith, Audriana Stark
Office for Medical Educator Development (OMED)
eLearning for Medical Educators (eLME) is under development as a mechanism to provide professional learning in medical education to anyone, anytime, anywhere. The project began in 2016 at the Office for Medical Educator Development within the UNM School of Medicine in order to support community faculty who host medical students and residents at their clinics. eLME was planned with numerous stakeholders using the Kirkpatrick Business Partnership Model. Two modules were delivered in early 2017 and include a combination of self-reflection, interactive multimedia, and assessment.
Efl Teachers’ Perceptions And Practices About Assessment At The Universidad Central Del Ecuador, Evelyn Veronica Almeida Garcia
Efl Teachers’ Perceptions And Practices About Assessment At The Universidad Central Del Ecuador, Evelyn Veronica Almeida Garcia
Research and Development Supported by El Centro
Despite rising interest in understanding how language mastery is assessed, our knowledge of language assessment, alternatives in assessment, feedback, peer and self-assessment, as well as our understanding of teachers’ perceptions of assessment and their subsequent assessment practices is still quite limited. In my experience, language assessment is not always aligned with what and how students learn in their EFL classes. My aim is to conduct a case study of three EFL teachers from the Centro de Idiomas (Language Center) in the UCE and examining how their knowledge and beliefs about assessment influence their practices in class. I will collect data …