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Full-Text Articles in Curriculum and Instruction
Medical Faculty Perceptions On Faculty Development In The Southeast United States, Melinda Turner
Medical Faculty Perceptions On Faculty Development In The Southeast United States, Melinda Turner
Ed.D. Dissertations
Medical school faculty often lack formal training in effective teaching methods, posing a challenge to their ability to deliver high-quality education. To facilitate high-quality teaching and help medical faculty grow professionally, academically, and scholarly, the burden for training faculty was placed on each medical school’s faculty development program to become individualized to meet faculty, institutional, and ultimately, student needs. The purpose of this qualitative case study was to examine medical faculty’s perception of faculty development at the Charles School of Medicine and their perceptions of how faculty development for medical educators made a difference in what medical faculty learned, how …
Using Controversial Or Difficult Topics In The Classroom As A Means For Civil Discourse: Are Pre-Service Teachers In Tennessee And Three Of Its Neighboring States Prepared And Confident?, Stacie Shanks
Ed.D. Dissertations
Sixty percent of college freshmen entering American colleges and universities were unprepared for college level discussion and analytical skills. Though the many researchers I detailed in the literature review showed how effective the use of controversial or difficult topics in the classroom as a means for civil discourse was for imparting the missing skills, they also found teachers largely avoided them. The purpose of this basic interpretive qualitative study was to investigate if pre-service teachers training at public colleges in Tennessee, Alabama, Kentucky, and North Carolina were given the opportunity to learn the pedagogy of and practice using controversial or …