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To improve the academy. = resources ...
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Chadwick-Blossey, Sandra.
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To improve the academy. = resources for faculty, instructional, and organizational development /. Vol. 21 :
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
To improve the academy./ Catherine M. Wehlburg, editor ; Sandra Chadwick-Blossey, associate editor.
其他題名:
resources for faculty, instructional, and organizational development /
其他作者:
Chadwick-Blossey, Sandra.
出版者:
Bolton, Mass. :Anker Pub. Co., : c2002.,
面頁冊數:
xvi, 346 p. :ill. ;23 cm.
內容註:
Section I: Faculty development and its role in institutional and national crisis. September 11, 2001, as a teachable moment -- The day after: faculty behavior in Post-September 11, 2001, classes -- Internationalizing American higher education: a call to thought and action.
內容註:
Section II: The knowledge survey: a tool for all reasons - - Establishing a teaching academy: cultivation of teaching at a research university campus -- Using cooperative games for faculty development -- Proven faculty development tools that foster the scholarship of teaching in faculty learning communities -- Assessing and reinvigorating a teaching assistant support program: the intersections of institutional, regional, and national needs for preparing future faculty -- Transforming instructional development: online workshops for faculty.
內容註:
Section III: Student-centered faculty development. Accommodating students with disabilities: professional development needs of faculty -- Integrity in learner- centered teaching -- Something more: moments and meetings and the teacher-learner relationship -- Undergraduate students as collaborators in building learning communities -- Improving teaching and learning: students' perspective.
內容註:
Section IV. Philosophical issues in faculty development. The essential role of faculty development in new higher education models -- Are they really teachers? Problem- based learning and information professionals -- Embracing a philosophy of lifetime learning in higher education: starting with faculty beliefs about their role as educators -- A matrix for reconsidering, reassessing, and shaping e-learning pedagogy and curriculum.
標題:
College teachers - United States. -
ISBN:
188298255X (pbk.) :
To improve the academy. = resources for faculty, instructional, and organizational development /. Vol. 21 :
To improve the academy.
resources for faculty, instructional, and organizational development /Vol. 21 :Catherine M. Wehlburg, editor ; Sandra Chadwick-Blossey, associate editor. - Bolton, Mass. :Anker Pub. Co.,c2002. - xvi, 346 p. :ill. ;23 cm.
Includes bibliographical references (p. 319-346).
Section I: Faculty development and its role in institutional and national crisis. September 11, 2001, as a teachable moment -- The day after: faculty behavior in Post-September 11, 2001, classes -- Internationalizing American higher education: a call to thought and action.
ISBN: 188298255X (pbk.) :US37.95Subjects--Topical Terms:
540344
College teachers
--United States.
LC Class. No.: LB1778.2 / .T6 2003
To improve the academy. = resources for faculty, instructional, and organizational development /. Vol. 21 :
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Catherine M. Wehlburg, editor ; Sandra Chadwick-Blossey, associate editor.
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Section II: The knowledge survey: a tool for all reasons - - Establishing a teaching academy: cultivation of teaching at a research university campus -- Using cooperative games for faculty development -- Proven faculty development tools that foster the scholarship of teaching in faculty learning communities -- Assessing and reinvigorating a teaching assistant support program: the intersections of institutional, regional, and national needs for preparing future faculty -- Transforming instructional development: online workshops for faculty.
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Section III: Student-centered faculty development. Accommodating students with disabilities: professional development needs of faculty -- Integrity in learner- centered teaching -- Something more: moments and meetings and the teacher-learner relationship -- Undergraduate students as collaborators in building learning communities -- Improving teaching and learning: students' perspective.
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Section IV. Philosophical issues in faculty development. The essential role of faculty development in new higher education models -- Are they really teachers? Problem- based learning and information professionals -- Embracing a philosophy of lifetime learning in higher education: starting with faculty beliefs about their role as educators -- A matrix for reconsidering, reassessing, and shaping e-learning pedagogy and curriculum.
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