This book offers practitioners around the world a framework and model of educational development that can serve a number of purposes including professional development, monitoring and assessment of effectiveness, and research, as they seek to meet increasing demands for public accountability.
This book offers practitioners around the world a framework and model of educational development that can serve a number of purposes including professional development, monitoring and assessment of effectiveness, and research, as they seek to meet increasing demands for public accountability.
Alenoush Saroyan is a full Professor and Chair of the Department of Educational and Counselling Psychology at McGill University, in Montreal, Canada. Her area of expertise and research is quality of teaching and learning, and pedagogical development, in higher education. She serves as a consultant to various international organizations including the World Bank, the European Commission, OECD, and UNESCO. Mariane Frenay is a Professor and the Dean of the Faculty of Psychology and Education at the Katholieke Universiteit Leuven /Université catholique de Louvain, Belgium. She is co-director of the UNESCO Chair of University Teaching and Learning and a senior member of the Interdisciplinary Research Center on Socialization, Education and Training (GIRSEF). She is involved in faculty development at her institution and at other European Universities. James E. Groccia
Inhaltsangabe
Acknowledgements Preface-Alenoush Saroyan and Mariane Frenay Prologue-James Groccia SECTION 1. FIVE CASE STUDIES AND A COMPARATIVE ANALYSIS 1. Faculty Development in Canadian Universities-K. Lynn Taylor and Denis Bédard 2. Faculty Development in Switzerland. A Study of French Speaking Universities-Nicole Rege Colet 3. Danish Faculty Development Strategies-Anette Kolmos 4. Faculty Development in Belgian Universities-Mieke Clement and Mariane Frenay 5. A Look at the French Experience in Faculty Development-Jean-Jacques Paul and Noël Adangnikou; Translation-Julie Timmermans 6. Faculty Development Across Europe and Canada. Comparisons of Five Case Studies-Mariane Frenay and Alenoush Saroyan SECTION 2. DEVELOPMENT AND VALIDATION OF A CONCEPTUAL FRAMEWORK 7. Making the Shift from Faculty Development to Educational Development. A Conceptual Framework Grounded in Practice-K. Lynn Taylor and Nicole Rege Colet 8. Validation of a Conceptual Framework. The Meaning and Scope of Faculty Development-Denis Bédard, Mieke Clement, and K. Lynn Taylor 9. Epilogue-Kirsten Hofgaard Lycke Contributors Index
Acknowledgements Preface-Alenoush Saroyan and Mariane Frenay Prologue-James Groccia SECTION 1. FIVE CASE STUDIES AND A COMPARATIVE ANALYSIS 1. Faculty Development in Canadian Universities-K. Lynn Taylor and Denis Bédard 2. Faculty Development in Switzerland. A Study of French Speaking Universities-Nicole Rege Colet 3. Danish Faculty Development Strategies-Anette Kolmos 4. Faculty Development in Belgian Universities-Mieke Clement and Mariane Frenay 5. A Look at the French Experience in Faculty Development-Jean-Jacques Paul and Noël Adangnikou; Translation-Julie Timmermans 6. Faculty Development Across Europe and Canada. Comparisons of Five Case Studies-Mariane Frenay and Alenoush Saroyan SECTION 2. DEVELOPMENT AND VALIDATION OF A CONCEPTUAL FRAMEWORK 7. Making the Shift from Faculty Development to Educational Development. A Conceptual Framework Grounded in Practice-K. Lynn Taylor and Nicole Rege Colet 8. Validation of a Conceptual Framework. The Meaning and Scope of Faculty Development-Denis Bédard, Mieke Clement, and K. Lynn Taylor 9. Epilogue-Kirsten Hofgaard Lycke Contributors Index
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