This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines.
This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines.
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. Cheryl Amundsen is Associate Professor in the Faculty of Education, Simon Fraser University.
Inhaltsangabe
PART I: INTRODUCTION TO THE WORKSHOP 1. THE COURSE DESIGN AND TEACHING WORKSHOP: WHY AND WHAT? 2. ASSUMPTIONS UNDERLYING WORKSHOP ACTIVITIES PART II: PLANNING AND IMPLEMENTING THE WORKSHOP 3. ANALYSIS OF COURSE CONTENT 4. CLARIFYING LEARNING 5. DESIGNING TEACHING FOR STUDENT LEARNING 6. EVALUATING STUDENT LEARNING 7. THE FINAL STEP: EVALUATION OF TEACHING PART III: REFLECTIONS OF FOUR WORKSHOP PARTICIPANTS 8. IMPACT OF THE COURSE DESIGN AND TEACHING WORKSHOP 9. THE DEVELOPERS¿ APPRENTICES 10. THE CHALLENGE TO UNLEARN TRADITIONAL LANGUAGE 11. TEACHING BETWEEN THE CRACKS PART IV: FACULTY DEVELOPMENT: THE BROADER PICTURE 12. TOWARD A COMPREHENSIVE FRAMEWORK OF FACULTY DEVELOPMENT 13. DEVELOPMENT ACTIVITIES: CASE DESCRIPTIONS FROM MANAGEMENT AND ENGINEERING
PART I: INTRODUCTION TO THE WORKSHOP 1. THE COURSE DESIGN AND TEACHING WORKSHOP: WHY AND WHAT? 2. ASSUMPTIONS UNDERLYING WORKSHOP ACTIVITIES PART II: PLANNING AND IMPLEMENTING THE WORKSHOP 3. ANALYSIS OF COURSE CONTENT 4. CLARIFYING LEARNING 5. DESIGNING TEACHING FOR STUDENT LEARNING 6. EVALUATING STUDENT LEARNING 7. THE FINAL STEP: EVALUATION OF TEACHING PART III: REFLECTIONS OF FOUR WORKSHOP PARTICIPANTS 8. IMPACT OF THE COURSE DESIGN AND TEACHING WORKSHOP 9. THE DEVELOPERS¿ APPRENTICES 10. THE CHALLENGE TO UNLEARN TRADITIONAL LANGUAGE 11. TEACHING BETWEEN THE CRACKS PART IV: FACULTY DEVELOPMENT: THE BROADER PICTURE 12. TOWARD A COMPREHENSIVE FRAMEWORK OF FACULTY DEVELOPMENT 13. DEVELOPMENT ACTIVITIES: CASE DESCRIPTIONS FROM MANAGEMENT AND ENGINEERING
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