By Alenoush Saroyan, Mariane Frenay, James E. Groccia
This ebook is the fruits of 3 years’ paintings by means of groups from 8 associations in 5 diverse ecu and North American nations. The groups integrated school builders, professors, and graduate scholars attracted to constructing and disseminating a extra profound knowing of university-level pedagogy.
The goal of the undertaking used to be, first, to conceptualize what an internationally-appropriate, formal educational software for college improvement in better schooling may well seem like, making an allowance for differing nationwide contexts, from nationwide criteria for school improvement (U.K. and Scandinavia), virtually common institutional aid (North the US) to almost no actions (France). The purpose used to be to create and nurture a neighborhood of perform, enriched and educated by way of more than a few services and various greater schooling traditions, cultures, and languages. to take action, the booklet starts off with a bit of 5 case reports that describe present perform in Belgium, Canada, Denmark, France and Switzerland.
The moment goal used to be to outline a standard curriculum, or center direction with universal foundations, for school and graduate scholars, according to a allotted studying version. the ultimate component of the publication provides a concrete inspiration map used to outline the curriculum, and to academic builders with great tool for furthering their paintings, and explains the explanation for redefining college improvement as academic development.
This e-book bargains practitioners world wide a framework and version of academic improvement that could serve a few reasons together with expert improvement, tracking and review of effectiveness, and examine, as they search to fulfill expanding calls for for public responsibility. For North American readers it deals perception into the imaginative and prescient and goals of the Bologna approach with which they could have to interact to keep up overseas competitiveness.
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Additional info for Building Teaching Capacities in Higher Education: A Comprehensive International Model
Active Learning in Higher Education, 5(1), 87–100. Graf, D. , Albright, M. , & Wheeler, D. W. (1992). Faculty development’s role in improving undergraduate education. In M. J. Albright & D. L. ), New directions for teaching and learning: Vol. 51. Teaching in the information age: The role of educational technology (pp. 101–109). San Francisco, CA: Jossey-Bass. , & Miller, J. E. (2005). On becoming a productive university: Strategies for reducing costs and increasing quality in higher education. Bolton, MA: Anker.
D. (1994). Faculty development in the United States. Innovative Higher Education, 18(3), 167–176. , & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. Graf, D. , Albright, M. , & Wheeler, D. W. (1992). Faculty development’s role in improving undergraduate education. In M. J. Albright & D. L. ), New directions for teaching and learning: Vol.
Colleges and universities are currently represented by membership in POD, up from less than one-quarter in 2004. ), POD’s mission is to foster human development in 12 B UI L D I N G T EACH IN G C APAC IT IE S I N H IG HE R E DU CAT I O N higher education through faculty, instructional, and organizational development. POD believes that the development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. Central to POD’s philosophy is lifelong, holistic, personal, and professional learning; growth; and change for the higher-education community.
Building Teaching Capacities in Higher Education: A Comprehensive International Model by Alenoush Saroyan, Mariane Frenay, James E. Groccia