An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 18 of To Improve the Academy is a collection of articles that reflect upon the changing priorities within faculty development. While exploring traditional faculty and instructional development topics, the authors emphasize a movement away from individual service and toward a focus on organizational issues and long-term collaborations. In total, this book serves to reexamine the academy's priorities, values, and vision for the future.
The book is divided into three...
An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 18 of To Improve the Academy...
Written by the director and staff of the first, and one of the largest, teaching centers in American higher education - the University of Michigan's Center for Research on Learning and Teaching (CRLT) - this book offers a unique perspective on the strategies for making a teaching center integral to an institution's educational mission. It presents a comprehensive vision for running a wide range of related programs, and provides faculty developers elsewhere with ideas and material to prompt reflection on the management and practices of their centers - whatever their size - and on how best to...
Written by the director and staff of the first, and one of the largest, teaching centers in American higher education - the University of Michigan's C...
Written by the director and staff of the first, and one of the largest, teaching centers in American higher education - the University of Michigan's Center for Research on Learning and Teaching (CRLT) - this book offers a unique perspective on the strategies for making a teaching center integral to an institution's educational mission. It presents a comprehensive vision for running a wide range of related programs, and provides faculty developers elsewhere with ideas and material to prompt reflection on the management and practices of their centers - whatever their size - and on how best to...
Written by the director and staff of the first, and one of the largest, teaching centers in American higher education - the University of Michigan's C...
Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material.
This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education.
Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes...
Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material.
This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education.
Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes...
