Evaluation of Undergraduate Teaching at Institutions of Higher Education in China: Problems and Reform

Science.gov (United States)

Yukun, Chen

2009-01-01

This paper reviews the achievements of the first cycle of undergraduate teaching evaluation at institutions of higher education in China. Existing problems are identified, and suggestions are made for corresponding reforms for improving the standard and quality of China's undergraduate teaching evaluation.

Evaluation of the Teaching Standards at Institutions of Higher Education Looks Forward to "Five Changes"

Science.gov (United States)

Zhentian, Liu

2009-01-01

In order to promote the sustained and healthy development of teaching evaluation work, five changes should be brought about in the evaluation of the level of undergraduate teaching at China's institutions of higher education: Change teaching evaluation from a specific item of work to a system of a long-term and normative nature; change teaching…

Effective Teaching with ICT in Nigerian Higher Institutions: A Solution to Graduates' Unemployability

Science.gov (United States)

Femi, Sunday Akinwumi; Yemisi, Etomi Edwin

2015-01-01

This study investigated effective teaching with the aid of ICT in Nigerian higher education institutions as a proposed solution to graduates' unemployability. The survey method was utilized for this study. Respondents were randomly selected from students and teachers of selected higher institutions in Nigeria. The findings reveal that, even though…

Faculty development to enhance humanistic teaching and role modeling: a collaborative study at eight institutions.

Science.gov (United States)

Branch, William T; Chou, Calvin L; Farber, Neil J; Hatem, David; Keenan, Craig; Makoul, Gregory; Quinn, Mariah; Salazar, William; Sillman, Jane; Stuber, Margaret; Wilkerson, LuAnn; Mathew, George; Fost, Michael

2014-09-01

There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare. We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls. Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire. Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program. Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions. The main outcome was the aggregate score of the ten items on the questionnaire at all institutions. The aggregate score favored participants over controls (P = 0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills. Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools.

ESP Teaching at the Institutions of Higher Education in Modern Russia: Problems and Perspectives

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Prudnikova, Nadezhda

2013-01-01

The author analyses ESP teaching at the institutions of higher education in modern Russia, explains the main problems and suggests the ways of their solving, details the quality control system of the students' progress improvement, presents the complex approach to interactive ESP teaching and views it as an integral part of up-to-date…

How teacher education institutions cope with challenges of teaching and learning in the digital age

NARCIS (Netherlands)

Voogt, J.; Schols, M.; Bottema, J.; van Bergen, H.; van der Stap, N.; Tomson, A.; Nieweg, M.; Doornenbal, J.W.; Bakker, B.; Smits, A.; Thompson, A.; Searson, M.; Ochoa, M.

2014-01-01

The assumption underlying the symposium is that teacher education institutions have a dual challenge. At the one hand they need to prepare pre-service students for teaching and facilitating learning in the digital age, including the use of technology in teaching and learning. At the other hand

Student Teachers' Experiences of Teaching Practice at Open and Distance Learning Institution in South Africa

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Mokoena, Sello

2017-01-01

This small-scale study focused on the experiences of student teachers towards teaching practice in an open and distance learning (ODL) institution in South Africa. The sample consisted of 65 fourth year students enrolled for Bachelor of Education, specializing in secondary school teaching. The mixed-method research design consisting of…

Examining Change in K-3 Teachers' Mathematical Knowledge, Attitudes, and Beliefs: The Case of Primarily Math

Science.gov (United States)

Kutaka, T. S.; Ren, L.; Smith, W. M.; Beattie, H. L.; Edwards, C. P.; Green, J. L.; Chernyavskiy, P.; Stroup, W.; Heaton, R. M.; Lewis, W. J.

2018-01-01

This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers' mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of…

How do the Institutes on Teaching and Learning (ITLs) nurture the members of the Physiology Educators Community of Practice (PECOP)?

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Goodman, Barbara E

2017-09-01

Do you teach physiology? Do you use best practices when you teach physiology? Have you ever thought about conducting educational research? Do you need collaborators to help with ideas for educational research or to expand your research populations? The American Physiological Society (APS) Teaching Section has developed a biennial Institute on Teaching and Learning (ITL) through the APS Conference Program to address these issues. The first institute was held in June 2014, and the second institute was held in June 2016. A Physiology Education Community of Practice (PECOP) was created to help connect the institute participants and other physiology educators and to share evidence-based teaching in physiology at all education levels. The 2018 APS ITL will be the next meeting to learn best practices, to share ideas with colleagues, and to find collaborators in improving the teaching of physiology for students. The meeting will include workshops modeling best practices, plenary talks about hot new issues in physiology and science education, and poster sessions and informal meals to discuss interests with colleagues. Even if one's primary responsibility is bench research or administration, the training from the institute will improve efficiency and effectiveness when teaching. The two prior ITLs (2014 and 2016) were highly evaluated by educators of both undergraduate and professional students who spent a week together emphasizing improvement in their teaching. This paper reports the outcomes of the 2016 ITL and encourages participation in the upcoming ITL in Madison, WI, June 18-22, 2018. Watch the APS Conference site for more information about the 2018 ITL (http://www.the-aps.org/mm/Conferences/APS-Conferences). Copyright © 2017 the American Physiological Society.

Evaluation of competence-based teaching in higher education: From theory to practice.

Science.gov (United States)

Bergsmann, Evelyn; Schultes, Marie-Therese; Winter, Petra; Schober, Barbara; Spiel, Christiane

2015-10-01

Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum. Copyright © 2015 Elsevier Ltd. All rights reserved.

Teaching Business Classes Abroad: How International Experience Benefits Faculty, Students, and Institutions

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Miglietti, Cynthia

2015-01-01

International educational experiences can provide benefits for faculty members as well as higher education institutions and their students. The opportunity to lecture and conduct research with colleagues at universities in other countries can foster the globalization or internationalization of academic teaching, the advancement of knowledge, and…

The Perception of Tertiary Institutions Prospective Teachers on the Benefits of Teaching Practice

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Hassan Olusola

2017-03-01

Full Text Available This study assessed the perception of two tertiary institutions prospective teachers’ on the Benefits of Teaching Practice in Ogun State. Survey research design was adopted for the study. A sample of four hundred students was randomly selected for the study. Prospective Teachers Perception on Teaching practice Benefits Questionnaire (PTPTPBQ with the reliability coefficient of 0.80 was administered on the respondents. Data collected was analyzed using Mean Score, Charts, Percentages and t-test of significance. The study reveals that prospective teachers have low perception on the benefits of teaching practice also, finance and housing were the two major challenges faced by prospective teachers.. It is evident from the findings that there is need for concerted effort by school to orientate prospective teachers on the benefits of teaching practice. Also the major challenges faced by prospective teachers should also be addressed to allow them have good grasp from the benefits of teaching practice.

Teaching intellectual production of the math institute/ufgrs

Directory of Open Access Journals (Sweden)

Daniela Gralha de Caneda Queiroz

2017-10-01

Full Text Available Introduction: The present study is a bibliometric research whose purpose is the evaluation of teaching production of the Statistics Department (DEST and the Pure and Applied Math Department (DMPA of the Math Institute (IM of the Federal University of Rio Grande do Sul (UFRGS, concerning of the articles published only in web journals between 2007 and 2011. Objective: The specific goals of this study are: an individual analysis of productivity of the articles by author, a verification of the Qualis and the origin of the journal and an evaluation of the level of collaboration among authors and institutions. Methodology: It’s a study of bibliometrics with a qualitative approach using a questionnaire, and the answers were analyzed in the form of graphics, tables and others. Results: The results show 177 articles, and DEST (64,4% has a bigger production than DMPA (35,6%. Most of the Qualis of the articles are B1 (27,11%, B2 (16,38% e A2 (15,81%. Foreign journals (62% appears more than Brazilian (38%. Conclusion: The study shows that IM/UFRGS teachers are part of an impressive academic network. There’s a good level of collaboration, most of the part with national institutions. The results also suggests new studies to find unanswered questions.

The Tendencies and Prospects of Teaching the Discipline of «Managerial Consulting» in the Agrarian Institutions for Higher Education

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Kravchuk Iryna I.

2017-03-01

Full Text Available Teaching the discipline of «Managerial consulting» in the higher education institutions of Ukraine is characterized by a wide range of thematic issues and depends on the structure of the educational programs of specializations. The article is aimed at substantiating the prospects for contents of the discipline of «Managerial consulting» and proposing innovative approaches to its teaching in the agrarian higher education institutions. The article substantiates the algorithm of the content formation of the discipline of «Managerial consulting» in the agrarian higher education institutions, based on the object-subject approach and using the principle of sectoral differentiation in the process of its teaching. As innovative approaches in the course of teaching the discipline of «Managerial consulting» should be considered the interchangeability of contents, the possibility to group topics, the concentration of information as to institutional regulation, the information support of the agrarian consulting, the development of the system of agricultural consulting, the implementation of mechanisms of educative consulting.

Relating EFL Teachers' Professional and Institutional Identity to Their Teaching Efficacy

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Rozati, Fatemeh

2017-01-01

The main purpose of the present study was to systematically scrutinise the possible relationship between English as a foreign language (henceforth EFL) teachers' professional and institutional identity with their teaching efficacy. In doing so, 100 EFL teachers and instructors, within the age range of 30 to 50 (mean age = 40), and teaching…

From the foundation act to the corporate culture of a BME teaching institute.

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Augustyniak, Ewa; Augustyniak, Piotr

2010-01-01

This paper describes the concept and application of the organizational culture of a BME teaching institute, based on the specificity of biomedical engineering. Selected values and behavioral patterns typical for this profession were endorsed to reinforce the mutual cooperation and understanding of students, university staff and employers as partners in the educational process. Besides of building a professional pride and reputation of the teaching institute, the corporate culture is proved to be useful in imposing of the attitudes required in future career of the biomedical engineer as a partner of a medic in his efforts aimed at the wellness and safety of the patient. Five years since the foundation of the Multidisciplinary School of engineering In Biomedicine we still do not have a quantitative measure of the educational outcome quality, nevertheless the presented idea may be very useful and worth sharing with all BME educators.

Four Approaches to Cultural Diversity: Implications for Teaching at Institutions of Higher Education.

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Ofori-Dankwa, Joseph; Lane, Robert W.

2000-01-01

Identifies four approaches to cultural diversity that professors at institutions of higher education may take. These are neutrality, similarity, diversity, and diversimilarity. Identifies the strengths and weaknesses of each of these approaches, and argues for the diversimilarity approach, using the teaching of the death penalty (and examination…

The Visioning of Policy and the Hope of Implementation: Support for Graduate Students' Teaching at a Canadian Institution

Science.gov (United States)

Hoessler, Carolyn; Godden, Lorraine

2015-01-01

Graduate students teach within the complex higher education environment of financial constraint, greater student diversity, and growing graduate enrolment (e.g., Austin, 2003). Teaching roles offer financial support and skill development while multiplying responsibilities (Price, 2008). Across the national working papers and institutional reports,…

Being White in Black Spaces: Teaching and Learning at a Predominately Black Institution

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Harrington, Timothy E.; Thomas, Michael

2018-01-01

This paper serves as a beginning conversation of how two White males perspectives' were shaped and how those perspectives evolved while attending and teaching at a Predominately Black Institution (PBI). Their initial understandings of Whiteness are introduced. This is an ethnographic study that utilized personal narratives from a college professor…

Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

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Balakrishnan, Vimala

2014-01-01

The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches

Science.gov (United States)

Schussler, Elisabeth E.; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

2015-01-01

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. PMID:26231562

Teaching Teaching & Understanding Understanding

DEFF Research Database (Denmark)

2006-01-01

"Teaching Teaching & Understanding Understanding" is a 19-minute award-winning short-film about teaching at university and higher-level educational institutions. It is based on the "Constructive Alignment" theory developed by Prof. John Biggs. The film delivers a foundation for understanding what...

Student-Opinion Questionnaires on Teacher Performance. An Institutional Strategy for the Evaluation of Teaching Medicine

Directory of Open Access Journals (Sweden)

Adrián Martínez González

2010-05-01

Full Text Available As a way of showing the usefulness of employing questionnaires for evaluating teaching performance by means of students’ opinion of various aspects of institutional assessment, this article presents the results of applying the Student-Opinion Questionnaire on Teacher Performance (COED for the Spanish initials in first and second-year subjects taught during Semester 2007-2008 II, in the Medical School of the National Autonomous University of Mexico (UNAM. Analyzed were a total of 20,136 questionnaires, of which were evaluated 919 teachers/groups. Teaching activities are systematically evaluated as better in the second-year courses. In general, “Attitude toward students”, “Punctuality”, and “Compliance with the administrative aspects of the courses” (management are assessed as best, while “Teaching methods” and “Use of other support materials and activities” need improvement. The results show that this type of questionnaire, as well as offering feedback on the performance of teachers as individuals, permits the comparison of their performance by materials and levels, as well as basing proposals for research and improvement. In this sense, the questionnaires should form part of the instruments used for every program of institutional evaluation.

Ethics of animal research in human disease remediation, its institutional teaching; and alternatives to animal experimentation.

Science.gov (United States)

Cheluvappa, Rajkumar; Scowen, Paul; Eri, Rajaraman

2017-08-01

Animals have been used in research and teaching for a long time. However, clear ethical guidelines and pertinent legislation were instated only in the past few decades, even in developed countries with Judeo-Christian ethical roots. We compactly cover the basics of animal research ethics, ethical reviewing and compliance guidelines for animal experimentation across the developed world, "our" fundamentals of institutional animal research ethics teaching, and emerging alternatives to animal research. This treatise was meticulously constructed for scientists interested/involved in animal research. Herein, we discuss key animal ethics principles - Replacement/Reduction/Refinement. Despite similar undergirding principles across developed countries, ethical reviewing and compliance guidelines for animal experimentation vary. The chronology and evolution of mandatory institutional ethical reviewing of animal experimentation (in its pioneering nations) are summarised. This is followed by a concise rendition of the fundamentals of teaching animal research ethics in institutions. With the advent of newer methodologies in human cell-culturing, novel/emerging methods aim to minimise, if not avoid the usage of animals in experimentation. Relevant to this, we discuss key extant/emerging alternatives to animal use in research; including organs on chips, human-derived three-dimensional tissue models, human blood derivates, microdosing, and computer modelling of various hues. © 2017 The Authors. Pharmacology Research & Perspectives published by John Wiley & Sons Ltd, British Pharmacological Society and American Society for Pharmacology and Experimental Therapeutics.

The influence of structural and institutional change on teaching and culture in clinical settings: an exploratory study.

Science.gov (United States)

Goldie, J; Dowie, A; Goldie, Anne; Cotton, Phil; Morrison, Jill

2015-02-01

Learning in clinical settings is a function of activity, context and culture. Glasgow University's Medical School has undergone significant curricular change in recent years. This has coincided with change to National Health Service consultants' contracts, the introduction of the European Working Time Directive and the Modernising Medical Careers training initiative. We wished to explore teachers' and students' perspectives on the effects of change on our clinical teachers' capacity for teaching and on medical culture. A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data were analysed using a "framework" technique. Curricular change has led to shorter clinical attachments in the senior clinical rotation, which combined with more centralised teaching have had adverse effects on both formal and informal teaching during attachments. Consultants' NHS contract changes the implementation of the European Working Time Directive and changes to postgraduate training have adversely affected consultants' teaching capacity, which has had a detrimental effect on their relationships with students. Medical culture has also changed as a result of these and other societal influences. The apprenticeship model was still felt to be relevant in clinical settings. This has to be balanced against the need for systematic teaching. Structural and institutional change affects learning. Faculty needs to be aware of the socio-historical context of their institutions.

Program content of teaching physical education in order to prevent violence in educational institutions

Directory of Open Access Journals (Sweden)

Sretenović Zoran

2013-01-01

Full Text Available The primary goal of this paper is to show the capacity of the program content of physical education in the implementation of the third specific objective of the Framework Action Plan for the Prevention of Violence in Educational Institutions. Ministry of Education brought this plan in January 2009. The third specific objective of the Framework Action Plan: Provide preventive and protective role of school sport and sporting activities of students. This paper examines the extent to which this goal is achieved, trough regular classes, after-school and extracurricular activities of physical education; indicates the capacity of the teaching field in the creation and development of a safe and supportive environment in the institution; sees level of participation by experts, council and teams in the design and implementation of sports activities in school and the extent to which these activities are implemented in the institution documents, plans and programs of experts, and larger teams; it is the sustainability of these activities achieved in school practices and also to strengthen the competence of teachers in supporting the development of students personality, communication and collaboration. In order to complete document association of council, experts and teams in the institution, there has been an insight into the school curriculum, the development plan, annual plan of the institution, protection program community of students, the curriculum of a school parliament, council of parents, higher vocational and physical education teachers and report on the implementation of the protection program. In order to document by empirical data the capacity of the teaching areas in the function of preventing violence, a sample of 46 primary schools in Sumadija area, evaluation of the implementation of sports and sports activities students in programming classes of physical education, was executed. By these results, it can be concluded that in teaching methods

The Work of the Prince's Teaching Institute--Insisting that Established Subjects Matter to All Pupils

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Roberts, Martin

2012-01-01

The Prince's Teaching Institute (PTI), which has evolved out of the Summer Schools for English Literature and History which The Prince of Wales inaugurated in 2002, now provides a variety of courses in the major subjects of the secondary curriculum. In partnership with Cambridge University it enables teachers to update and extend their subject…

The Teaching of Italian in Institutions of Higher Learning in the United States and Canada.

Science.gov (United States)

Istituto Italiano di Cultura, New York, NY.

This booklet contains a list of institutions of higher learning in the United States and Canada which teach Italian. Italian is taught, according to the booklet, in 383 colleges and universities in the United States (including 28 community or junior colleges), and in 15 colleges and universities in Canada. Other information includes the number of…

French Teaching Aids.

Science.gov (United States)

Miller, J. Dale

Supplementary teaching materials for French language programs are presented in this text. Primarily intended for secondary school students, the study contains seven units of material. They include: (1) French gestures, (2) teaching the interrogative pronouns, (3) French cuisine, (4) recreational learning games, (5) French-English cognates, (6)…

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches.

Science.gov (United States)

Schussler, Elisabeth E; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

2015-01-01

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. © 2015 E. E. Schussler et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Chair of geotechnical processes at the Institute for geotechnics and mine surveying at Clausthal Technological University; Professur fuer Geotechnische Verfahren am Institut fuer Geotechnik und Marktscheidewesen der TU Clausthal

Energy Technology Data Exchange (ETDEWEB)

Meyer, N. [Technische Univ. Clausthal, Institut fuer Geotechnik und Marktscheidewesen (Germany)

2003-08-14

The Chair of Geotechnical Processes at the Institute for Geotechnics and Mine Surveying at Clausthal Technological University is concerned primarily with practical fundamental research in addition to teaching, in which comprehensive theoretical and practical experience from all areas of geotechnics is imparted. (orig.) [German] Der Lehrstuhl Geotechnische Verfahren am Institut fuer Geotechnik und Markscheidewesen der TU Clausthal befasst sich neben der Lehre, in der umfangreiche theoretische und praktische Erfahrungen aus allen Bereichen der Geotechnik vermittelt werden, in erster Linie mit der praxisnahen Grundlagenforschung. Die bearbeiteten Problemstellungen liegen bei der Bauwerk-Baugrund-Interaktion, Stabilitaetsproblemen bei Unterwasserboeschungen, der Umweltgeotechnik, der Geomesstechnik und dem Einsatz von Geokunststoffen in der Geotechnik und dem Bergbau. Die Forschungsvorhaben werden in enger Kooperation mit der Industrie durchgefuehrt. (orig.)

The influence of institutional measures and technological proficiency on university teaching through digital platforms

Directory of Open Access Journals (Sweden)

Tirado, Ramón

2012-06-01

Full Text Available The objective of this study is to empirically test the theoretical model that explains the influence of primary and secondary factors on the integration of digital platforms in university teaching. A sample of 495 teachers from universities in Andalusia completed an online questionnaire that analysed the functions of usage, the digital materials used, the didactic and technological competence of the teaching staff, the support measures adopted by the institutions and the effect on teaching of platform use. Prior factor analysis and the application of the Amos program enabled us to develop a structural equation model to corroborate the indirect influence of the support measures and institutional recognition on teachers in their use of the platforms, and the direct influence of the teachers’ technological proficiency. Este estudio tiene como objetivo poner a prueba empíricamente el modelo teórico que explica la influencia de los factores de primer y segundo orden sobre la integración de las plataformas digitales en la docencia universitaria. Para ello, sobre una muestra de 495 profesores universitarios andaluces, se aplica un cuestionario online que analiza las funciones de uso, materiales digitales utilizados, competencia didáctica y tecnológica del profesorado, medidas de impulso institucionales, y efectos didácticos del uso. El análisis factorial previo y la aplicación del programa Amos permite la elaboración un modelo de ecuación estructural que corrobora la influencia indirecta de las medidas de apoyo y el reconocimiento institucional sobre los efectos didácticos del uso de plataformas, así como la influencia directa de la competencia tecnológica del profesorado.

The Role of an Academic Development Unit in Supporting Institutional VET Learning and Teaching Change Management

Science.gov (United States)

Fotinatos, Nina

2016-01-01

The aim of this paper is to examine the role and impact of a central academic development unit (ADU) within an institutional strategic and operational change management project. The primary goal of this project was to improve vocational education and training (VET) learning and teaching practice in an Australian dual-sector regional university.…

Critical success factor (CSF) service delivery for tahfiz institution teaching & learning environment

Science.gov (United States)

Ridza, B. H.; Jalil, R. A.; Sipan, I.; Nukman, Y.

2017-11-01

The exceptional existence of tahfiz institutions (TI) by a government and the private sector in Malaysia indicates that tahfiz education at par to fill mainstream education. Nevertheless, the level of TI facilities management (FM) provided is unstandardized since its infrastructure and establishment is initiated by the varied background of TI organizer. Thus, the effectiveness of TI education system is immeasurable. The significance of this research is to explore the critical success factor (CSF) of service delivery for TI teaching and learning environment. This research adopts both qualitative and quantitative method through survey instrument in order to review and analyze to achieve the research goal. The findings showed several important criteria for a transformation of TI education teaching and learning environment such top management of TI needs to be more responsible in providing better FM practice to achieve efficiency of manpower in providing a conducive learning environment for students for producing excellent huffaz. Thus, TI education system needs to have clear standard guidelines in operating their activities in producing huffaz that capable implement Islamic knowledge to the development of the country.

English-Teaching Institutions in Pakistan.

Science.gov (United States)

Rahman, Tariq

2001-01-01

Discusses English medium teaching in Pakistan and suggests that at the moment it is an elitist preserve and a stumbling block for Pakistanis not taught through English. Indicates that exposing other students to English could counteract growing cultural and religious intolerance in Pakistan. (Author/VWL)

Analysing Institutional Influences on Teaching-Learning Practices of English as Second Language Programme in a Pakistani University

Science.gov (United States)

Rind, Irfan Ahmed; Kadiwal, Laila

2016-01-01

This paper examines the institutional influences on the teaching-learning practices within English as Second Language (ESL) programme in the University of Sindh (UoS), Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data…

Student as producer: research-engaged teaching, an institutional strategy

OpenAIRE

Neary, Mike; Saunders, Gary; Hagyard, Andy; Derricott, Dan

2014-01-01

Student as Producer is a curriculum development project that has been ongoing at the University of Lincoln since 2007. The aim of the project has been to promote research-engaged teaching as the organising principle for teaching and learning across all subjects and all levels of taught provision at Lincoln. While there are many examples of research-engaged teaching in higher education what makes the curriculum distinctive at Lincoln is that research-engaged teaching is the default...

Research and Teaching PA: Towards Research as Teaching

Science.gov (United States)

van der Meer, Frans-Bauke; Marks, Peter

2016-01-01

Research and teaching are core business of academic institutions. The research context is thought to be fruitful for teaching and learning, and students may contribute to research. But how exactly does the interplay between research and teaching take place and how, in what respects and under which conditions, does this contribute to the quality of…

Research, Teaching Training in Demography: A Directory of Institutions in the ESCAP Region. Asian Population Studies Series No. 8, Supplement No. 3.

Science.gov (United States)

United Nations Economic and Social Commission for Asia and the Pacific, Bangkok (Thailand).

This directory contains information on 39 institutions and 108 projects of research teaching and training in demography in Asia and the Pacific. Eight countries are represented: Australia, Bangladesh, Hong Kong, India, Iran, Japan, New Zealand, and Pakistan. The following information is given for each institution: name, address, person in charge,…

Institutional traditions in teachers' manners of teaching

Science.gov (United States)

Lundqvist, Eva; Almqvist, Jonas; Östman, Leif

2012-03-01

The aim of this article is to make a close case study of one teacher's teaching in relation to established traditions within science education in Sweden. The teacher's manner of teaching is analysed with the help of an epistemological move analysis. The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area called "Properties of materials". The results show that the teacher makes a number of different moves with regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, but with methodological aspects. The function of the moves turns the students' attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teacher's manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition common in science education in Sweden between 1960 and 1990.

Higher Education: Teach Happiness and Wisdom

Science.gov (United States)

Lee, Jeong-Kyu

2017-01-01

The purpose of this article is to examine why a university should teach happiness and wisdom from religious perspectives. To explore this paper systematically, three research questions are addressed. First, why higher education institutions should teach happiness? Second, why higher education institutions should teach wisdom? Third, how ethical…

Factors affecting the number and type of student research products for chemistry and physics students at primarily undergraduate institutions: A case study.

Science.gov (United States)

Mellis, Birgit; Soto, Patricia; Bruce, Chrystal D; Lacueva, Graciela; Wilson, Anne M; Jayasekare, Rasitha

2018-01-01

For undergraduate students, involvement in authentic research represents scholarship that is consistent with disciplinary quality standards and provides an integrative learning experience. In conjunction with performing research, the communication of the results via presentations or publications is a measure of the level of scientific engagement. The empirical study presented here uses generalized linear mixed models with hierarchical bootstrapping to examine the factors that impact the means of dissemination of undergraduate research results. Focusing on the research experiences in physics and chemistry of undergraduates at four Primarily Undergraduate Institutions (PUIs) from 2004-2013, statistical analysis indicates that the gender of the student does not impact the number and type of research products. However, in chemistry, the rank of the faculty advisor and the venue of the presentation do impact the number of research products by undergraduate student, whereas in physics, gender match between student and advisor has an effect on the number of undergraduate research products. This study provides a baseline for future studies of discipline-based bibliometrics and factors that affect the number of research products of undergraduate students.

Factors affecting the number and type of student research products for chemistry and physics students at primarily undergraduate institutions: A case study

Science.gov (United States)

Soto, Patricia; Bruce, Chrystal D.; Lacueva, Graciela; Wilson, Anne M.; Jayasekare, Rasitha

2018-01-01

For undergraduate students, involvement in authentic research represents scholarship that is consistent with disciplinary quality standards and provides an integrative learning experience. In conjunction with performing research, the communication of the results via presentations or publications is a measure of the level of scientific engagement. The empirical study presented here uses generalized linear mixed models with hierarchical bootstrapping to examine the factors that impact the means of dissemination of undergraduate research results. Focusing on the research experiences in physics and chemistry of undergraduates at four Primarily Undergraduate Institutions (PUIs) from 2004–2013, statistical analysis indicates that the gender of the student does not impact the number and type of research products. However, in chemistry, the rank of the faculty advisor and the venue of the presentation do impact the number of research products by undergraduate student, whereas in physics, gender match between student and advisor has an effect on the number of undergraduate research products. This study provides a baseline for future studies of discipline-based bibliometrics and factors that affect the number of research products of undergraduate students. PMID:29698502

Teaching Justice and Teaching Justly: Reflections on Teaching World Religions at a Jesuit Liberal Arts College

Science.gov (United States)

Schmalz, Mathew N.

2005-01-01

This paper examines how the teaching of world religions at Catholic Christians institutions can contribute to teaching justice and teaching justly. The paper compares central issues engaged by History of Religions as a discipline with those addressed within the Jesuit tradition of higher education as it developed in the wake of the Second Vatican…

Investigating the Relationship between Job Satisfaction Levels of the Teachers in Educational Institutions and Their Attitudes towards Teaching Profession

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Üredi, Lütfi

2017-01-01

The basic purpose of this research was to investigate the relationship between job satisfaction levels of the teachers in educational institutions and their attitudes towards teaching profession. Obtained results provided significant contributions for improving the quality of educational activities. Relational screening model as one of the…

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

Science.gov (United States)

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

OpenAIRE

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one?s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both researc...

Teaching Listening.

Science.gov (United States)

Mendelsohn, David J.

1998-01-01

Review of research on trends in teaching second-language listening focuses primarily on strategy instruction and a strategy-based approach but also refers to developments in terms of listening and "high-tech contexts," interactive listening, and academic listening. Classroom listening textbooks are discussed, with attention to the mismatch between…

Developing SoTL through Organized Scholarship Institutes

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Elizabeth Marquis

2015-12-01

Full Text Available The need to further integrate SoTL into college and university cultures has been discussed relatively frequently in recent teaching and learning literature. While a number of useful strategies to assist in this task have been advanced, one especially promising suggestion is the development of organized, institutionally-recognized scholarship institutes. Centres or units of this sort have been created at higher education institutions in a number of countries, but little published information currently exists about the design of these institutes or the experiences of individuals affiliated with them. To that end, the present study sought to examine the perceived benefits, challenges and design features of teaching and learning scholarship institutes at research-intensive universities worldwide. A website scan and a survey of individuals affiliated with these units were used to collect qualitative and quantitative data of relevance to the research questions. Based on the findings, and on ideas from the existing research institute and scholarship of teaching and learning literatures, a series of recommendations for individuals and campuses interested in developing effective SoTL institutes are provided.

Embedding an institution-wide capacity building opportunity around transition pedagogy: First Year Teaching and Learning Network Coordinators

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Jennifer Clark

2015-03-01

Full Text Available A First Year Teaching and Learning Network was established in a regional university with a strong focus on distance education for a very diverse student cohort.  The purpose of the Network, which consisted of a Coordinator in each of nine schools, was to support staff teaching students transitioning into tertiary education. The paper explores the theoretical bases of the structure, its current method of operation, its impact so far, and future plans. The development of the Network illustrates how a university can consciously embed opportunities for staff to take ownership of transition pedagogy and thus encourage widespread capacity building amongst their peers. The experiences of the Network in its first two years provide a case study of how institutional support for the Scholarship of Teaching and Learning, in particular scholarship around capacity building, can be used as a mechanism to promote both staff and student engagement with transition pedagogy resulting in a shift from a second generation approach towards a third generation approach to transition.

The Atualidades Project – a generator of improvement in the teaching-learning process: report of a teaching method carried out in a higher education institution

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Orlandy Orlandi

2015-11-01

Full Text Available Objective – Being up-to-date requires reading newspapers and articles concerning issues that are relevant to professional training; the objective of this paper is to present the teaching method Atualidades project – a generator of improvement in the teaching-learning process, carried out in a higher education institution. Design/methodology/approach – This is qualitative, exploratory research, containing testimonies by 50 students, six invited entrepreneurs and professionals, and four teachers, between years 2006 and 2010, using direct observation of students’ and guests’ presentations, document analysis of project data, and testimonies by those involved. Analytical categories: recognizing the importance of updating, relationship between selected material and subject content, awakening to the interface between theory and practice, discovery of and access to a greater amount of research sources, sharing of ideas and improvement in capacity of working in the classroom. Theoretical framework – This study considered research on teaching and learning based on systematic, disciplined, reflective and meaningful reading and interpretation of knowledge produced worldwide, which requires professionals who are connected with the world through knowledge, constant appreciation of citizens and their local, regional and international actions, in which reading is considered a promoter of prosperity and social inclusion (Lowman, 2004; Dewey, 1978; Pestalozzi, 1946. Findings – The results revealed that students, when seeking to update themselves through reading, discovered local reference business practices. Contributions – The studied teaching method contributes to education concerning teaching and learning and corroborates studies that discuss the formation of critical minds in higher education.

Assessment of empathy among clinical dental students in a teaching dental institution in Telangana State, India

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V Siva Kalyan

2017-01-01

Full Text Available Introduction: The understanding of patient's view is considered as an important component in doctor–patient relationship. The health-care provider with an empathetic understanding may perceive patient's need as more reasonable and thus therapeutic. Aim: To assess empathy among clinical dental students in a teaching dental institution. Materials and Methods: A cross-sectional study was conducted among clinical dental students during the period between June 2016 and July 2016 in a teaching dental institution in Khammam town. Jefferson Scale of Empathy-Health Care Provider Student version was used to assess empathy among the students in this study. Gender differences were analyzed using t-test, and one-way ANOVA was used for comparison of empathy scores across year of study. P< 0.05 was considered statistically significant. Results: A total of 364 students participated in the study with a mean age of 22.76 ± 2.4 years. Males exhibited more empathy (86.54 ± 7 compared to females. The mean empathy level was found to be highest for the postgraduates (85.92 ± 6.5 followed by 3rd year students (P = 0.0943. Conclusion: There is a need to train these students not only from technical point of view but also in “life skills” such as communication, interpersonal relationship and empathy.

Clustering Teachers' Motivations for Teaching

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Visser-Wijnveen, Gerda J.; Stes, Ann; Van Petegem, Peter

2014-01-01

The motivation to teach is a powerful, yet neglected, force in teaching at institutes of higher education. A better understanding of academics' motivations for teaching is necessary. The aim of this mixed-method study was to identify groups with distinctively different motivations for teaching. Six clusters were identified: expertise, duty,…

SYNDROME OF EMOTIONAL BURNOUT THE TEACHING STAFF OF HIGHER EDUCATIONAL INSTITUTIONS

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A. V. Ponachugin

2017-01-01

Full Text Available The article deals with the problem of psychological health of the faculty of the university, the causes and factors of the syndrome of emotional burnout of teachers are systematized. The signs characterizing the emergence of the syndrome of emotional burnout are revealed. Particular attention is paid to the methodology and results of the empirical study of predisposition to the syndrome. The presence of certain personal characteristics, predisposing to the formation and development of emotional burnout, was traced in the teachers of the university. It was revealed that the syndrome affects not only teachers, but also indirectly on the students of the educational institution. Dependence of the degree of severity of emotional burnout syndrome on age and work experience of the teacher is noted. It is determined that to confront the burnout the teaching staff of the university should possess, with the appropriate resources, internal and external variables that contribute to psychological stability in stressful situations.

Alcohol Use and Mental Health Conditions Among Black College Males: Do Those Attending Postsecondary Minority Institutions Fare Better Than Those at Primarily White Institutions?

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Barry, Adam E; Jackson, Zachary; Watkins, Daphne C; Goodwill, Janelle R; Hunte, Haslyn E R

2017-07-01

While there is a sizeable body of research examining the association between alcohol use and mental health conditions among college students, there are sparse investigations specifically focusing on these associations among Black college students. This is concerning given Black college students face different stressors compared with their non-Black peers. Black males appear especially at risk, exhibiting increased susceptibility to mental health issues and drinking in greater quantities and more frequently than Black females. This investigation examined the association between alcohol consumption and mental health conditions among Black men attending institutions of higher education in the United States and sought to determine differences between Black men attending predominantly White institutions (PWIs) compared with those attending postsecondary minority institutions. Final sample included 416 Black men, 323 of which attended a PWI. Data were from the National College Health Assessment. Black men attending a PWI reported significantly greater levels of alcohol consumption and significantly more mental health conditions. Attendance at a minority-serving institution was associated with fewer mental health conditions among Black men. Future studies should seek to replicate these findings and conduct culturally sensitive and gender-specific research examining why Black men at PWIs report greater alcohol consumption and more mental health conditions than their peers attending postsecondary minority institutions.

TEACHING STRATEGY DEVELOPMENT IN UNDERGRADUATE COURSES IN MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS

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Jéferson Deleon Fávero

2016-05-01

Full Text Available This study aimed to analyze the teaching strategy development in undergraduate courses in HEI Management of Itajaí Valley from the perspective of students and teachers. Studies of strategy approaches have been reviewed, as well as methods and techniques of teaching strategy and the role of strategy teachers. A qualitative research has been performed based on a collective case study with students (focus groups and teachers (in depth interviews of a private and a public institution, in addition to a documentary research. Regarding the body of knowledge in strategy, it has been identified the presence of classical approaches. Both HEI use books from national and international classic authors. In relation to teaching methods, the HEI “A” uses the interaction between the theory of strategic planning and the application in a company, whereas the HEI “B” gives preference to theoretical discussions. Regarding the typification of conduct, it has been noticed a pattern of action of teachers regarding the collection of reading and on-time delivery of activities. The individuals (strategy teachers have specific actions, which are typified as forms of action, i.e. patterns collectively targeted to teach, to impart or disseminate knowledge of strategy.

The Intersection between Intercultural Competence and Teaching Behaviors: A Case of International Teaching Assistants

Science.gov (United States)

LeGros, N.; Faez, F.

2012-01-01

What is considered effective teaching varies across cultures, institutions, and disciplines. Concepts of effective teaching reflect the values and expectations of the educational culture and language in which it occurs. This study examines how participation in a course on intercultural communication affects the observable teaching behaviors of…

Learning how to "teach one": A needs assessment of the state of faculty development within the Consortium of the American College of Surgeons Accredited Education Institutes.

Science.gov (United States)

Paige, John T; Khamis, Nehal N; Cooper, Jeffrey B

2017-11-01

Developing faculty competencies in curriculum development, teaching, and assessment using simulation is critical for the success of the Consortium of the American College of Surgeons Accredited Education Institutes program. The state of and needs for faculty development in the Accredited Education Institute community are unknown currently. The Faculty Development Committee of the Consortium of the Accredited Education Institutes conducted a survey of Accredited Education Institutes to ascertain what types of practices are used currently, with what frequency, and what needs are perceived for further programs and courses to guide the plan of action for the Faculty Development Committee. The Faculty Development Committee created a 20-question survey with quantitative and qualitative items aimed at gathering data about practices of faculty development and needs within the Consortium of Accredited Education Institutes. The survey was sent to all 83 Accredited Education Institutes program leaders via Survey Monkey in January 2015 with 2 follow-up reminders. Quantitative data were compiled and analyzed using descriptive statistics, and qualitative data were interpreted for common themes. Fifty-four out of the 83 programs (65%) responded to the survey. Two-thirds of the programs had from 1 to 30 faculty teaching at their Accredited Education Institutes. More than three-quarters of the programs taught general surgery, emergency medicine, or obstetrics/gynecology. More than 60% of programs had some form of faculty development, but 91% reported a need to expand their offerings for faculty development with "extreme value" for debriefing skills (70%), assessment (47%), feedback (40%), and curriculum development (40%). Accredited Education Institutes felt that the Consortium could assist with faculty development through such activities as the provision of online resources, sharing of best practices, provision of a blueprint for development of a faculty curriculum and information

Factors that Influence the Teaching-Learning Process from the Perspective of Accountancy Students: Analysis at a Higher Education Institution in Minas Gerais

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Caroline Stéffani Santos Nério Pavione

2016-06-01

Full Text Available The aim of this study is to identify the factors that influence the process of teaching and learning according to the students in the Accountancy course at a Higher Education Institution (HEI in the state of Minas Gerais. The survey was conducted by applying a questionnaire, totaling 124 valid responses. The results were combined and confronted with perceptions obtained in past research. The following variables stood out that most influenced the teaching-learning process according to the students: "teacher's didactics (how the teacher leads the class, interacts with students and provides for a learning environment"; "Content structure of the course"; "Desire to learn the subject (personal motivation for the subject"; and "library equipped with an extensive collection of books and appropriate facilities", each in one dimension: teacher, subject, student and institution. The attitudes of students and teachers could also be identified that, according to the students, influenced the achievement of ideal teaching and learning most negatively. As a result, the four highest scores were attitudes in relation to the student, "lack of interest" and "lack of dedication outside the classroom"; to the teacher, "does not intend to address the concerns of students" and not "mastering the subject matter to be explained." Thus, discussions on improving the process of teaching and learning in Accounting can be promoted based on the analysis of the variables listed. The researchers expect to contribute to the identification of the major errors in the process of teaching and learning from the perspective of the key stakeholders (students in order to facilitate discussions in order to solve them and, ultimately, to culminate in improvements in the Accounting course and reduce the dropout rates in higher education.

English as the Lingua Franca in Transnational Higher Education: Motives and Prospects of Institutions That Teach in Languages Other than English

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Wilkins, Stephen; Urbanovic, Jolanta

2014-01-01

Although there seems to be a wide held assumption that transnational higher education programs have to be taught in English to be legitimate "international" programs, there are a few examples globally of international branch campuses that teach in languages other than English. Using seven institutional case studies from around the world,…

The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education

DEFF Research Database (Denmark)

Rasmussen, Klaus

2016-01-01

This paper takes an institutional perspective on the topic of sustainability in order to analyse how this ‘idea’ enters science teacher education through an interdisciplinary approach. It shows how the development and implementation of a course for Danish pre-service teachers was conditioned......, conceptualised through a new reference model that separates the analysis from the usual sustainability dimensions. The findings reveal how sustainability as a teaching topic can be a unifying idea in an interdisciplinary setting. Disciplinary differences evidently impact course planning and implementation...

Team teaching as an innovative approach in education at higher education institutions

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Karmen Knežević

2012-12-01

Full Text Available In order to achieve maximum motivation and success in teaching students in higher education, it is necessary to use different forms of teaching. The aim of this article is to define the form of team teaching and to identify the advantages and disadvantages of it. For this purpose a team teaching lecture of English and physics was held with eleven students in the fourth semester at the Department of Physics at the University of Josip Juraj Strossmayer in Osijek. During the research and preparation for this team teaching lecture a number of open questions appeared and were answered by the authors / teachers. The results of the team teaching lecture and mutual gained experience (teacher – student show that this innovative approach provides a richer educational environment both for students and for teachers, which increases the efficiency of the teaching process. This form of teaching enabled teachers and students new roles in the educational system, which is a key factor in increasing the competitiveness at colleges, universities and study programs. However, a successful implementation of team teaching requires common elements of the team members that need to be aligned with the curriculum and other participants in the educational process.

The didactic configuration of teaching strategies with Information and communication technology in pedagogical practices of the engineering made in two Mexican higher education institutions

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Martha Patricia ASTUDILLO TORRES

2016-07-01

Full Text Available In this article explains the didactic configuration of teaching strategies with information and communications technology (ICT that designs and implements the higher education teachers in their educational practice, with the objective of facilitating the curricula of three subjects belonging to the careers of civil Engineering and environmental Engineering of the two most important institutions of higher education of the state of Chiapas, Mexico. Similarly, it exposed a categorization of teaching strategies with ICT emerged from the ethnographic study carried out in these Mexican universities.

高等院校音乐美学课教学探析%Teaching Exploration of Music Aesthetics in Higher Education Institutions

Institute of Scientific and Technical Information of China (English)

盛辉

2011-01-01

Offering Music Aesthetics course in higher education institutions is a necessary outcome in music aesthetics study development.The main problem faced with music aesthetics teaching is how to improve teaching effect.To exert the biggest function in music education,the teaching of music aesthetics should be explored and researched thoroughly in course positioning,course implementation,textbook and teaching methods,etc.%高等院校开设音乐美学课是音乐美学学科发展的一个必然结果。提高教学效果是音乐美学课教学面对的主要问题。音乐美学课的教学应在课程定位、课程实施与教材、教学方法等方面进行深层次的探讨和研究,让音乐美学课在音乐教育中发挥最大化的功能。

Institute for Nuclear Waste Disposal. Annual Report 2009

International Nuclear Information System (INIS)

Geckeis, H.; Stumpf, T.

2010-01-01

On October 01, 2009, the Karlsruhe Institute of Technology (KIT) was founded by a merger of Forschungszentrum Karlsruhe and Universitaet Karlsruhe (TH). KIT bundles the missions of both precursory institutions: a university of the state of Baden- Wuerttemberg with teaching and research tasks and a large-scale research institution of the Helmholtz Association conducting program-oriented provident research on behalf of the Federal Republic of Germany. Within these missions, KIT is operating along the three strategic fields of action, research, teaching, and innovation. With about 8000 employees and an annual budget of about EUR 700 million, KIT is one of the largest research and teaching institutions worldwide. It has the potential to assume a top position worldwide in selected fields of research. The objective: KIT will become an institution of excellent research and scientific education, as well as a prominent location of academic life, life-long learning, comprehensive advanced training, unrestricted exchange of know-how and sustainable innovation culture. The largest organizational units of KIT are the KIT Centers. They focus on problems of fundamental importance to the existence and further development of our society or on key issues of basic science. KIT Centers are characterized by the uniqueness of their scientific approach, their strategic objective and mission and by a long-term perspective. The Institut fuer Nukleare Entsorgung, INE, (Institute for Nuclear Waste Disposal) belongs to the KIT Energy Center. The KIT Energy Center comprises some 40 institutes of the Universitaet Karlsruhe (TH) and 18 large institutes of the Forschungszentrum Karlsruhe with, at present, a total of approx. 1100 staff members. The participating institutes and research groups are the operating research units. An interdisciplinary KIT School of Energy establishes ideal framework conditions for teaching. For external partners from industry, the KIT Center develops solutions in

Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom

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Ramona Meraz Lewis

2016-11-01

Full Text Available Aim/Purpose\tThe purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background\tIncreasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology\tThis qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings\tThe findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research\tOur research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of

Training strategy for teaching in the use of the functionality of the ICTS: An experience in the Institute Superior Technological of Formation in Guayaquil, Ecuador

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Emma Zulay Delgado-Saeteros

2016-09-01

Full Text Available The present investigation finds that the Technologies of the Information and the Communications in a globalized are part of a process of constant and evolutionary development training for education and substantive processes specifically in the training of teachers. The present investigation is a look at the use of technological tools in the Institute Superior Technological of Formation Professional Commercial and Administrative (ITFPAC, on this basis it was found that the teacher has difficulty understanding the benefits that would entail handling functionalities of TICS within the teaching-learning process. The Institute needs to know how to improve the ongoing training of their teaching staff in the technological aspect, and how to create an educational innovation using features mentioned tools, since the same facilitate the flow of the process of learning, something that marks the target of this work.

USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING

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HASAN COŞKUN

2015-09-01

Full Text Available The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment, the nature and method of central examinations (multiple choice and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.

Improving of the teaching methods of chemical subjects by using of teaching tests in high educational institutions

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Gulzahira Turebekova

2015-03-01

Full Text Available Using the information technologies may cause great pedagogical effect: using of computer opens the opportunity for organization of problem teaching developing the creative thinking, forming research, practical skills of students, creation of the steady positive motivation of the students. Technical facilities of the computer technology allow solving the teaching and research tasks in the chemistry come as original catalyst of creation of different types of information technology systems and projection on their basis the novel ways and methods of their application. Use of computer technology in education helps to support necessary educational level of students and pay attention to their independent work. The article represents that the computer testing can be widely used for control of knowledge and for teaching. Teaching testing arouses interest in subject and develops ability of self-preparation and self – education, provides in-door and out- door work.

The Role of Informal Support Networks in Teaching the Nature of Science

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Herman, Benjamin C.; Olson, Joanne K.; Clough, Michael P.

2017-06-01

This study reports the participation of 13 secondary science teachers in informal support networks and how that participation was associated with their nature of science (NOS) teaching practices 2 to 5 years after having graduated from the same science teacher education program. The nine teachers who participated in informal support networks taught the NOS at high/medium levels, while the four non-participating teachers taught the NOS at low levels. The nine high/medium NOS implementation teachers credited the informal support networks for maintaining/heightening their sense of responsibility for teaching NOS and for helping them navigate institutional constraints that impede effective NOS instruction. Several high/medium NOS instruction implementers initially struggled to autonomously frame and resolve the complexities experienced in schools and thus drew from the support networks to engage in more sophisticated forms of teacher decision-making. In contrast, the NOS pedagogical decisions of the four teachers not participating in support networks were governed primarily by the expectations and constraints experienced in their schools. Implications of this study include the need for reconsidering the structure of teacher mentorship programs to ensure they do not promote archaic science teaching practices that are at odds with reform efforts in science education.

Assessment of self-perceived and normative dental needs among teaching faculty of Visveswarapura Group of Institutions: A cross-sectional study

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Verma Shikha

2014-01-01

Full Text Available Introduction: The purpose of this cross-sectional study was to assess and compare self-perceived and normative dental needs among teaching faculty of Visveswarapura Group of Institutions, Bangalore, India. Materials and Methods: The study population included 217 teaching faculty from four Visveswarapura Group of Institutions namely Arts and Commerce, Law, Science College and Engineering College. The study population was subjected to a self-administered closed-ended questionnaire inquiring about their socioeconomic status, Oral health status and treatment needs. Clinical examinations, employing WHO dentition status and community periodontal index were performed to determine normative status and needs. Perceived and normative assessments were compared for sensitivity, specificity, positive and negative predictive values using Kappa statistics. Results: The degree of agreement (κ values and sensitivity was seen in filled teeth (0.839, 80%, missing teeth (0.696, 85.2%, and mobile teeth (0.57, 55.6%. However, the disagreement was seen with all other questions with average κ = 0.20. Regarding overall proportions, a large discrepancy was found between self-perceived and normative needs for both dental and periodontal health status. Conclusion: Self-assessment questionnaires were of low value in evaluating oral health status and treatment needs compared with clinical examination.

Cervical cancer screening: knowledge, attitude and practices among nursing staff in a tertiary level teaching institution of rural India.

Science.gov (United States)

Shekhar, Shashank; Sharma, Chanderdeep; Thakur, Sita; Raina, Nidhi

2013-01-01

Assessment of the nursing staff knowledge, attitude and practices about cervical cancer screening in a tertiary care teaching institute of rural India. A cross sectional, descriptive, interview- based survey was conducted with a pretested questionnaire among 262 staff nurses of a tertiary care teaching and research institute. In this study 77% respondents knew that Pap smear is used for detection of cervical cancer, but less than half knew that Pap smear can detect even precancerous lesions of cervix. Only 23.4% knew human papilloma virus infection as a risk factor. Only 26.7% of the respondents were judged as having adequate knowledge based on scores allotted for questions evaluating knowledge about cervical cancer and screening. Only 17 (7%) of the staff nurses had themselves been screened by Pap smear, while 85% had never taken a Pap smear of a patient. Adequate knowledge of cervical cancer and screening, higher parity and age >30 years were significantly associated with self screening for cervical cancer. Most nurses held a view that Pap test is a doctor procedure, and nearly 90% of nurses had never referred a patient for Pap testing. The majority of nursing staff in rural India may have inadequate knowledge about cervical cancer screening, and their attitude and practices towards cervical cancer screening could not be termed positive.

Pragmatics of Contemporary Teaching and Learning Methods

Directory of Open Access Journals (Sweden)

Ryszard Józef Panfil

2013-09-01

Full Text Available The dynamics of the environment in which educational institutions operate have a significant influence on the basic activity of these institutions, i.e. the process of educating, and particularly teaching and learning methods used during that process: traditional teaching, tutoring, mentoring and coaching. The identity of an educational institution and the appeal of its services depend on how flexible, diverse and adaptable is the educational process it offers as a core element of its services. Such a process is determined by how its pragmatism is displayed in the operational relativism of methods, their applicability, as well as practical dimension of achieved results and values. Based on the above premises, this publication offers a pragmatic-systemic identification of contemporary teaching and learning methods, while taking into account the differences between them and the scope of their compatibility. Secondly, using the case of sport coaches’ education, the author exemplifies the pragmatic theory of perception of contemporary teaching and learning methods.

A Proposed Framework of Institutional Research Development Phases

Science.gov (United States)

Bosch, Anita; Taylor, John

2011-01-01

Globally, research has become a key driver for the achievement of status and the procurement of funding for higher education institutions. Although there is mounting pressure on institutions to become research active, many institutions are rooted in a strong tradition of teaching. These institutions find it challenging to develop research capacity…

Incidence of iatrogenic pneumothorax in the United States in teaching vs. non-teaching hospitals from 2000 to 2012.

Science.gov (United States)

John, Jason; Seifi, Ali

2016-08-01

Iatrogenic pneumothorax is a patient safety indicator (PSI) representing a complication of procedures such as transthoracic needle aspiration, subclavicular needle stick, thoracentesis, transbronchial biopsy, pleural biopsy, and positive pressure ventilation. This study examined whether there was a significant difference in rate of iatrogenic pneumothorax in teaching hospitals compared to non-teaching hospitals from 2000 to 2012. We performed a retrospective cohort study on iatrogenic pneumothorax incidence from 2000 to 2012 using the Healthcare Cost and Utilization Project (HCUP) database. Pairwise t tests were performed. Odds ratios and P values were calculated, using a Bonferroni-adjusted α threshold, to examine differences in iatrogenic pneumothorax incidence in teaching vs. non-teaching hospitals. Our study revealed that after the year 2000, teaching hospitals had significantly greater iatrogenic pneumothorax incidence compared to non-teaching hospitals in every year of the study period (Ppneumothorax occurred with significantly greater incidence in teaching hospitals compared to non-teaching hospitals from 2000 to 2012. This trend may have been enhanced by the residency duty-hour regulations implemented in 2003 in teaching institutions, or due to higher rates of procedures in teaching institutions due to the nature of a tertiary center. Iatrogenic pneumothorax was more prevalent in teaching hospitals compared to non-teaching hospitals after the year 2000. Further randomized control studies are warranted to evaluate the etiology of this finding. Published by Elsevier Inc.

Cultivating Bilingual Learners' Language Arts Knowledge: A Framework for Successful Teaching

Science.gov (United States)

Almaguer, Isela; Esquierdo, J. Joy

2013-01-01

It is essential to support bilingual learners' language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an…

FPG Child Development Institute

Science.gov (United States)

... shows how implicit racial biases are adversely affecting African American students--especially boys... read more Emphasis Areas ... Development, Teaching, and Learning The Frank Porter Graham Child Development Institute will partner with Zero to Three ...

Institutional plan -- Institute of Nuclear Power Operations, 1993

International Nuclear Information System (INIS)

1993-01-01

The US nuclear electric utility industry established the Institute of Nuclear Power Operations (INPO) in 1979 to promote the highest levels of safety and reliability -- to promote excellence -- in the operation of its nuclear plants. After its formation, the Institute grew from a handful of on-loan personnel in late 1979 to an established work force of more than 400 permanent and on-loan personnel. INPO's early years were marked by growth and evolution of its programs and organization. The Institute now focuses primarily on the effectiveness and enhancement of established programs and activities. For INPO to carry out its role, it must have the support of its members and participants and a cooperative but independent relationship with the NRC. A basis for that support and cooperation is an understanding of INPO's role. This Institutional Plan is intended to provide that understanding by defining the Institute's role and its major programs. This plan considers the existing and projected needs of the industry and the overall environment in which INPO and its members and participants operate

A mini-midwifery business institute in a midwifery professional roles course: an innovative teaching strategy for successful career planning and business management of practice.

Science.gov (United States)

Jesse, D Elizabeth; Dewees, Connie; McDowell, William C

2015-01-01

It is essential to include teaching strategies in midwifery education that address career planning and the business aspects of practice. This article presents the Mini-Midwifery Business Institute (M-MBI), an innovative teaching strategy for midwives that can also be applied to other advanced practice professions. The M-MBI can be integrated into a professional roles course. Before and after graduation, midwifery students and other advanced practice professionals can use the information to gain confidence and skills for successful career planning and the business management of practice. © 2014 by the American College of Nurse-Midwives.

Impact of near-peer teaching rounds on student satisfaction in the basic surgical clerkship.

Science.gov (United States)

Lin, Joseph A; Farrow, Norma; Lindeman, Brenessa M; Lidor, Anne O

2017-06-01

Teaching rounds are rarely featured in the surgery clerkship. Senior students interested in surgery are suited to precept teaching rounds. Near-peer teaching can provide benefits to both learners and preceptors. Near-peer teaching rounds consisted of senior student-precetors leading groups of 3 clerkship students on teaching rounds once during the clerkship. We prospectively surveyed student satisfaction before and after instituting near-peer teaching rounds. We retrospectively gathered qualitative narratives from student-preceptors. The survey response rate was 93% before near-peer teaching rounds were instituted and 85% after. Satisfaction with the learning environment and the quality and amount of small-group teaching were significantly higher after the institution of near-peer teaching rounds (P ≤ .001 for all 3). Satisfaction with the overall clerkship and baseline interest in surgery were not significantly different. Student-preceptors reported gaining valuable experience for future roles in academia as residents and attending surgeons. Student satisfaction with small-group teaching and the learning environment increased after the institution of near-peer teaching rounds in the surgery clerkship. Student-preceptors gained early experience for careers in academic surgery. Copyright © 2016 Elsevier Inc. All rights reserved.

Life at a Teaching University

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Marineau, Josiah F.

2018-01-01

Many new political science faculty at teaching universities are recent PhD recipients, and are coming to these institutions from research-oriented universities. There are considerable differences between the training for graduate students received at research universities and the expectations for faculty at teaching universities. This essay…

Team Teaching: Are Two Better than One?

Science.gov (United States)

Bettencourt, M. L.; Weldon, A. A.

2011-01-01

The authors explored two assumptions about college teaching and learning: first, that faculty teach in isolation, as institutional culture values and rewards autonomy over collaboration; and second, that faculty collaboration improves instruction. They present findings from an experiment in team teaching in a university beginning Spanish course in…

Unravelling Tacit Knowledge : Engagement Strategies of Centres for Excellence in Teaching and Learning

NARCIS (Netherlands)

Kottmann, Andrea; Deem, Rosemary; Eggins, Heather

2017-01-01

In the recent years at higher education institutions in Europe the establishment of Centres for Excellence in Teaching and Learning (CETL) has become widespread. Mostly institutions use these centres to implement and coordinate activities improving the quality of teaching and learning, new teaching

University Teaching around the World.

Science.gov (United States)

Ballantine, Jeanne

1989-01-01

Explores the concept of good teaching in universities worldwide by interviewing professors and exchange students from USSR, England, Spain, Yugoslavia, the Soviet Union, Turkey, India, Malaysia, the Philippines, China, Hong Kong, Taiwan, and Japan. Finds that teaching receives low priority in elite institutions while universities with open access…

The prospects of Web 2.0 technologies in teaching and learning in higher learning institutes: The case study of the Sokoine University of Agriculture in Tanzania

Directory of Open Access Journals (Sweden)

Wulystan Pius Mtega

2013-12-01

Full Text Available The study investigated the perceptions of students and lecturers on Web 2.0 as learning and teaching tools. It identified the commonly used web 2.0 tools; determined how the tools facilitate teaching and learning; assessed the appropriateness of features of the commonly used web 2.0 tools in teaching and learning and; determined the challenges associated with the usage of the tools in teaching and learning in higher education environments. The study was conducted at the Sokoine University of Agriculture (SUA in Tanzania; it employed combined research designs where both qualitative and quantitative designs were used. Stratified sampling techniques were employed to select respondents from the different strata namely students (undergraduate and postgraduate and teaching staff. Structured questionnaires were distributed to 120 students and 50 teaching staff who were randomly selected from each stratum. Findings show that blogs, Facebook, Wikis, Google drive and YouTube were used for teaching and learning at SUA. However, the level of usage of Web 2.0 tools for non academic activities was higher than for academic purposes. It is concluded that that not all tools and applications were suitable for teaching and learning. It is recommended that students and staff should be trained on how to use Web 2.0 tools in teaching and learning. Institutes should promote the usage of such tools because some of them have suitable applications for teaching and learning. Developers of Web 2.o tools should incorporate more applications that may help teaching staff to supervise and assist students in the learning process.

Tertiary Educational Institutions for Teaching, Research and Development

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Amoo, Sikiru A.

2014-01-01

This paper examines the quality of teaching and research in developing human resources to facilitate the development of tertiary education in the nation. It discusses the challenges and the roles of research in higher education. The author argues that the combination of content and pedagogical knowledge could help to develop human resources for…

Language Teaching and Its Contexts

Science.gov (United States)

Byram, Michael

2013-01-01

The title of this new journal provides opportunity to review the many contexts which need to be taken into account in reflecting upon foreign language teaching. These contexts include the educational, the fact that much language teaching takes place within general educational and often compulsory educational settings and institutions. Learners…

Enhancing Student Engagement in One Institution

Science.gov (United States)

Leach, Linda

2016-01-01

Student engagement is important to further and higher education institutions: it is understood to be a proxy for quality teaching and governments attach a proportion of funding to student retention and completion. Many institutions are taking part in student engagement surveys, using the data generated to initiate changes to policies and practice.…

A model for evaluating the institutional costs and benefits of ICT initiatives in teaching and learning in higher education

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David Nicol

2003-12-01

Full Text Available Significant investments are being made in the application of new information and communications technologies (ICT to teaching and learning in higher education. However, until recently, there has been little progress in devising an integrated costbenefit model that decision-makers can use to appraise ICT investment options from the wider institutional perspective. This paper describes and illustrates a model that has been developed to enable evaluations of the costs and benefits of the use of ICT. The strengths and limitations of the model are highlighted and discussed

A framework for teaching educators to teach innovation

DEFF Research Database (Denmark)

Rump, Camilla Østerberg; Nielsen, Jan Alexis; Andersson, Pernille Hammar

in the form of a possible conceptual basis for teachers of I&E, that will enable them to interpret the meaning of I&E in their own discipline, and design teaching and learning activities that will support student development of I&E capabilities. In the paper, we present a framework for the course in the form...... to these challenges, three Danish universities in the Copenhagen area have taken the initiative to develop a course for educators at the three institutions that will provide the necessary skills to teach innovation and entrepreneurship (I&E) to their students. In this paper, we present a framework for the course...... and non-intended use of the innovation. • Teaching for innovation with the intension for students to develop innovative skills or teaching through innovation with the intention for students to learn the disciplinary knowledge through innovative processes. • How does I&E relate to the disciplinary...

Dialogue and Reciprocity in an International Teaching Practicum

Science.gov (United States)

Parr, Graham; Faulkner, Julie; Rowe, Craig

2017-01-01

Many teacher education institutions across the world are now initiating and supporting international teaching practicums to better prepare their teaching graduates to teach for diversity. Recently, some of these practicums have embedded service-learning structures and discourses to further encourage pre-service teachers (PSTs) to think beyond…

Growing a Scholarship of Teaching and Learning Institutionally

Science.gov (United States)

Vithal, Renuka

2018-01-01

While a number of studies report on how a scholarship of teaching and learning (SoTL) has been implemented in particular disciplines or faculties, arguably much less is known about how this can be achieved university-wide. This paper brings the lens of SoTL retrospectively, from the vantage position of a university leader, to a range of teaching…

Research and Teaching: Assessment of Graduate Teaching Assistants Enrolled in a Teaching Techniques Course

Science.gov (United States)

Zehnder, Caralyn

2016-01-01

At the authors' public liberal arts institution, biology masters students are required to enroll in BIOL 5050: Teaching Techniques. Course topics include designing effective lectures, assessment, classroom management, diversity in the classroom, and active learning strategies. The impact of this type of training on graduate students' attitudes and…

Measuring teaching effectiveness--or not.

Science.gov (United States)

Shaw, Graham P

2013-01-01

Faculty in the present-day academic medicine environment are expected to perform multiple functions, notably, the provision of high-quality teaching to the medical professionals of tomorrow. However, evaluating the effectiveness of this teaching is particularly difficult. Student evaluations of teaching, despite their many flaws, are widely used as a convenient tool to measure teaching effectiveness. Administrators continue to routinely use student evaluation of teaching surveys in faculty retention/promotion and merit pay decisions. This practice should be reevaluated since it may have unintended consequences, such as grade inflation and content debasement, and may contribute to faculty leaving the institution and even the profession. A more valid, reliable, and formative protocol for the evaluation of genuine teaching effectiveness needs to be developed as a matter of some urgency. In this review, alternatives to the student evaluation of teaching are explored to better measure true teaching effectiveness.

The Effects of Teaching Profession Courses on Doctoral Students’ Attitudes Towards The Teaching Profession

OpenAIRE

Semerci, Çetin; Kara, Ahmet

2004-01-01

This study seeks to evaluate the effects of teaching profession courses on the attitudes towards the teaching profession of doctorate students. An Attitude Scale for the Teaching Profession was given to 64 doctoral students of the institutes of Social Studies, Health, Natural and Applied Sciences at Fırat University in the 2000-2001 academic year. There were 30 items in the scale. The KMO (Kaiser- Meyer- Olkin) value was 0.88, the Bartlett test value was 8980.25 and Cronbach alpha mean was 0....

FTA Training Programs: Searching for Appropriate Teaching Styles.

Science.gov (United States)

Byrd, Patricia; Constantinides, Janet C.

1988-01-01

In addition to acquiring communicative competence, teaching assistants who speak English as a second language must learn human relations skills, and how to teach content through appropriate teaching methods and skills that will help them bridge the cultural and language differences they experience in U.S. institutions of higher education. (CB)

A Teaching Polygon Makes Learning a Community Enterprise

Science.gov (United States)

Colgan, Mark; DeLong, Matt

2015-01-01

In order to strengthen departmental collegiality and improve teaching, our mathematics department instituted a Teaching Polygon. Building on the faculty development idea of Teaching Squares, each member of our department visited one class taught by every other department member in a round-robin fashion during the school year. The visits were…

The Attitude of Math Teachers toward Cooperative Learning and Institutional Elements that May Help or Hinder its Use as a Teaching Methodology

Directory of Open Access Journals (Sweden)

Luis Gerardo Meza-Cascante

2015-01-01

Full Text Available This paper presents the results of research conducted in high schools in the central region of the Cartago province, Costa Rica. The goal of the research was to determine the attitude of high school math teachers toward cooperative learning in math and identify factors in secondary education institutions that can help or hinder the implementation of cooperative learning as a strategy for teaching mathematics. The research was conducted with 39 secondary education math teachers, who participated in a workshop on cooperative learning in mathematics. The attitude toward this methodology was measured by using semantic differential. This information was triangulated with data obtained from non-participant observation. A combination of in-depth interviews and non-participant observation was used to access data that identifies institutional factors helping or hindering the implementation of math cooperative learning. Findings suggest a positive attitude from teachers toward integrating cooperative work as a teaching strategy to promote math learning and toward the role played by school principals in the adoption of educational innovations. It also reveals that high schools have adequate material conditions to implement the methodology, although the need for training is considered. This finding should be taken into account by the proponents of this methodological option.

Teaching as Scholarship

Directory of Open Access Journals (Sweden)

Shane Neely-Smith

2008-02-01

Full Text Available As research and funding continue to replace teaching as the central mission in more colleges and universities, nursing faculty will be expected to engage in research endeavours as proof of scholarship involvement. However, the multiple roles of the nursing faculty coupled with the pressure to engage in research and funding endeavours have led to increased stress and burnout and increased attrition rate. The purpose of this paper is to delineate the expected roles of the nursing faculty related to the trilogy of teaching, research and service and recommend that colleges/universities recognize not only research as scholarship, but also teaching and service. An integrative review of the literature using books and journals from nursing and other relevant disciplines related to the multiple roles of nursing faculty was conducted. Teaching is a vital role and should remain the central mission of colleges/universities to ensure effective pedagogy. Institutions of higher learning should adapt an umbrella of scholarship under which falls teaching, research, and service; thus, teaching would be considered scholarship.

The Meaning of Older Adults' Peer Teaching: A Phenomenological Study

Science.gov (United States)

Choi, Ilseon

2009-01-01

This study investigated older adults' peer teaching experiences at a Lifelong Learning Institute through interviews with eight teachers and observations of their classes. Thematic analysis revealed themes of peer-to-peer teaching, volunteer teaching, and explorative teaching. Discussion of the themes examines the meaning of older adults' peer…

Presence and Absence: Looking for Teaching and Teaching ...

African Journals Online (AJOL)

We compare these choices with those made about portraying other aspects of the university's self-described mission on the website as a proxy for the valuing of teaching. We recognise that marketing spaces cannot be seen to equate to the commitment of institutions, departments or individual academics, but our concern in

Peer review: a tool to enhance clinical teaching.

Science.gov (United States)

Gusic, Maryellen; Hageman, Heather; Zenni, Elisa

2013-10-01

The system used by academic health centres to evaluate teaching must be valued by the large number of faculty staff that teach in clinical settings. Peer review can be used to evaluate and enhance clinical teaching. The objective of this study was to determine the perceptions of clinical faculty about the effects of participating in peer review. Faculty members were observed teaching in a clinical setting by trained peer observers. Feedback was provided using a checklist of behaviours and descriptive comments. Afterwards, semi-structured interviews were conducted to assess the faculty member's perception about the process. Notes from the interviews were analysed using a grounded theory approach. The study was approved by the institutional review boards of all the institutions involved. Three themes emerged from the interviews with faculty members: (1) they found the process to be valuable - they received information that affirmed "good" teaching behaviours, and were prompted to be more focused on their teaching; (2) they were motivated to enhance their teaching by being more deliberate, interactive and learner-centred; and (3) they were inspired to explore other opportunities to improve their teaching skills. Peer review is a process that promotes the open discussion and exchange of ideas. This conversation advances clinical teaching skills and allows high-quality teaching behaviours to be strengthened. © 2013 John Wiley & Sons Ltd.

Social disunion as a challenge to the educational institution

Directory of Open Access Journals (Sweden)

Valentina V. Saguychenko

2016-01-01

Full Text Available The article examines trends in strengthening the manifestation of social disunion of students in the early stages of receive education and training, ranging from kindergartens to universities. Investigated the mechanism of influence of social institutions on subsequent the social disunion. Invited to consider problem since the teacher’s personality, which affects primarily the quality of education and the subsequent social disunion. One of the main investigated by the author, mechanisms of social disunion, which is associated with the division of students by the ratings performance and abilities. The attention to the importance of economic and cultural baggage parents of students who choose education for their child. Addressing social stratification asked to consider because of the philosophy of education as a methodology for teaching the design of educational reforms, which the central place belongs to the establishment of a dialogue of diverse professionals: teachers, psychologists, specialists in modern philosophy communications managers, economists, involving parent and community organizations, foundations, local governments to the understanding and support of the reformed educational policy.

The Uses of Teaching Games in Game Theory Classes and Some Experimental Games.

Science.gov (United States)

Shubik, Martin

2002-01-01

Discusses the use of lightly controlled games, primarily in classes in game theory. Considers the value of such games from the viewpoint of both teaching and experimentation and discusses context; control; pros and cons of games in teaching; experimental games; and games in class, including cooperative game theory. (Author/LRW)

What motivates residents to teach? The Attitudes in Clinical Teaching study.

Science.gov (United States)

Dotters-Katz, Sarah; Hargett, Charles W; Zaas, Aimee K; Criscione-Schreiber, Lisa G

2016-07-01

Graduate medical trainees have a critical role in the teaching of other trainees. Improving their teaching requires an understanding of their attitudes towards teaching and their motivation to teach. Both have been incompletely explored in this population. We aimed to better understand graduate medical trainees' attitudes towards teaching and motivation to teach in the clinical setting in order to inform modifications to resident-as-teacher (RAT) programmes and enhance teaching practices. We applied Q methodology, an established sorting method, to identify and quantify the factors that have an impact on trainees' engagement in teaching. We invited house officers at our institution to rank-order 47 statements regarding their attitudes to and motivation for teaching. Respondents explained their Q-sort rankings in writing and completed a demographic questionnaire. By-person factor analysis yielded groups of individuals with similar attitudes. One hundred and seven trainees completed the Q-sort. We found three primary groups of attitudes towards teaching in the clinical setting: enthusiasm, reluctance and rewarded. Enthusiastic teachers are committed and make time to teach. Teaching increases their job satisfaction. Reluctant teachers have enthusiasm but are earlier in training and feel limited by clinical workload and unprepared. Rewarded teachers feel teaching is worthwhile and derive satisfaction from the rewards and recognition they receive for teaching. This improved understanding of common attitudes shared by groups of residents will help curriculum designers create RAT programmes to further reinforce and encourage attitudes that promote teaching as well as improve trainees' motivation to teach. Designing RAT programmes that acknowledge the attitudes to and motivations for teaching should help develop effective teachers to improve educational outcomes. Directed efforts to enhance motivation for reluctant teachers and encourage more positive attitudes in rewarded

Development and Validation of a Teaching Practice Scale (TISS) for Instructors of Introductory Statistics at the College Level

Science.gov (United States)

Hassad, Rossi A.

2009-01-01

This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions…

Teaching anthropology in Poland

Czech Academy of Sciences Publication Activity Database

Buchowski, M.; Červinková, Hana

2016-01-01

Roč. 5, č. 2 (2016), s. 47-51 E-ISSN 2239-625X Institutional support: RVO:68378076 Keywords : teaching anthropology * Poland * pedagogy * educational anthropology Subject RIV: AC - Archeology, Anthropology , Ethnology

THE STUDENTS’ PERCEPTION OF THE EFFECTIVENESS OF ENGLISH AND ARABIC TEACHING AND LEARNING AT THE LANGUAGE AND CULTURE CENTER OF STATE INSTITUTE FOR ISLAMIC STUDIES SHEKH NURJATI CIREBON

Directory of Open Access Journals (Sweden)

Mahmud Mahmud

2014-10-01

Full Text Available This study aimed to explore the effectiveness of English and Arabic teaching and learning the Language and Culture Center (LCC at the State Institute for Islamic Studies Shekh Nurjati Cirebon (SIIS SNJ based on the students’ perception. The study is to find out students’ opinion toward English and Arabic teaching and learning process and provide beneficial information for the teaching system in the LCC. This study used descriptive survey approach. The subjects were the students of English and Arabic intensive program. The data were collected through the questionnaire The results of the study are as follows. First, the teaching quality indicator is categorized as fairly effective. Second, the generic skills indicator is categorized as less effective. Third, students’ motivation indica-tor is categorized as less effective. Fourth, learning resources is categorized as not effective. Fifth, the assessment appropriateness is categorized as fairly effective. Sixth, the students’ workload is catego-rized as less effective. Seventh, the curriculum content is categorized as less effective. Keywords: students’ perception, teaching and learning, effectiveness.

Innovations in teaching university: emerging opportunities

Directory of Open Access Journals (Sweden)

Daniele Simões Borges

2012-09-01

Full Text Available The present abstract understands that the university, into the current society, can build environments that indulge the development of the culture the creation and the innovation. Therefore we aim to understand the processes of induction of the university teaching, as well as the didactic-pedagogic activities proposed in the Teaching Projects of a university from the south of Rio Grande do Sul. The research is naturally qualitative and documentary, it has been done through Content Analysis (Franco, 2008; Bardin, 1977. In the study were analyzed 163 projects, being highlighted three major points of innovative teaching practices: a practical activities, including field exploring, use of lab and practical tasks in the classroom; b new technologies, including the use of Blogs, MSN, AVA, robotics, moodle, modeling, videos, recordings, forums, and diaries e c innovative methodologies, referring to learning projects, problem solving, workshops, work groups, articulation between teaching, research and extension and daily evaluation. We consider that the changes in the teaching perceptions, due to self-formative processes and the induction of institutional policy to avoid retention and evasion, as well as the innovation, has been contributed to the improvement of the learning and teaching in the university. We emphasize, also, that the innovation in the teaching can come from different levels, activities and manners, expressing different epistemological and paradigmatic basis. Therefore, it needs to be considered as activity in a particular context, coming from a collective and institutional nature.

Peer Observation of Rounds Leads to Collegial Discussion of Teaching.

Science.gov (United States)

Pierce, J Rush; Rendón, Patrick; Rao, Deepti

2018-01-01

Faculty in the Division of Hospital Medicine provide most of the clinical teaching for learners at our institution. The majority of these faculty are Assistant Professors with limited formal instruction in clinical teaching. Previous Divisional strategies to improve clinical teaching ability included discussion of effective teaching behaviors, developing written expectations for teaching faculty, and instituting seminars on effective clinical teaching. Heretofore, the Division had not utilized a direct observation exercise. We developed a direct observation exercise to encourage discussion of teaching techniques and contemplation of change. Using a social learning model, we developed a peer-to-peer observation followed by a nonevaluative discussion. We created a tool for describing teaching behaviors in 5 domains that were similar to or different from the usual behavior of the observing peer: learner presentations, team leadership, bedside teaching, professionalism, and other. After the observation, the observing and observed faculty met to discuss observed teaching behaviors. Both faculty members discussed and then recorded any teaching behaviors that they planned to adopt or change. We implemented this intervention in a 22-member Academic Division of Hospital Medicine at a tertiary care medical center in the United States. A high proportion were junior faculty and graduates of our residency program. We reviewed records of 28 of 31 observations that were completed during the initial 9-month period of implementation and later surveyed faculty. The exercise resulted in planned changes in teaching behaviors that included instituting new methods to improve teaching team leadership, triaging of patients seen on rounds, faculty behaviors during oral presentations, giving real-time feedback, use of technology and humor, demonstrating physical examination findings, and modeling professional behaviors. Faculty later reported adoption of new teaching behaviors that were

Southern Universities Nuclear Institute

International Nuclear Information System (INIS)

Anon.

1977-01-01

The Southern Universities Nuclear Institute was created in 1961 to provide postgraduate research and teaching facilities for the universities of Cape Town and Stellenbosch. The main research tool is the 6,0 MV Van de Graaff accelerator installed in 1964. Developments and improvements over the years have maintained the Institute's research effectiveness. The work of local research groups has led to a large number of M Sc and doctorate degrees and numerous publications in international journals. Research at the Institute includes front-line studies of basic nuclear and atomic physics, the development and application of nuclear analytical techniques and the application of radioisotope tracers to problems in science, industry and medicine. The Institute receives financial support from the two southern universities, the Department of National Education, the CSIR and the Atomic Energy Board

Academics' conceptions of teaching sustainability

OpenAIRE

Wyatt, Margaret

2017-01-01

Over the last decade a growing number of universities have committed to ensuring that sustainability is integral to higher education with the intent of preparing eco-literate graduates who can make positive contributions to the sustainability of the environment. With particular consideration for the increasingly internationalised teaching environment of many higher education institutions, this study sought to explore how academics' conceptions of teaching sustainability might d...

Ideology in Applied Linguistics for Language Teaching

Science.gov (United States)

Waters, Alan

2009-01-01

It is contended that much of present-day applied linguistics for language teaching (ALLT) fails to mediate effectively, primarily because an ideological construction, emanating from a critical theory perspective, is too often imposed on everyday pedagogical practices. This has resulted in an exaggerated level of concern about the power imbalances…

From Normal Schools to Primary Teaching Schools: historic journey of primary teachers’ training schools

Directory of Open Access Journals (Sweden)

Joaquim António Sousa Pintassilgo

2015-02-01

Full Text Available This article provides a brief outline of the teacher training schools in Portugal for what was traditionally known as primary education, starting in the second half of the nineteenth century, when such schools began functioning regularly.  Initially know as Primary Normal Schools, these institutions were renamed in 1930 to Primary Teaching Schools. In the second half of the 1980s, under full democracy, they were phased out, their place being taken by the Higher Schools of Education. In this article we seek to chronicle their evolution with a set of reflections on the ideals professed in their day, which are to be found primarily in training contexts and in textbooks. These principles deal mainly with such issues as the social roles to be played by the primary school teachers, the values inherent to the profession, pedagogical options considered to be legitimate and educational practices thought to be exemplary. We will analyse in particular the importance that the conceptions of the New School had in the construction of identity references during the republican period and their appropriation by the conservative pedagogy that circulated in the New State. We will also take into account the process of feminization, which left its own mark on the development of this teaching sector. Finally, we will outline a model of analysis for training institutions, using as our reference the case of Portugal. 

Institutional Choice and Recognition in Development

DEFF Research Database (Denmark)

Rutt, Rebecca Leigh

Abstract This thesis concerns the role of local institutions in fostering development including natural resource management, and how this role is shaped by relations with higher scale institutions such as development agencies and national governments. Specifically, it examines the choice of local...... objective of this thesis was to contribute to understanding processes and outcomes of institutional choice and recognition. It employed mixed methods but primarily semi structured interviews in multiple sites across Nepal. In responding to specific objectives, namely to better understand: i) the rationales...... behind choices of local institutional counterparts, ii) the belonging and citizenship available with local institutions, iii) the dynamics and mutuality of recognition between higher and lower scale institutions, and iv) the social outcomes of choice and recognition, this thesis shows that the way choice...

NIH's National Institute of General Medical Sciences celebrates 45 years of Discovery for Health

Science.gov (United States)

... Alison Davis NIH's National Institute of General Medical Sciences celebrates 45 years of Discovery for Health The National Institute of General Medical Sciences (NIGMS) is the NIH institute that primarily supports ...

Institutional capacity for health systems research in East and Central Africa schools of public health: enhancing capacity to design and implement teaching programs

Science.gov (United States)

2014-01-01

Background The role of health systems research (HSR) in informing and guiding national programs and policies has been increasingly recognized. Yet, many universities in sub-Saharan African countries have relatively limited capacity to teach HSR. Seven schools of public health (SPHs) in East and Central Africa undertook an HSR institutional capacity assessment, which included a review of current HSR teaching programs. This study determines the extent to which SPHs are engaged in teaching HSR-relevant courses and assessing their capacities to effectively design and implement HSR curricula whose graduates are equipped to address HSR needs while helping to strengthen public health policy. Methods This study used a cross-sectional study design employing both quantitative and qualitative approaches. An organizational profile tool was administered to senior staff across the seven SPHs to assess existing teaching programs. A self-assessment tool included nine questions relevant to teaching capacity for HSR curricula. The analysis triangulates the data, with reflections on the responses from within and across the seven SPHs. Proportions and average of values from the Likert scale are compared to determine strengths and weaknesses, while themes relevant to the objectives are identified and clustered to elicit in-depth interpretation. Results None of the SPHs offer an HSR-specific degree program; however, all seven offer courses in the Master of Public Health (MPH) degree that are relevant to HSR. The general MPH curricula partially embrace principles of competency-based education. Different strengths in curricula design and staff interest in HSR at each SPH were exhibited but a number of common constraints were identified, including out-of-date curricula, face-to-face delivery approaches, inadequate staff competencies, and limited access to materials. Opportunities to align health system priorities to teaching programs include existing networks. Conclusions Each SPH has key

Beyond Research Productivity: Matching Productivity Measures to Institutional Mission

Directory of Open Access Journals (Sweden)

Patricia Bartholomew

2016-11-01

Full Text Available Aim/Purpose: The aim of this paper is to develop a unified methodology inclusive of the three primary areas of faculty responsibility (teaching, research, and service to calculate departmental productivity that fills the gap in methodological bench-marking tools for overall faculty productivity. Background:\tA disproportionate number of departmental and faculty productivity indices in higher education rely solely on research. Productivity in other areas of faculty workload areas, like teaching and institutional and community service, are either measured separately or ignored all together – even when those activities are institutionally mandated. This does a disservice to those who work in those institutions and skews incentives. Methodology: This paper utilizes a unified methodology inclusive of the three primary areas of faculty responsibility (teaching, research, and service to calculate depart-mental productivity in five disparate departments (English, Biology, Mathematics, Sociology, and Computer Science common to two universities with differing missions (teaching and service. Findings: The results reveal the bias inherent in relying solely on research as a proxy for overall productivity in institutions that have differing missions. Recommendations for Practitioners: Utilizing better metrics informs higher education administrators, promotes better decision-making, and allows incentives to re-align with desired outcomes. Recommendation for Researchers: This paper recommends combing all aspects of faculty workload into a single benchmark index to better measure departmental productivity. Future Research: Further research into improving this simple index is warranted and would include how to account for quality and other facets of productivity.

An Innovative Summer Institute for Teachers: Examining the Underground Railroad

Science.gov (United States)

Dallmer, Denise

2002-01-01

In this article, the author describes the summer institute which she planned through her involvement with the Institute for Freedom Studies at Northern Kentucky University, whose purpose is to promote interdisciplinary research, teaching and community outreach grounded in the study of the Underground Railroad. The purpose of the institute was to…

Teaching Strategies for Strengthening Environmental Values

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Marilin del Carmen González Castillo

2017-02-01

Full Text Available This study aims to apply teaching strategies for strengthening the environmental values in the teachers of School Children's House "Linda Barinas" located in the Carmen parish, municipality Barinas, Barinas state. The nature of the study was inserted into the qualitative paradigm, the kind of research in an action research based on a field study. Key informants were five (05 teachers working in the aforementioned institution. The technique for collecting information through an in-depth interview. The technique and data analysis was performed by means of categorization, triangulation and theorizing. The study led to the conclusion: teachers are unaware of employed teaching strategies, learning strategies in addressing environmental education. In addition, the institution lacks the promotion of educational activities that contribute to improving the environment. Similarly, the absence of a positive attitude towards the environment in which every member of the institution appropriates the existing environmental problems at school. In implementing the action plan training workshops conducted for teachers regarding teaching strategies, environmental values and environmental education, produced a motivation and interest of how to implement that knowledge, when planning, organizing and controlling.

How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments

Science.gov (United States)

Drinkwater, Michael J.; Matthews, Kelly E.; Seiler, Jacob

2017-01-01

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. PMID:28232589

The Fact of IgnoranceRevisiting the Socratic Method as a Tool for Teaching Critical Thinking

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Romanelli, Frank

2014-01-01

Critical thinking, while highly valued as an ability of health care providers, remains a skill that many educators find difficult to teach. This review provides an analysis examining why current methods of teaching critical thinking to health care students (primarily medical and pharmacy students) often fail and describes a premise and potential utility of the Socratic method as a tool to teach critical thinking in health care education. PMID:25258449

The fact of ignorance: revisiting the Socratic method as a tool for teaching critical thinking.

Science.gov (United States)

Oyler, Douglas R; Romanelli, Frank

2014-09-15

Critical thinking, while highly valued as an ability of health care providers, remains a skill that many educators find difficult to teach. This review provides an analysis examining why current methods of teaching critical thinking to health care students (primarily medical and pharmacy students) often fail and describes a premise and potential utility of the Socratic method as a tool to teach critical thinking in health care education.

Developing scholarship of teaching and learning through a ...

African Journals Online (AJOL)

A growing interest in the Scholarship of Teaching and Learning (SoTL) in higher education requires the seeking of opportunities for its development within and across disciplines and institutions. However, rewards for individual competitiveness in research publications, including the Scholarship of Teaching and Learning ...

Thick Slice and Thin Slice Teaching Evaluations

Science.gov (United States)

Tom, Gail; Tong, Stephanie Tom; Hesse, Charles

2010-01-01

Student-based teaching evaluations are an integral component to institutions of higher education. Previous work on student-based teaching evaluations suggest that evaluations of instructors based upon "thin slice" 30-s video clips of them in the classroom correlate strongly with their end of the term "thick slice" student evaluations. This study's…

Achieving Sustainability in Learning and Teaching Initiatives

Science.gov (United States)

Brew, Angela; Cahir, Jayde

2014-01-01

Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one…

Fostering Interdisciplinary Thinking through an International Development Case Study

Science.gov (United States)

Ellett, Rachel L.; Esperanza, Jennifer; Phan, Diep

2016-01-01

Despite widespread acknowledgment of the importance of interdisciplinary pedagogy, disciplinary teaching remains the norm on most campuses, primarily due to cost and institutional constraints. Bridging the gap between literature on interdisciplinary teaching and active-learning techniques, this article describes an innovative and less costly…

What it means to teach online

Science.gov (United States)

Hubbard, Abigail

1998-08-01

Teaching online has emerged as a growth area in higher education. Before rushing into this market, it is important to understand some of the implications for faculty, students, administrators, and the educational institutions themselves. New roles and responsibilities emerge for each stakeholder, and important institutional policy issues must be addressed and resolved.

Stages of Faculty Concern about Teaching Online: Relationships between Faculty Teaching Methods and Technology Use in Teaching

Science.gov (United States)

Randall, John H.

2016-01-01

As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages…

Construction of the radiation oncology teaching files system for charged particle radiotherapy.

Science.gov (United States)

Masami, Mukai; Yutaka, Ando; Yasuo, Okuda; Naoto, Takahashi; Yoshihisa, Yoda; Hiroshi, Tsuji; Tadashi, Kamada

2013-01-01

Our hospital started the charged particle therapy since 1996. New institutions for charged particle therapy are planned in the world. Our hospital are accepting many visitors from those newly planned medical institutions and having many opportunities to provide with the training to them. Based upon our experiences, we have developed the radiation oncology teaching files system for charged particle therapy. We adopted the PowerPoint of Microsoft as a basic framework of our teaching files system. By using our export function of the viewer any physician can create teaching files easily and effectively. Now our teaching file system has 33 cases for clinical and physics contents. We expect that we can improve the safety and accuracy of charged particle therapy by using our teaching files system substantially.

Commercial and Institutional Waste

DEFF Research Database (Denmark)

Christensen, Thomas Højlund; Fruergaard, Thilde

2011-01-01

Commercial and institutional waste is primarily from retail (stores), hotels, restaurants, health care (except health risk waste), banks, insurance companies, education, retirement homes, public services and transport. Within some of these sectors, e.g. retail and restaurants, large variations...... are found in terms of which products and services are offered. Available data on unit generation rates and material composition as well as determining factors are discussed in this chapter. The characterizing of commercial and institutional waste is faced with the problem that often only a part of the waste...... is handled in the municipal waste system, where information is easily accessible. An important part of commercial and institutional waste is packaging waste, and enterprises with large quantities of clean paper, cardboard and plastic waste may have their own facilities for baling and storing their waste...

Language & Culture in English as a Foreign Language Teaching: a socio-cultural experience of some exchange students from Piauí Federal Institute

Directory of Open Access Journals (Sweden)

Giselda dos Santos Costa

2018-04-01

Full Text Available The internationalization of higher education has been dramatically intensified over the last fifteen years in Brazil, creating wide-ranging opportunities as well as threats and limitations in relation to foreign language teaching practices and the teaching of culture. Many linguists and anthropologists (BYRAM, 1997; KRAMSCH, 1993; MCKAY, 2003; JENKINS, 2005 have stated that for communication to be successful the use of language must be associated with other culturally appropriated behavior, not just linguistic rules in the strict sense. In this article, we discuss the problems related to internationalization, more specifically, the discussion revolves around the sociocultural challenges faced by some students of the Federal Institute of Piauí (IFPI regarding their experiences in the Science without Borders program spread through five countries. By using qualitative interviews, the results revealed that students had sociocultural problems which could be avoided if English teachers had worked in the language classroom before the execution of the exchange program.

Keyboarding Instruction at NABTE Institutions: Are We Teaching Techniques to Reduce CTD Incidence?

Science.gov (United States)

Blaszczynski, Carol; Joyce, Marguerite Shane

1996-01-01

Responses from 157 of 193 business teachers who teach keyboarding indicated that 78.7% were aware of cumulative trauma disorder and 22% had experienced it. Only 13% of classrooms were equipped with wrist rests. About 53% teach techniques to reduce incidence, but 20% did not know whether they taught preventive measures. (SK)

Strategies for Teaching Maritime Archaeology in the Twenty First Century

Science.gov (United States)

Staniforth, Mark

2008-12-01

Maritime archaeology is a multi-faceted discipline that requires both theoretical learning and practical skills training. In the past most universities have approached the teaching of maritime archaeology as a full-time on-campus activity designed for ‘traditional’ graduate students; primarily those in their early twenties who have recently come from full-time undergraduate study and who are able to study on-campus. The needs of mature-age and other students who work and live in different places (or countries) and therefore cannot attend lectures on a regular basis (or at all) have largely been ignored. This paper provides a case study in the teaching of maritime archaeology from Australia that, in addition to ‘traditional’ on-campus teaching, includes four main components: (1) learning field methods through field schools; (2) skills training through the AIMA/NAS avocational training program; (3) distance learning topics available through CD-ROM and using the Internet; and (4) practicums, internships and fellowships. The author argues that programs to teach maritime archaeology in the twenty first century need to be flexible and to address the diverse needs of students who do not fit the ‘traditional’ model. This involves collaborative partnerships with other universities as well as government underwater cultural heritage management agencies and museums, primarily through field schools, practicums and internships.

Mission Creep and Teaching at the Master's University

Science.gov (United States)

Henderson, Bruce B.

2009-01-01

The accusation of mission creep at master's institutions is not erroneous. It has been occurring for decades. The imitation of the research universities by other institutions is not good for the institutions, for their faculty members, or for the cause of college teaching. Research and scholarship need to be differentiated so that scholarliness,…

Reflections on the Teaching of Programming

DEFF Research Database (Denmark)

general challenge of  teaching software engineering. The primary issues covered in this part are testing,  extreme programming, and frameworks. These are all issues that are typically covered  in later courses.  Part IV, the last part of the book, consists of two chapters addressing innovative  approaches...... in teaching programming, as well as a  substantial body of publications in the computer science education literature.  The authors are members of the Scandinavian Pedagogy of Programming Network,  and bring together a diverse body of experiences from the Nordic European countries.  The 14 chapters of the book......This state-of-the-art survey, reflecting on the teaching of programming, has been written by a group of primarily Scandinavian researchers and educators with special interest and experience in the subject of programming. The 14 chapters - contributed by 24 authors - present practical experience...

Self-Assessment of the University Teaching Staff Functions

Science.gov (United States)

Duarte Clemente, Mariana Vilela; Ferrándiz-Vindel, Isabel-María

2012-01-01

The Higher Education institutions should offer excellence teaching and qualification opportunities for the university teaching staff. La Facultad Integrada de Pernambuco (FACIPE) (the Integrated School of Pernambuco) in Brazil, following the global trend, has been involved in implementing changes to help improve the quality of education in our…

Train-the-Trainers: Implementing Outcomes-Based Teaching and Learning in Malaysian Higher Education

Science.gov (United States)

Biggs, John; Tang, Catherine

2011-01-01

The decision by the Minister of Higher Education, that Malaysian post-secondary institutions should move to outcomes-based teaching and learning (OBTL), involves a change in teaching in over 1,000 institutions. This massive changeover would be accomplished using the "Train-the-Trainers" model in a series of workshops. We are proud to…

Congruency between educators' teaching beliefs and an electronic health record teaching strategy.

Science.gov (United States)

Bani-issa, Wegdan; Rempusheski, Veronica F

2014-06-01

Technology has changed healthcare institutions into automated settings with the potential to greatly enhance the quality of healthcare. Implementation of electronic health records (EHRs) to replace paper charting is one example of the influence of technology on healthcare worldwide. In the past decade nursing higher education has attempted to keep pace with technological changes by integrating EHRs into learning experiences. Little is known about educators' teaching beliefs and the use of EHRs as a teaching strategy. This study explores the composition of core teaching beliefs of nurse educators and their related teaching practices within the context of teaching with EHRs in the classroom. A collective case study and qualitative research approach was used to explore and describe teaching beliefs of seven nurse educators teaching with EHRs. Data collection included open-ended, audio-taped interviews and non-participant observation. Content analysis of transcribed interviews and observational field notes focused on identification of teaching belief themes and associated practices. Two contrasting collective case studies of teaching beliefs emerged. Constructivist beliefs were dominant, focused on experiential, student-centered, contextual and collaborative learning, and associated with expanded and a futuristic view of EHRs use. Objectivist beliefs focused on educators' control of the context of learning and were associated with a constrained, limited view of EHRs. Constructivist educators embrace technological change, an essential ingredient of educational reform. We encourage nurse educators to adopt a constructivist view to using technology in teaching in order to prepare nurses for a rapidly changing, technologically sophisticated practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Use of ICTs by Teachers at the Technological Superior Institute of Administrative and Comercial Professional Formation at Ecuador

Directory of Open Access Journals (Sweden)

Lic. Emma Zulay Delgado Saeteros

2016-02-01

Full Text Available In the scenarios of higher education in Ecuador, concepts related to teaching and pedagogical practices are a challenge for science teaching, and stand as the need to address the change within the institutions by the rethinking of being and educational work. The teaching-learning process in teaching must be activated from the use of ICTs. The authors reflect about the behavior of this criterion in the Technological Institute of Vocational and Business Administration (ITFPAC in Ecuador

Theory-Informed Research Training and Mentoring of Underrepresented Early-Career Faculty at Teaching-Intensive Institutions: The Obesity Health Disparities PRIDE Program.

Science.gov (United States)

Beech, Bettina M; Bruce, Marino A; Thorpe, Roland J; Heitman, Elizabeth; Griffith, Derek M; Norris, Keith C

2018-01-01

Mentoring has been consistently identified as an important element for career advancement in many biomedical and health professional disciplines and has been found to be critical for success and promotion in academic settings. Early-career faculty from groups underrepresented in biomedical research, however, are less likely to have mentors, and in general, receive less mentoring than their majority-group peers, particularly among those employed in teaching-intensive institutions. This article describes Obesity Health Disparities (OHD) PRIDE, a theoretically and conceptually based research training and mentoring program designed for early-career faculty who trained or are employed at Historically Black Colleges and Universities (HBCUs).

Report / Institut für Experimentelle Physik II

OpenAIRE

Grundmann, Marius

2014-01-01

The Institute for Experimental Physics II of Universität Leipzig welcomes you to read its activity report 2001. In the following some statistics about the structure of the institute, the people involved, and the teaching activities are summarized. The core of the report is built by the scientific activity reports - arranged according to the groups making up the institute: solid-state optics and acoustics, semiconductor physics, nuclear solid-state physics, physics of dielectric solids, super...

Role Playing in Online Education: A Teaching Tool to Enhance Student Engagement and Sustained Learning

Science.gov (United States)

Bender, Tisha

2005-01-01

As online education escalates, it is important for instructors to explore teaching techniques that engage students and enhance learning at a profound level. To achieve this goal, instructors must look at the primarily text-based environment of the online class not as a limitation, but as an opportunity. Attentive and highly personal teaching that…

Discipline-Based Philosophy of Education and Classroom Teaching

Science.gov (United States)

Matthews, Michael R.

2014-01-01

This article concentrates on the necessity for teachers in just one discipline area, namely, science, having philosophical competence and using it to inform their professional life--in their classroom teaching, assessing and institutional engagements--in other words, having a philosophy of science teaching. This group of questions and issues might…

The Goethe Institute with Implications for Australia

Science.gov (United States)

Garrick, Natalie

1976-01-01

The work of the Goethe Institute in teaching German to foreigners and in fostering interest in German culture is described. The desirability of a change in attitude in Australia toward foreign language study is discussed. (RM)

Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program

Science.gov (United States)

Prevost, Luanna B.; Vergara, Claudia E.; Urban-Lurain, Mark; Campa, Henry, III.

2018-01-01

Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic…

Structured Strategy for Implementation of the Teaching Portfolio Concept in Japan

Science.gov (United States)

Kurita, Kayoko

2013-01-01

This paper describes a strategy for successfully implementing the teaching portfolio in higher education institutions in Japan. The teaching portfolio has gained recognition in Japan in the last few years as an effective instrument for improving and showcasing teaching performance. It is well known that the implementation process is very important…

SATISFACTION LEVEL OF MEDICAL EDUCATORS WORKING IN TEACHING INSTITUTIONS : A QUESTIONNAIRE BASED CROSS-SECTIONAL STUDY

Directory of Open Access Journals (Sweden)

Sudeshna Chatterjee

2016-12-01

Full Text Available In a resource-limited and high-burden disease setting, satisfied health professional is an asset in terms of maximized productivity, efficiency and quality health care. Job Satisfaction Index is a validated measure to identify the components that influence those issues. A multi-faceted structured questionnaire study was conducted upon a cross-section of medical educators (n=160 serving two tertiary care teaching institutions under different management set-up. Multiple demographic features were independent variables whereas three (3 critical areas of satisfaction index (SI were outcome variables. All participants were interviewed using 15 item Likert response-based, modified job satisfaction scale. It was observed that total SI scores among doctors representing the private group remained marginally higher (P<0.05 while compared to the other group. The comparative analysis of SI scores in critical areas like availability of academic supports and job security remained higher among the private doctors than that of the government ones though not significant. However the private doctors remained marginally satisfied in terms of working environment. The study outcome necessitates appropriate intervention measures at the organizational levels.

34 CFR 686.4 - Institutional participation.

Science.gov (United States)

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Institutional participation. 686.4 Section 686.4 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH...

Student Teaching in the United States. Executive Summary

Science.gov (United States)

National Council on Teacher Quality, 2011

2011-01-01

In an effort to understand what makes a student teaching experience strong, the National Council on Teacher Quality (NCTQ) has undertaken this comprehensive review. Over a period of two years, NCTQ researchers examined the student teaching programs of a stratified random sample of 134 higher education institutions across the United States, with at…

Students teaching students: evaluation of a "near-peer" teaching experience.

Science.gov (United States)

Naeger, David M; Conrad, Miles; Nguyen, Janet; Kohi, Maureen P; Webb, Emily M

2013-09-01

Teaching is an important skill. Academic physicians teach on a daily basis, and nearly all physicians occasionally teach colleagues and patients. There are generally few opportunities for medical students to learn teaching skills. We developed a novel "near-peer" teaching program in which fourth-year students cotaught first-year students. Eighteen fourth-year students enrolled in our institution's primary senior radiology elective learned the basics of ultrasound through a series of lectures and hands-on scanning sessions. Each fourth-year student, paired with a radiology resident or attending, then cotaught a first-year anatomy small group session. After instruction, voluntary surveys were administered to assess the perceived value of the "near-peer" teaching experience. Seventeen of 18 (94%) and 104 of 120 (87%) administered surveys were returned by fourth- and first-year students, respectively. Sixteen (94%) and 99 (95%) of the fourth- and first-year students reported they "enjoyed" or "really enjoyed" the near-peer teaching experience. Fourteen (82%) of the fourth years perceived improvement in their teaching skills and an increase in their knowledge. Only 8 (47%) of the fourth years thought they were "helpful" or "very helpful," though 92 (88%) of the first years identified their fourth-year co-instructors as "helpful" or "very helpful." We piloted a novel "near-peer" program. Both senior and freshman students enjoyed the experience, and fourth years thought the session was educational for them as well. Although most fourth years did not judge themselves as helpful, first-year students overwhelmingly considered them a useful addition to the session. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Measuring the Impact of a New Faculty Program Using Institutional Data

Science.gov (United States)

Meizlish, Deborah S.; Wright, Mary C.; Howard, Joseph; Kaplan, Matthew L.

2018-01-01

This paper presents a quasi-experimental evaluation of a required, teaching-focused, new faculty program at a large research university. The study makes use of institutional data, including student evaluations of teaching and faculty participation in educational development activities, which are available on many campuses yet rarely used in…

Characterizing Teaching in Introductory Geology Courses: Measuring Classroom Practices

Science.gov (United States)

Budd, D. A.; van der Hoeven Kraft, K. J.; McConnell, D. A.; Vislova, T.

2013-01-01

Most research about reformed teaching practices in the college science classroom is based on instructor self-report. This research describes what is happening in some introductory geology courses at multiple institutions across the country using external observers. These observations are quantified using the Reformed Teaching Observation Protocol…

Implementation of the e-learning method for technological research institutes utilization

International Nuclear Information System (INIS)

Pinheiro, Valderes Fernandes; Silva, Aucyone Augusto da; Rogero, Jose Roberto

2002-01-01

The e-learning is a subject that is attracting all teaching institution at the present because the number of interested student is growing in the same proportion of communication technology facilities is getting more easy and low cost to be used. Most of universities and colleges are adapting their classes to on-line and a new market is growing very fast all around the world. Of course that these institutions are also worried about the quality of the online teaching materials and also methodologies used to delivery them. This paper will explore some models that are being used in online classes and also will present the contribution of this research in developing a new teaching model that will applied in the technological research institutions like IPEN/CNEN-SP. This model should be technical and economical self-sufficient and it is emphasized in the customers technological needs. The model's variables are interactivity levels with the technology, use of internet tools (chat, forum, discussion list), teacher and student relationship, knowledge evaluation, etc. (author)

EFFECTIVE WAYS OF POSTGRADUATE PEDAGOGICAL EDUCATION INSTITUTES TEACHERS’ TRAINING

Directory of Open Access Journals (Sweden)

Liudmyla V. Kalachova

2013-12-01

Full Text Available The article presents the results of comparative analysis of training for teachers of postgraduate pedagogical education institutes for various forms of training: full-time, full-time- distance and distance after the author's program "Teacher training of postgraduate pedagogical education institutes for use of audiovisual teaching aids." The comparison was done on such indicators as the number of participants who completed the training, the pace of learning, quality control test mastery of the material of the course, the qualitative and quantitative performance indicators of individual case studies. As a result, the article identifies the main advantages and disadvantages of each form of education and recommended the most effective form of in-service training of the teaching load.

Learning the Language of Statistics: Challenges and Teaching Approaches

Science.gov (United States)

Dunn, Peter K.; Carey, Michael D.; Richardson, Alice M.; McDonald, Christine

2016-01-01

Learning statistics requires learning the language of statistics. Statistics draws upon words from general English, mathematical English, discipline-specific English and words used primarily in statistics. This leads to many linguistic challenges in teaching statistics and the way in which the language is used in statistics creates an extra layer…

Considerations When Writing and Reviewing a Higher Education Teaching Protocol Involving Animals.

Science.gov (United States)

Vemulapalli, Tracy H; Donkin, Shawn S; Lescun, Timothy B; O'Neil, Peggy A; Zollner, Patrick A

2017-09-01

The targeted use of animals in teaching at institutions of higher learning is fundamental to educating the next generation of professionals in the biologic and animal sciences. As with animal research, universities and colleges that use animals in teaching are subject to regulatory oversight. Instructors must receive approval from their IACUC before using animals in their teaching. However, the questions asked on many institutions' animal care and use protocol (ACUP) are often geared more toward the use of animals for research. These questions may not be wholly appropriate in evaluating a teaching protocol; some questions are not applicable (for example, power analysis to justify animal numbers) whereas other important questions may be missing. This article discusses the issues surrounding the rationale for animal use in teaching; it also proposes a framework that instructors and IACUC members alike can use when writing and reviewing teaching ACUP. We hope this framework will help to ensure the most appropriate IACUC review of the ethical use of animals in higher education.

Use of Generalized Fluid System Simulation Program (GFSSP) for Teaching and Performing Senior Design Projects at the Educational Institutions

Science.gov (United States)

Majumdar, A. K.; Hedayat, A.

2015-01-01

This paper describes the experience of the authors in using the Generalized Fluid System Simulation Program (GFSSP) in teaching Design of Thermal Systems class at University of Alabama in Huntsville. GFSSP is a finite volume based thermo-fluid system network analysis code, developed at NASA/Marshall Space Flight Center, and is extensively used in NASA, Department of Defense, and aerospace industries for propulsion system design, analysis, and performance evaluation. The educational version of GFSSP is freely available to all US higher education institutions. The main purpose of the paper is to illustrate the utilization of this user-friendly code for the thermal systems design and fluid engineering courses and to encourage the instructors to utilize the code for the class assignments as well as senior design projects.

The Professor-Librarian: Academic Librarians Teaching Credit-Bearing Courses

Science.gov (United States)

Sobel, Karen; Ramsey, Peter; Jones, Galin

2018-01-01

Many academic librarians have ideas or opportunities for teaching information literacy courses for the library, outside the scope of their regular positions. Some additional librarians are asked to consider teaching credit-bearing courses for other departments at their institutions, based on graduate degrees they hold in fields besides library…

Undergraduate Teaching and Learning Evaluation: Focus on the Mechanism

Science.gov (United States)

Dongmei, Zeng; Jiangbo, Chen

2009-01-01

It is obvious to all that the National Undergraduate Teaching and Learning Evaluation plan for higher education institutions launched in 2003 has promoted undergraduate teaching at universities and colleges. At the same time, however, the authors have also witnessed problems with the evaluation work itself, for example, unified evaluation…

Grammatical terminology for the teaching of African languages at ...

African Journals Online (AJOL)

The article addresses the question of the elaboration and modernisation of African languages to enable them to be used as language media for the teaching of African languages, particularly grammar. Whereas all institutions at tertiary level of education have undergone a paradigm shift from teaching African languages in ...

Wizarding in the Classroom: Teaching Harry Potter and Politics

Science.gov (United States)

Deets, Stephen

2009-01-01

This article describes teaching a course called Harry Potter and Politics. Focusing on aspects of political culture, the class tackled themes of identity, institutional behavior, and globalization. Teaching Harry Potter has several benefits. Students are both familiar with the wizarding world and yet have enough distance to examine it…

The Teacher and the Teaching Profession - An Ecological Adaptation.

Science.gov (United States)

Zak, Itai

This study aimed at assessing the relationships between the structures of the teaching occupation and teacher training institutions and the personality characteristics of teachers in Israel. The hypothesis considered was that recruitment by self-selection would promote an image of conservatism by bringing into teaching people with matched…

Teaching the Vietnam War: A Conference Report.

Science.gov (United States)

Winterstein, Stephen

2000-01-01

On May 6-7, 2000, the Foreign Policy Research Institute's (FPRI's) sixth History Institute convened with more than 40 high school and college history teachers to seek answers to the question: "How should we teach the history of the Vietnam War to our children today?" Not surprisingly, no simple answers were forthcoming. This conference…

Experience gained in using a computer-aided teaching system in Azov maritime institute

Directory of Open Access Journals (Sweden)

Олександр Миколайович Зиновченко

2017-06-01

Full Text Available Brief analysis of the known teaching methods through the use of computer has been given. Computer-aided teaching system includes an interactive lecture, laboratory works, an application for online testing and evaluation of the new knowledge assimilation and the software used by the teacher. The virtual lecture presents information as sound tracked dynamic pictures accompanied by permanent practical work that fixes the acquired knowledge in the student’s mind. Each teaching step in the virtual lecture is followed with practical work evaluated by the computer. Virtual labs make it possible to consolidate the new knowledge by practice. They provide for the individual activity of the student, monitor his progress and automatically evaluate his knowledge. These applications are installed in the student's computer. The computer applications of the teacher include a generator of the tests for testing and evaluation of the new knowledge, a typical problems base, personal information files generator for each student and a computer application forming the final mark of the student. The results of the testing of this teaching system show that it is efficient, making it possible to organize a flexible schedule of the educational process,cutting down the working hours of the teacher

Canadian Teaching and Learning Centres on Facebook and Twitter: An Exploration through Social Media

Science.gov (United States)

Atkins, Bridgette; Koroluk, Jaymie; Stranach, Matthew

2017-01-01

Teaching and Learning Centres (TLCs) play a role in the professional development of faculty, staff and teaching assistants in higher education institutions. One of the functions of many TLCs is that of outreach, not only to the individuals within their institutions who are their primary clientele but also to the greater higher education community.…

A review of teaching second/ foreign language listening comprehension research(Part 5 Text production and comprehension)

OpenAIRE

尹, 松

2002-01-01

Among the four skills of the language acquisition, it has been pointed out that listening comprehension is the most difficult skill. The research on effective methods of teaching listening comprehension has been carried out from various viewpoints. After introducing the theory of listening comprehension, this review will describe recent trends in the teach-ing of listening as a second/foreign language. This will be done by focusing primarily on schema activator and strategy-instruction in tea...

Information and Announcements Chennai Mathematical Institute ...

Indian Academy of Sciences (India)

CMI has active research groups in Mathematics and Theoretical Computer Science. A few years ago the Institute added to its teaching programme an undergraduate programme in. Physics. The courses are taught by active researchers in physics with Prof. G Rajasekaran in charge of the programme. The Chennai ...

Using "To Kill a Mockingbird" as a Conduit for Teaching about the School-to-Prison Pipeline

Science.gov (United States)

Maher, Steffany Comfort

2013-01-01

The author primarily teaches traditional high school English texts in a largely white, middle-class school, but the method she uses allows her to address important issues relevant to students. One unit she teaches is an investigation of the criminal justice system and a variety of issues related to the school-to-prison pipeline. A crucial text…

[On the founders of the Institute of Mathematics and Physics, University of Bahia].

Science.gov (United States)

Dias, A L

The reduced number of female students of mathematics at the University of Bahia School of Philosophy (Faculdade de Filosofia, Universidade da Bahia - FF/UBa) is quite surprising. To date, they are concentrated in areas traditionally viewed as feminine whereas men predominate in the mathematical fields. I have examined interview data from a few women who graduated in mathematics and went on to teach at the University of Bahia School of Mathematics (Faculdade de Filosofia - FF) and at the Institute of Mathematics and Physics (Instituto de Matemática e Física - IMF), where they were soon to outnumber men and constitute the majority of the mathematics teaching staff. In this study, I have investigated the course of their careers over time: from their early student days, through their time as teaching assistants and professors, and finally as founders of the Institute of Mathematics and Physics, in 1960. Special reference is made to Martha Maria de Souza Dantas, organizer of the I Brazilian Conference on Mathematics Teaching, an event which has provided the groundwork for what was to become the Institute (IMF); and to Arlete Cerqueira Lima, the mastermind behind its creation.

Performance Evaluation of Indian Technical Institutions Using PROMETHEE-GAIA Approach

Science.gov (United States)

Ranjan, Rajeev; Chakraborty, Shankar

2015-01-01

It has now become an important issue to evaluate the performance of technical institutions to develop better research and enrich the existing teaching processes. The results of such performance appraisal would serve as a reference point for decisions to choose a particular institution, hire manpower, and provide financial support for the…

A teaching mentorship program to facilitate excellence in teaching and learning.

Science.gov (United States)

Slimmer, Lynda

2012-01-01

The impact of decreasing faculty numbers on the nursing shortage has been well documented. Mentoring is recognized as the most significant way to grow and nurture nurse educators. The purpose of this article was to describe the Teaching Mentorship Program within the College of Nursing Department of Biobehavioral Health Science at a Midwestern state university. The program activities are designed to facilitate new faculty members' transition from the role of nurse clinician to the role of nurse educator, to support the implementation of evidence-based teaching practices, and to encourage the development of teaching scholarship. Outcomes of the program include retention of new faculty, improved student satisfaction with the quality of instruction, and increased teaching scholarship activities. The program demonstrates the three hallmarks of an effective mentoring program. First, the program is supported by an institutional culture that values mentoring and provides it with an organizational home. Second, the Associate Department Head and primary mentor has been an educator for 37 years with expertise in curriculum development, program evaluation, and teaching methodologies. Third, because the associate department head's principle role is to implement the program and serve as the primary mentor, her commitment is to provide flexible, timely access to faculty. Copyright © 2012 Elsevier Inc. All rights reserved.

Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment

Science.gov (United States)

Ulmer, Jonathan D.; Velez, Jonathan J.; Lambert, Misty D.; Thompson, Greg W.; Burris, Scott; Witt, Phillip A.

2013-01-01

This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments…

Rewarding quality teaching in higher education: the evading dream ...

African Journals Online (AJOL)

Teaching, and specifically quality teaching, has for many centuries been the defining characteristic of the academic profession. However, since the dawning of the 20th century, it seems that the very basis of the global higher education institutional reward system is the belief that working with, contributing to, and pursuing ...

Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’

DEFF Research Database (Denmark)

Klapper, Rita G.; Neergaard, Helle

2017-01-01

This chapter focuses on how students think before we can teach them how to act. This idea is anchored in the observation that most institutions of higher education tend to teach their students to become employees, whether in the public or private sector, rather than to become employers. Thus, the...

Teaching Business Management from a perspective beyond self-interest

Directory of Open Access Journals (Sweden)

Roberto Fernández-Gago

2012-12-01

Full Text Available Profound reflection is currently being made in academic circles upon the principles which have long been the basis of economic theories in the teaching of business management. Amidst the issues discussed is the concept of human nature driven primarily by self-interest. Profit maximization and governance mechanisms in order to protect shareholders’ interests have become the essence of all good business practice. The present paper proposes a change in direction towards a wider and more realistic perspective with regards to the individual’s values within the sphere of the teaching of business management.

Using Video Analysis, Microcomputer-Based Laboratories (MBL’s and Educational Simulations as Pedagogical Tools in Revolutionizing Inquiry Science Teaching and Learning

Directory of Open Access Journals (Sweden)

Jay B. Gregorio

2015-01-01

Full Text Available La main á la pâte is an inquiry-based science education programme founded in 1996 by Georges Charpak, Pierre Lena, Yves Quere and the French Académie des Sciences with the support of the Ministry of Education. The operation of the program primarily aims to revitalize and expand science teaching and learning in primary education by implementing an inquiry process that combines spontaneous exploration through varied prediction, experimentation, observation and argumentation. As a recognized program of innovation in science, La main á la pâte has gained global visibility and transcended across cultural backgrounds. The strength of the program is founded on continuous educational collaboration and innovative projects among pioneering institutions and educators for more than a decade.

Teachers' approaches to teaching physics

Science.gov (United States)

2012-12-01

Benjamin Franklin said, "Tell me, and I forget. Teach me, and I remember. Involve me, and I learn." He would not be surprised to learn that research in physics pedagogy has consistently shown that the traditional lecture is the least effective teaching method for teaching physics. We asked high school physics teachers which teaching activities they used in their classrooms. While almost all teachers still lecture sometimes, two-thirds use something other than lecture most of the time. The five most often-used activities are shown in the table below. In the January issue, we will look at the 2013 Nationwide Survey of High School Physics teachers. Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

Conditions for excellence in teaching in medical education: The Frankfurt Model to ensure quality in teaching and learning

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Giesler, Marianne

2017-10-01

Full Text Available Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented.Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, “best evidence” one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL in Munich (2013 and Frankfurt (2014. Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence.Based on this, a checklist with recommendations for optimizing general academic conditions was formulated.Results: The covers six categories: and These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given.Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.

Enhancing the Teaching-Learning Process: A Knowledge Management Approach

Science.gov (United States)

Bhusry, Mamta; Ranjan, Jayanthi

2012-01-01

Purpose: The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach: The approach of the paper is…

Teaching About Slavery. Footnotes. Volume 13, Number 14

Science.gov (United States)

Johnson, Michael

2008-01-01

This essay is based on the author's presentation at FPRI's History Institute for Teachers on America in the Civil War Era, 1829-77. Slavery lasted for 250 years just in the territory of the United States, and for half a millennium in the Atlantic world. Teaching about it is therefore a huge assignment. The author cites five contexts for teaching:…

Teaching vocabulary using collocations versus using definitions in EFL classes

OpenAIRE

Altınok, Şerife İper

2000-01-01

Ankara : Institute of Economics and Social Sciences of Bilkent Univ., 2000. Thesis (Master's) -- Bilkent University, 2000. Includes bibliographical references leaves 40-43 Teaching words in collocations is a comparatively new technique and it is accepted as an effective one in vocabulary teaching. The purpose of this study was to find out whether teaching vocabulary would result in better learning and remembering vocabulary items. This study investigated the differences betw...

Collectively Improving Our Teaching: Attempting Biology Department-Wide Professional Development in Scientific Teaching

Science.gov (United States)

Owens, Melinda T.; Trujillo, Gloriana; Seidel, Shannon B.; Harrison, Colin D.; Farrar, Katherine M.; Benton, Hilary P.; Blair, J. R.; Boyer, Katharyn E.; Breckler, Jennifer L.; Burrus, Laura W.; Byrd, Dana T.; Caporale, Natalia; Carpenter, Edward J.; Chan, Yee-Hung M.; Chen, Joseph C.; Chen, Lily; Chen, Linda H.; Chu, Diana S.; Cochlan, William P.; Crook, Robyn J.; Crow, Karen D.; de la Torre, José R.; Denetclaw, Wilfred F.; Dowdy, Lynne M.; Franklin, Darleen; Fuse, Megumi; Goldman, Michael A.; Govindan, Brinda; Green, Michael; Harris, Holly E.; He, Zheng-Hui; Ingalls, Stephen B.; Ingmire, Peter; Johnson, Amber R. B.; Knight, Jonathan D.; LeBuhn, Gretchen; Light, Terrye L.; Low, Candace; Lund, Lance; Márquez-Magaña, Leticia M.; Miller-Sims, Vanessa C.; Moffatt, Christopher A.; Murdock, Heather; Nusse, Gloria L.; Parker, V. Thomas; Pasion, Sally G.; Patterson, Robert; Pennings, Pleuni S.; Ramirez, Julio C.; Ramirez, Robert M.; Riggs, Blake; Rohlfs, Rori V.; Romeo, Joseph M.; Rothman, Barry S.; Roy, Scott W.; Russo-Tait, Tatiane; Sehgal, Ravinder N. M.; Simonin, Kevin A.; Spicer, Greg S.; Stillman, Jonathon H.; Swei, Andrea; Timpe, Leslie C.; Vredenburg, Vance T.; Weinstein, Steven L.; Zink, Andrew G.; Kelley, Loretta A.; Domingo, Carmen R.; Tanner, Kimberly D.

2018-01-01

Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching…

Conceptual approaches to vocational and tourism training of teachers in higher education institutions

Directory of Open Access Journals (Sweden)

L.J. Dudorova

2013-08-01

Full Text Available Considered the direction of teacher’s training based on the model of a competent graduate. It is formed the criteria of the faculty of the institute of physical education and sports and the possibility of their selection. It is noted that a teacher must possess modern technologies of general and vocational education, a set of effective methods and techniques sufficient professional knowledge to provide education of future professionals (teaching, planning and management of the didactic and educational systems. It is recommended the formation of the teaching staff to consider the following: to conduct a competitive selection of teachers with experience teaching physical education and sports, coaching and tourism. Teachers also need training from the best graduates of the institute of physical education and sport.

Pattern of Injuries from Road Traffic Accidents Presented at a Rural Teaching Institution of Karachi.

Science.gov (United States)

Shamim, Muhammad

2017-08-01

The aim of the study is to study the pattern of injuries from road traffic accidents presented at the emergency department of a rural teaching institution in Karachi. This descriptive case series was conducted prospectively in the Emergency Department of Fatima Hospital and Baqai Medical University from 1 January 2012 to 21 March 2013. There were 385 patients in the series. All of the patients with recent injuries from road traffic accidents were included. Cases with injuries more than 72 h old were excluded. The majority of patients had lower limb injuries 172 (44.7%), followed by head and neck injuries 107 (27.8%), multiple injuries 62 (16.1%), upper limb injuries 22 (5.7%), abdominoperineal injuries 19 (5%), and chest injuries 3 (0.8%). Majority (229, 59.5%) of patients were given first aid treatment and discharged, while 151 (39.3%) patients were either admitted or referred to better equipped hospitals. Three patients were brought dead, and two patients left against medical advice. The lower limb injuries were the commonest road traffic accidental injuries, followed by head and neck injuries, multiple injuries, upper limb injuries, abdominoperineal injuries, and chest injuries.

Designing Personalized Online Teaching Professional Development through Self-Assessment

Science.gov (United States)

Rhode, Jason; Richter, Stephanie; Miller, Tracy

2017-01-01

Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an…

How Do Masters of Public Health Programs Teach Monitoring and Evaluation?

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Himanshu Negandhi

2017-06-01

Full Text Available IntroductionThe health systems in developing countries face challenges because of deficient monitoring and evaluation (M&E capacity with respect to their knowledge, skills, and practices. Strengthening M&E training in public health education can help overcome the gaps in M&E capacity. There is a need to advance the teaching of M&E as a core element of public health education.ObjectivesTo review M&E teaching across Masters of Public Health programs and to identify core competencies for M&E teaching in South Asian context.Materials and methodsWe undertook two activities to understand the M&E teaching across masters level programs: (1 desk review of M&E curriculum and teaching in masters programs globally and (2 review of M&E teaching across 10 institutions representing 4 South Asian countries. Subsequently, we used the findings of these two activities as inputs to identify core competencies for an M&E module through a consultative meeting with the 10 South Asian universities.ResultsMasters programs are being offered globally in 321 universities of which 88 offered a Masters in Public Health, and M&E was taught in 95 universities. M&E was taught as a part of another module in 49 institutions. The most common duration of M&E teaching was 4–5 weeks. From the 70 institutes where information on electives was available, M&E was a core module/part of a core module at 42 universities and an elective at 28 universities. The consultative meeting identified 10 core competencies and draft learning objectives for M&E teaching in masters programs in South Asia.ConclusionThe desk review showed similarities in M&E course content but variations in course structure and delivery. The core competencies identified during the consultation included basic M&E concepts. The results of the review and the core competencies identified at the consultation are useful resources for institutions interested in refining/updating M&E curricula in their postgraduate degree

Understanding Graduate School Aspirations: The Effect of Good Teaching Practices

Science.gov (United States)

Hanson, Jana M.; Paulsen, Michael B.; Pascarella, Ernest T.

2016-01-01

This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at 4-year colleges and universities in the USA. We examined whether eight good teaching practices (non-classroom interactions with faculty, prompt…

The Potential Contribution of Distance Teaching Universities to Improving the Learning/Teaching Practices in Conventional Universities.

Science.gov (United States)

Guri-Rozenblit, Sarah

1990-01-01

Based on the experience of Everyman's University (Israel), it is proposed that the experience of distance teaching institutions will contribute to: improving university textbook quality; enhancing independent study skills; improving college instruction; promoting interdisciplinary courses; promoting interinstitutional collaboration; advancing the…

The Immateriality of Material Practices in Institutional Logics

DEFF Research Database (Denmark)

Jones, Candace; Boxenbaum, Eva; Anthony, Callen

2013-01-01

as practices and structures, and rarely as physical objects. We explore some consequences of omitting physical materials as an object of study in institutional logics research and point to avenues for future research that may enhance theory development of institutional logics by explicitly attending......According to most theoretical formulations, institutional logics contain both an ideational and a material dimension. Whereas the ideational aspect, such as cognitive frames and symbols, has received significant attention in the growing literature on institutional logics, the material aspect has...... remained largely invisible and often implicit. We analyze the 16 most central theoretical and empirical works on institutional logics with the aim of exploring how the material dimension of logics has been conceptualized and researched. Our findings suggest that materiality has been interpreted primarily...

Effective Poster Teaching Strategy Towards Risk in Studying Fraud

Science.gov (United States)

Aziz, Rozainun Haji Abdul; Jusoff, Kamaruzaman

2009-01-01

The aim of this paper is to present an alternative method and strategy in teaching and learning for the higher institution of learning. Poster presentation is an approach to introduce and deliver a lecture to create a different mood enticed by the visuals given. This poster presents a new approach of creativity as a method of teaching and learning…

Burnout syndrome: understanding of medical teaching professionals

OpenAIRE

Jaqueline Brito Vidal Batista; Thaíza Ferreira Costa; Jocerlânia Maria Dias de Morais; Eveline de Oliveira Barros; Patrícia Serpa de Souza Batista; Márcia Adriana Dias Meirelles Moreira; Jessyka Cibelly Minervina da Costa Silva; Débora Rodrigues Alves de Lima; Ana Hévila Marinho Bezerra; Irany Carvalho da Silva

2017-01-01

This study aimed to investigate the understanding of medical teaching professionals about Burnout Syndrome. This is a qualitative, exploratory study, consisting of ten teaching physicians, who work at the hospital of a higher education institution. The data were collected from May to June 2013, through a form with questions pertinent to the proposed research objective, after approval by the Research Ethics Committee (Protocol No. 84022), and analyzed qualitatively, through the content analysi...

Supporting Evidence-Informed Teaching in Biomedical and Health Professions Education Through Knowledge Translation: An Interdisciplinary Literature Review.

Science.gov (United States)

Tractenberg, Rochelle E; Gordon, Morris

2017-01-01

Phenomenon: The purpose of "systematic" reviews/reviewers of medical and health professions educational research is to identify best practices. This qualitative article explores the question of whether systematic reviews can support "evidence informed" teaching and contrasts traditional systematic reviewing with a knowledge translation (KT) approach to this objective. Degrees of freedom analysis (DOFA) is used to examine the alignment of systematic review methods with educational research and the pedagogical strategies and approaches that might be considered with a decision-making framework developed to support valid assessment. This method is also used to explore how KT can be used to inform teaching and learning. The nature of educational research is not compatible with most (11/14) methods for systematic review. The inconsistency of systematic reviewing with the nature of educational research impedes both the identification and implementation of "best-evidence" pedagogy and teaching. This is primarily because research questions that do support the purposes of review do not support educational decision making. By contrast to systematic reviews of the literature, both a DOFA and KT are fully compatible with informing teaching using evidence. A DOFA supports the translation of theory to a specific teaching or learning case, so could be considered a type of KT. The DOFA results in a test of alignment of decision options with relevant educational theory, and KT leads to interventions in teaching or learning that can be evaluated. Examples of how to structure evaluable interventions are derived from a KT approach that are simply not available from a systematic review. Insights: Systematic reviewing of current empirical educational research is not suitable for deriving or supporting best practices in education. However, both "evidence-informed" and scholarly approaches to teaching can be supported as KT projects, which are inherently evaluable and can generate

A proposal to Raise the Level of Competitive Advantage of Scientific Research from the Teaching Staff’s Perspective in Higher Education Institutions - the Kingdom of Bahrain

Directory of Open Access Journals (Sweden)

Ahmed Noshy Anis ELsherbiny Elbaz

2017-05-01

Full Text Available The study aimed to provide a proposal to raise the level of competitive advantage in scientific research from the teaching staff’s perspective in higher education institutions - in the Kingdom of Bahrain. To achieve this objective, the study used a descriptive method, and a questionnaire as a tool for the field study. In order to determine the mechanisms for achieving competitive advantage in scientific research at the institutions of higher education in the Kingdom of Bahrain, the tool was administered to a sample of (137 faculty members  from some higher education institutions (public and private in the Kingdom of Bahrain. The field study revealed a number of results, inter alia, the study sample agreed with all the proposed mechanisms to achieve competitive advantage in scientific research at institutions of higher education in the Kingdom of Bahrain at a high degree. Their agreement to the themes was in this order: academic support for scientific research, financial support for scientific research, community support for scientific research, and information technology support for scientific research. The study results also showed no statistically significant differences between the responses of the study sample about the proposed mechanisms for achieving competitive advantage in scientific research due to the variables of the academic degree  and the institution. Keywords: Competitive advantage, Research, Higher education institutions.

Homi Bhabha Centre for Science Education Tata Institute of ...

Indian Academy of Sciences (India)

Tata Institute of Fundamental Research (A Deemed University) ... level • Innovative curricula, laboratories, teaching and assessment methods • Development ... subject), M Tech or a Master's degree (MA/MSW) in any of the social/ behavioural.

Creative Approaches to Teaching Graduate Research Methods Workshops

OpenAIRE

Peter Reilly

2017-01-01

Engagement and deeper learning were enhanced by developing several innovative teaching strategies delivered in Research Methods workshops to Graduate Business Students.  Focusing primarily on students adopting a creative approach to formulating a valid research question for undertaking a dissertation successfully. These techniques are applicable to most subject domains to ensure student engagement.  Addressing the various multiple intelligences and learning styles existing within groups while...

Teaching Writing Strategies

Directory of Open Access Journals (Sweden)

Zaououi,Merbouh

2010-03-01

Full Text Available Developing learners’ writing skills has been of concern for a long time in education. Students studying English in our educational institutions have been found to face problems mainly in writing, making them unable to cope with the institution’s literacy expectations. However, these students may be able to develop writing skills significantly with positive instructional attitudes towards the errors they make and awareness on the teachers’ part of learner problems. That is why they should improve classroom writing instruction to address the serious problem of students writing difficult. Teaching strategies has shown a dramatic effect on the quality of students’ writing. Strategy instruction involves explicitly and systematically teaching steps necessary to use strategies independently. The following table will explain the above ideas.

How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments.

Science.gov (United States)

Drinkwater, Michael J; Matthews, Kelly E; Seiler, Jacob

2017-01-01

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. © 2017 M. J. Drinkwater et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

[Noise level in a care and teaching hospital institution].

Science.gov (United States)

Mendoza-Sánchez, R S; Roque-Sánchez, R H; Moncada-González, B

1996-01-01

Noise in the environment is increasing over the years. Disturbances produced by noise are varied, some lead to serious health consequences. Noise level was registered in a teaching hospital. Levels in the wards were between 50 and 59 dB. In the Intensive Care Unit, main hallways and outpatients department levels were higher than 59 dB. Isolated peaks up to 90.0 dB (Pediatrics) were detected. The noise level recommended for a hospital is under 50.0 dB. We found that the principal source of noise came from the medical and nursing staff.

Instructional, Institutional, and Sociopolitical Challenges of Teaching Multicultural Teacher Education Courses

Science.gov (United States)

Gorski, Paul C.

2012-01-01

Despite growing scholarly attention to multicultural teacher education, most scholarship focuses on teacher education students rather than those who are preparing them to teach multiculturally. This study, a grounded theory exploration of data from a survey (N = 70) of multicultural teacher educators, represents an attempt to shift some of that…

Using Educational Technology as an Institutional Teaching and Learning Improvement Strategy?

Science.gov (United States)

Stoddart, Patrick

2015-01-01

Increasingly, educational technology is identified as crucial to addressing many scale issues around higher education learning and teaching. However, such projects are often run with the technical project goals achieved but the educational goals unrealised. Further, in an age of austerity, all investments must be closely scrutinised as to their…

Teaching Dossier Documents: A Comparison of Importance by Major Stakeholders

Science.gov (United States)

Burnap, Charles A.; Kohut, Gary F.; Yon, Maria G.

2010-01-01

Most institutions of higher education require evidence of effective teaching as part of the review process for reappointment and for tenure/promotion. This study examines the relative importance of various documents placed in the teaching section of the dossier as rated by pre-tenured faculty members and review committee members. Results indicate…

Enhancing Teaching Effectiveness by Using the Six-Sigma DMAIC Model

Science.gov (United States)

Yu, Kun-Tzu; Ueng, Ren-Gen

2012-01-01

As the competition increases in higher education, how to improve teaching quality to promote educational performance becomes a significant issue. Many higher educational institutions (HEIs) make efforts to establish a feedback system to monitor and reflect the outcomes of teaching evaluations. This study aimed to describe the use of the Six-Sigma…

An Alternative Avenue to Teacher Certification: A Cost Analysis of the Pathways to Teaching Careers Program.

Science.gov (United States)

Rice, Jennifer King; Brent, Brian O.

2002-01-01

Analyzes cost effectiveness of the Pathways to Teaching Careers, a program that supports an alternative route to university-based teacher certification primarily for noncertified teachers, paraprofessionals, and Peace Corps volunteers. (PKP)

College Students' Evaluation of Effective Teaching: Developing an Instrument and Assessing Its Psychometric Properties

Science.gov (United States)

Dodeen, Hamzeh

2013-01-01

Students' evaluations of teaching (SETs) are currently the most commonly used method for evaluating teaching effectiveness in higher education institutions. They aid in evaluating the quality of faculty teaching and provide useful information for administrators, faculty, and students. The majority of SET instruments were developed based on faculty…

Influencing Science Teaching Self-Efficacy Beliefs of Primary School Teachers: A Longitudinal Case Study

Science.gov (United States)

McKinnon, Merryn; Lamberts, Rod

2014-01-01

The science teaching self-efficacy beliefs of primary school teachers influence teaching practice. The purpose of this research was to determine if informal education institutions, such as science centres, could provide professional development that influences the science teaching self-efficacy beliefs of pre-service and in-service primary school…

Practice Teaching in Multicultural Contexts: Lessons to Training in Intercultural Teaching Skills

Directory of Open Access Journals (Sweden)

Cristina Escalante Rivera

2014-05-01

Full Text Available This paper presents the results of a research project entitled Teaching Exercises in Multicultural Contexts: Lessons to Training in Intercultural Teaching Skills, which was conducted during 2011-2012 by the Department of Teaching Research and Studies from the Costa Rican Ministry of Public Education (Escalante, Fernández and Gaete, 2012, in order to explore cultural diversity in classrooms and educational institutions in Costa Rica. This multicultural phenomenon has forced authorities to pay special attention to the educational services provided, particularly in elementary. In addition, it has sparked a discussion regarding the teachers’ conceptual and pedagogical void and a gap in their teaching skills to deal with student populations of different origins. Similarly, it leads to a reflection about the basic national educational curriculum. The research was conducted in 12 elementary schools from different educational districts, which have a high cultural diversity among students. Using qualitative research techniques, the opinions of principals, teachers and students regarding this topic are explored. The most important conclusion reached in this study is the absence of an intercultural pedagogy in the country’s classrooms and the need to prepare teachers in this respect.

The effects of a professional development geoscience education institute upon secondary school science teachers in Puerto Rico

Science.gov (United States)

Llerandi Roman, Pablo Antonio

The geographic and geologic settings of Puerto Rico served as the context to develop a mixed methods investigation on: (1) the effects of a five-day long constructivist and field-based earth science education professional development institute upon 26 secondary school science teachers' earth science conceptual knowledge, perceptions of fieldwork, and beliefs about teaching earth science; and (2) the implementation of participants' newly acquired knowledge and experience in their science lessons at school. Qualitative data included questionnaires, semi-structured interviews, reflective journals, pre-post concept maps, and pre-post lesson plans. The Geoscience Concept Inventory and the Science Outdoor Learning Environment Inventory were translated into Spanish and culturally validated to collect quantitative data. Data was analyzed through a constructivist grounded theory methodology, descriptive statistics, and non-parametric methods. Participants came to the institute with serious deficiencies in earth science conceptual understanding, negative earth science teaching perspectives, and inadequate earth science teaching methodologies. The institute helped participants to improve their understanding of earth science concepts, content, and processes mostly related to the study of rocks, the Earth's structure, plate tectonics, maps, and the geology of Puerto Rico. Participants also improved their earth science teaching beliefs, perceptions on field-based education, and reflected on their environmental awareness and social responsibility. Participants greatly benefited from the field-based learning environment, inquiry-based teaching approaches modeled, the attention given to their affective domain, and reflections on their teaching practice as part of the institute's activities. The constructivist learning environment and the institute's contextualized and meaningful learning conceptual model were effective in generating interest and confidence in earth science teaching

TEACH FOOD – Developing a teacher’s community of practice

DEFF Research Database (Denmark)

Duedahl-Olesen, Lene; Vigre, Håkan; Andersson, Pernille Hammar

2017-01-01

and enhance the development of community of practice, i.e. a Professional Learning Community (PLC) focusing on optimizing the learning outcome of the students. To achieve this, a 1½ residential seminar for all teachers was arranged. In the first seminar 76% of the teachers and the head of institute...... of TEACH FOOD. These activities illustrate the extended willingness to discuss teaching and learning as well as share experiences from teaching at DTU FOOD exemplifying the growing PLC....

Developing marketing strategies for university teaching hospitals.

Science.gov (United States)

Fink, D J

1980-07-01

University teaching hospitals face increasing competition from community hospitals, expanding regulation of health care, a rising tide of consumerism, and in many cases a declining urban population base. These problems, which may threaten the teaching hospital's ability to continue tertiary care, teaching, and research functions, may be solved with the aid of new marketing strategies. In developing its marketing strategy, a hospital must assess its strengths and weaknesses, specify its goals in measurable terms, implement tactics to achieve these goals, and evaluate its marketing program. The strategies should be directed toward achieving better relationships with institutions, practitioners, and surrounding communities and increasing patient, visitor, and employee satisfaction. A wide variety of programs can be used to reach these goals and to help teaching hospitals meet the competitive challenges of this decade.

Teaching in Postsecondary Institutions: An Interview with Dr. Wilbert McKeachie

Science.gov (United States)

Hodges, Russ; Hand, Christie L.

2005-01-01

This paper relates an interview with Wilbert J. McKeachie, Professor Emeritus of Psychology and former Director of the Center for Research on Learning and Teaching at the University of Michigan. In more than 30 books and monographs, 120 chapters, 200 journal and professional articles, and 500 scientific and professional presentations and…

The Institute of Automotive Engineering at the Technical University of Dresden; Das Institut fuer Verbrennungsmotoren und Kraftfahrzeuge (IVK) an der TU Dresden

Energy Technology Data Exchange (ETDEWEB)

Bergmann, M.

1995-05-01

The Institute of Automotive Engineering belongs to the oldest German Institutes of this kind at all. Founded in 1918, the Institute reviews a history of over 75 years. Students training at the Institute takes aim at a future emloyment in fields of research and development and design and computing. Both car manufactures and suppliers appreciate the practice-oriented education given at the Institute. Corresponding to the internal structure the Institute provides a training at following teaching and research fields: Internal Combustion Engines, Automotive Drive Engineering and Automotive Electrics/Electronics. For that the Institute is equipped with modern test bench facilities and CAD/CAE workstations. (orig.) [Deutsch] Das IVK blickt auf eine lange Tradition zurueck und zaehlt noch heute zu den fuehrenden Ausbildungs- und Forschungsstaetten fuer Kraftfahrzeug- und Motoreningenieure. Derzeit bestehen drei Professuren: Verbrennungsmotoren, Kraftfahrzeug- und Antriebstechnik sowie Kraftfahrzeug-Elektronik/-Elektrik. (orig.)

31 CFR 560.319 - United States depository institution.

Science.gov (United States)

2010-07-01

... 31 Money and Finance: Treasury 3 2010-07-01 2010-07-01 false United States depository institution. 560.319 Section 560.319 Money and Finance: Treasury Regulations Relating to Money and Finance... entity, that is engaged primarily in the business of banking (for example, banks, savings banks, savings...

31 CFR 537.319 - U.S. depository institution.

Science.gov (United States)

2010-07-01

... 31 Money and Finance: Treasury 3 2010-07-01 2010-07-01 false U.S. depository institution. 537.319 Section 537.319 Money and Finance: Treasury Regulations Relating to Money and Finance (Continued) OFFICE..., that is engaged primarily in the business of banking (for example, banks, savings banks, savings...

31 CFR 538.317 - U.S. depository institution.

Science.gov (United States)

2010-07-01

... 31 Money and Finance: Treasury 3 2010-07-01 2010-07-01 false U.S. depository institution. 538.317 Section 538.317 Money and Finance: Treasury Regulations Relating to Money and Finance (Continued) OFFICE..., that is engaged primarily in the business of banking (for example, banks, savings banks, savings...

The Natural Science Institute for Teachers of Minority Students: Performance report

Energy Technology Data Exchange (ETDEWEB)

Ervin, C.J.

1995-02-01

The purpose of the Natural Science Institute for Teachers of Minority Students is to enhance the science knowledge and skills of grades four through twelve science teachers in the District of Columbia Public Schools. The Institute brings school teachers together with practicing scientists and experienced science educators who are currently doing or involved in research and publication, especially in the area of global change. Special emphasis is placed on the interdisciplinary nature of science and the part played by the understanding and teaching about the dynamics of the environment and global change. In addition to these goals, teachers will learn a number of successful alternate strategies for teaching science to minority, disabled and non-English speaking students.

KNOW NUKES: a model for teaching controversial issues

International Nuclear Information System (INIS)

Thomashow, M.S.

1986-01-01

This dissertation articulates elements of an educational strategy derived from the experience of the KNOW NUKES program, a teacher training project designed to introduce the nuclear power controversy in the high school classroom. This strategy can be used as means of furthering the effectiveness of controversial issues education, not only in the area of nuclear power, but in teaching about any environmental issue. This is specifically achieved by (2) placing the KNOW NUKES institute in the broader context of controversial issues education; (2) describing in detail KNOW NUKES project planning; (3) reviewing the structure and content of the various teaching techniques and materials that have been developed for the KNOW NUKES institute; (4) utilizing a particular technique developed by the institute that reveals varying perspectives on controversial issues, in this case, an instrumental for decoding the controversial issues that are explicit and implicit in corporate image advertisements; and (5) qualitatively evaluating the practical implementation of the KNOW NUKES model

Twelve tips for creating an academic teaching portfolio.

Science.gov (United States)

Little-Wienert, Kim; Mazziotti, Mark

2018-01-01

An academic teaching portfolio is not only a requirement at many academic teaching institutions, but it is also important in a medical educator's growth and development through documentation, reflection, evaluation, and change. Creating an academic portfolio may appear daunting at first but with careful advanced preparation, organized evidence collection of your educational work, proof of scholarship, and thorough documentation of self-reflection and change, you can produce a successful product that accurately represents your educational beliefs, accomplishments, and growth throughout your career. This article provides medical educators with twelve steps for creating a successful academic teaching portfolio.

E-education in pathology including certification of e-institutions.

Science.gov (United States)

Kayser, Klaus; Ogilvie, Robert; Borkenfeld, Stephan; Kayser, Gian

2011-03-30

E-education or electronically transferred continuous education in pathology is one major application of virtual microscopy. The basic conditions and properties of acoustic and visual information transfer, of teaching and learning processes, as well as of knowledge and competence, influence its implementation to a high degree. Educational programs and structures can be judged by access to the basic conditions, by description of the teaching resources, methods, and its program, as well as by identification of competences, and development of an appropriate evaluation system. Classic teaching and learning methods present a constant, usually non-reversible information flow. They are subject to personal circumstances of both teacher and student. The methods of information presentation need to be distinguished between static and dynamic, between acoustic and visual ones. Electronic tools in education include local manually assisted tools (language assistants, computer-assisted design, etc.), local passive tools (slides, movies, sounds, music), open access tools (internet), and specific tools such as Webinars. From the medical point of view information content can be divided into constant (gross and microscopic anatomy) and variable (disease related) items. Most open access available medical courses teach constant information such as anatomy or physiology. Mandatory teaching resources are image archives with user-controlled navigation and labelling, student-oriented user manuals, discussion forums, and expert consultation. A classic undergraduate electronic educational system is WebMic which presents with histology lectures. An example designed for postgraduate teaching is the digital lung pathology system. It includes a description of diagnostic and therapeutic features of 60 rare and common lung diseases, partly in multimedia presentation. Combining multimedia features with the organization structures of a virtual pathology institution will result in a virtual pathology

systemic approach to teaching and learning chemistry

African Journals Online (AJOL)

unesco

2National Core Group in Chemistry, H.E.J Research Institute of Chemistry,. University of ... innovative way of teaching and learning through systemic approach (SATL) has been .... available to do useful work in a thermodynamic process.

Getting down to the Nitty-Gritty: The Trials and Tribulations of an Institutional Professional Recognition Scheme

Science.gov (United States)

Peat, Jo

2015-01-01

The current national and institutional focus on teaching and learning in higher education (HE) in the UK has led to a growing credentialisation of those teaching in this sector. There is now more emphasis on being recognised as being qualified to teach in HE and this information is being included in statistical reports, marketing documentation and…

Superheroes and Transformers: Rethinking Teach for America's Leadership Models

Science.gov (United States)

Trujilo, Tine; Scott, Janelle

2014-01-01

Interviews with a broad swath of current and former Teach For America alumni and current corps members reveal a decided preference for school leaders whose personality traits are akin to superhero/ines--charismatic, courageous, demanding--and who have a tendency to try to usher in greater student achievement via primarily managerial agendas,…

Confirmatory factor analysis of teaching and learning guiding principles instrument among teacher educators in higher education institutions

Science.gov (United States)

Masuwai, Azwani; Tajudin, Nor'ain Mohd; Saad, Noor Shah

2017-05-01

The purpose of this study is to develop and establish the validity and reliability of an instrument to generate teaching and learning guiding principles using Teaching and Learning Guiding Principles Instrument (TLGPI). Participants consisted of 171 Malaysian teacher educators. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all 19 items of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

The use of simulation in teaching the basic sciences.

Science.gov (United States)

Eason, Martin P

2013-12-01

To assess the current use of simulation in medical education, specifically, the teaching of the basic sciences to accomplish the goal of improved integration. Simulation is increasingly being used by the institutions to teach the basic sciences. Preliminary data suggest that it is an effective tool with increased retention and learner satisfaction. Medical education is undergoing tremendous change. One of the directions of that change is increasing integration of the basic and clinical sciences to improve the efficiency and quality of medical education, and ultimately to improve the patient care. Integration is thought to improve the understanding of basic science conceptual knowledge and to better prepare the learners for clinical practice. Simulation because of its unique effects on learning is currently being successfully used by many institutions as a means to produce that integration through its use in the teaching of the basic sciences. Preliminary data indicate that simulation is an effective tool for basic science education and garners high learner satisfaction.

Teaching Practices and Social Capital. NBER Working Paper No. 17527

Science.gov (United States)

Algan, Yann; Cahuc, Pierre; Shleifer, Andrei

2011-01-01

We use several data sets to consider the effect of teaching practices on student beliefs, as well as on organization of firms and institutions. In cross-country data, we show that teaching practices (such as copying from the board versus working on projects together) are strongly related to various dimensions of social capital, from beliefs in…

Faculty Teaching Skills and Their Influence on the College Student Departure Process.

Science.gov (United States)

Braxton, John M.; Bray, Nathaniel J.; Berger, Joseph B.

2000-01-01

Examines the influence of student perceptions of faculty teaching skills on social integration, subsequent institutional commitment, and student departure decisions. Using path analysis to consider this link, the findings demonstrate a significant influence of faculty teaching skills on student persistence. Theoretical and practical implications…

A Multimodal Analysis of Lexical Explanation Sequences in Webconferencing-Supported Language Teaching

Science.gov (United States)

Wigham, Ciara R.

2017-01-01

Higher education institutions are increasingly interested in offering more flexible teaching and learning delivery methods that are often independent of place. Where foreign language learning is concerned, telecollaboration is gaining ground. This paper focuses on synchronous webconferencing-supported teaching and examines how different semiotic…

Selection of nursing teaching strategies in mainland China: A questionnaire survey.

Science.gov (United States)

Zhou, HouXiu; Liu, MengJie; Zeng, Jing; Zhu, JingCi

2016-04-01

In nursing education, the traditional lecture and direct demonstration teaching method cannot cultivate the various skills that nursing students need. How to choose a more scientific and rational teaching method is a common concern for nursing educators worldwide. To investigate the basis for selecting teaching methods among nursing teachers in mainland China, the factors affecting the selection of different teaching methods, and the application of different teaching methods in theoretical and skill-based nursing courses. Questionnaire survey. Seventy one nursing colleges from 28 provincial-level administrative regions in mainland China. Following the principle of voluntary informed consent, 262 nursing teachers were randomly selected through a nursing education network platform and a conference platform. The questionnaire contents included the basis for and the factors influencing the selection of nursing teaching methods, the participants' common teaching methods, and the teaching experience of the surveyed nursing teachers. The questionnaires were distributed through the network or conference platform, and the data were analyzed by SPSS 17.0 software. The surveyed nursing teachers selected teaching methods mainly based on the characteristics of the teaching content, the characteristics of the students, and their previous teaching experiences. The factors affecting the selection of teaching methods mainly included large class sizes, limited class time, and limited examination formats. The surveyed nursing teachers primarily used lectures to teach theory courses and the direct demonstration method to teach skills courses, and the application frequencies of these two teaching methods were significantly higher than those of other teaching methods (P=0.000). More attention should be paid to the selection of nursing teaching methods. Every teacher should strategically choose teaching methods before each lesson, and nursing education training focused on selecting

Serbian schools and teaching of Serbian language in Greece in the 20th century

Directory of Open Access Journals (Sweden)

Blagojević Gordana

2007-01-01

Full Text Available The topic of this work is Serbian schools and the teaching of Serbian language in Greece in the 20th century. During the first half of the 20th century the existence of Serbian people in Turkey (later in Greece was acknowledged through school and church. Thanks to the Serbian schools, Serbs as an invisible minority became a visible one. In the second half of the 20th century there is primarily a teaching of Serbian language as a foreign language. During this period, Serbian was accepted primarily by Greeks at courses and private classes. At the beginning of the nineties in the 20th century because of the war in the territory of Yugoslavia, a large number of refugees went to Greece. Teaching of Serbian as a native language was organized only ten years later (at the beginning of 21st century. In some places, the schools are located in consular sections and have the assistance of the country of origin (Thessalonica, Katerini while in Hani (Crete immigrants organized them-selves without the assistance from the country of origin. By studying Serbian schools and the teaching of Serbian language, this work considers relation towards language as a symbol of ethnic identity - at the individual level, at the level of receiving country and at the level of country of origin.

Faculty at Work: Focus on Teaching.

Science.gov (United States)

Blackburn, Robert T.; And Others

1991-01-01

A study compared selected personal and environmental motivational variables in college faculty with allocation of work effort to teaching. Faculty represented the disciplines of English, chemistry, and psychology and various institution types. Self-valuation and perception of the environment motivators significantly accounted for the explained…

Challenges in Teaching Modern Manufacturing Technologies

Science.gov (United States)

Ngaile, Gracious; Wang, Jyhwen; Gau, Jenn-Terng

2015-01-01

Teaching of manufacturing courses for undergraduate engineering students has become a challenge due to industrial globalisation coupled with influx of new innovations, technologies, customer-driven products. This paper discusses development of a modern manufacturing course taught concurrently in three institutions where students collaborate in…

PROPOSAL OF ACTIVITY FOR APPROACH TO CONCEPT TEACHING IN THE MIDDLE OF ENTROPY

OpenAIRE

Monteiro, Marco Aurélio Alvarenga; ITA - São Paulo; Monteiro, Isabel Cristina de Castro; UNESP/Guaratinguetá - SP; Gaspar, Alberto; UNESP/Guaratinguetá-SP; Germano, Jóse Silvério Edmundo; ITA-SP

2009-01-01

To teach concepts of Thermodynamics for students of high school, primarily those relating to the Second Law, is not trivial task, in view of the rare activities proposed to approach these concepts in the classroom. The aim of this article is to offer a proposal for construction activity from simple, inexpensive and easy to use in the classroom so that it can be used by teachers of Physical of the high school aiming teach concepts relating to the Second Law of Thermodynamics. La enseñanza d...

PROPOSAL OF ACTIVITY FOR APPROACH TO CONCEPT TEACHING IN THE MIDDLE OF ENTROPY

Directory of Open Access Journals (Sweden)

Marco Aurélio Alvarenga Monteiro

2009-08-01

Full Text Available To teach concepts of Thermodynamics for students of high school, primarily those relating to the Second Law, is not trivial task, in view of the rare activities proposed to approach these concepts in the classroom. The aim of this article is to offer a proposal for construction activity from simple, inexpensive and easy to use in the classroom so that it can be used by teachers of Physical of the high school aiming teach concepts relating to the Second Law of Thermodynamics.

The institutional dynamics of voluntary organisations

DEFF Research Database (Denmark)

Aagaard, Peter

What features of institutional change do voluntary organisations contain? This question is debated in the civil society literature, but often under different headlines, like social entrepreneurship or social movement theory. The question of voluntarism is often not taken into account. This paper...... organisations. I establish a theoretical frame of institutional dynamic, build primarily on J.G. March's theory on exploration and exploitation. I focus on two organisational arrangements drawn from the theory: The degree of strategic decision-making and the degree of diversity among the volunteers. I use...... builds upon the premise that institutional dynamic is connected to peoples ability to act according to their free will.  But only in the ideal version are they able to make a complete connection between free will and action. This is also the case for volunteers. The loose-coupled connection...

Meta-analysis of teaching methods: a 50k+ student study

Science.gov (United States)

Sayre, Eleanor; Archibeque, Benjamin; Gomez, K. Alison; Heckendorf, Tyrel; Madsen, Adrian M.; McKagan, Sarah B.; Schenk, Edward W.; Shepard, Chase; Sorell, Lane; von Korff, Joshua

2015-04-01

The Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE) are the two most widely-used conceptual tests in introductory mechanics. Because they are so popular, they provide an excellent avenue to compare different teaching methods at different kinds of institutions with varying student populations. We conducted a secondary analysis of all peer-reviewed papers which publish data from US and Canadian colleges and universities. Our data include over fifty thousand students drawn from approximately 100 papers; papers were drawn from Scopus, ERIC, ComPADRE, and journal websites. We augment published data about teaching methods with institutional data such as Carnegie Classification and average SAT scores. We statistically determine the effectiveness of different teaching methods as measured by FCI and FMCE gains and mediated by institutional and course factors. As in the landmark 1998 Hake study, we find that classes using interactive engagement (IE) have significantly larger learning gains than classes using traditional instruction. However, we find a broader distribution of normalized gains occurs in each of traditional and IE classes, and the differences between IE and traditional instruction have changed over time and are more context dependent.

Teacher Perspectives in the Face of Institutional Press.

Science.gov (United States)

Zeichner, Kenneth M.; Tabachnick, B. Robert

A longitudinal study of four beginning teachers examined the process of socialization during the induction period and the extent to which behavioral conformity to institutional norms reflected inner value commitments and perspectives. During their student teaching experience, the subjects participated in a study which measured their perspectives…

The availability of teaching-pedagogical resources used for promotion of learning in teaching human anatomy.

Science.gov (United States)

Aragão, José Aderval; Fonseca-Barreto, Ana Terra; Brito, Ciro José; Guerra, Danilo Ribeiro; Nunes-Mota, José Carlos; Reis, Francisco Prado

2013-01-01

Five hundred students attending higher education institutions in northeastern Brazil responded to questionnaires about their anatomy classes; students represented a variety of different health sciences disciplines. Analysis of the responses revealed the participation of teaching assistants in a large percentage of classes and the use of teaching resources, particularly images, from conventional radiographs to magnetic resonance images. The number of classes for cadaver dissection and the number of students with access to that type of class were small. In most cases, dissection was performed according to anatomic regions or systems. Medicine and nursing students had the highest number of practical dissection classes. Most students were assessed using practical and theoretical tests. Findings revealed conditions similar to those found elsewhere. Resources should be renewed and used to improve teaching for students whose courses demand the study of human anatomy.

Global Perspectives: Making the Shift from Multiculturalism to Culturally Responsive Teaching

Science.gov (United States)

Walter, Jennifer S.

2018-01-01

In the early part of the 1970s, multicultural music education began in earnest and was focused primarily on the curriculum used for music: textbooks, method books, and repertoire. At the turn of the 21th century, however, culturally responsive teaching emerged as the predominant pedagogy for relating to students. It was considered a…

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students.

Science.gov (United States)

Sheahan, Linda; While, Alison; Bloomfield, Jacqueline

2015-12-01

The teaching and learning of clinical skills is a key component of nurse education programmes. The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies for clinical skill acquisition within pre-registration education. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA) compared with the conventional teaching approach. A randomised controlled trial was conducted. Participants were randomly allocated to an experimental group (MITA intervention) (n=46) and a control group (conventional teaching) (n=44) to learn clinical skills. Setting was in one Irish third-level educational institution. Participants were all first year nursing students (n=90) in one institution. The experimental group was taught using MITA delivered by the researcher while the control group was taught by a team of six experienced lecturers. Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants' multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS). All participants were assessed using the same objective structured clinical examination (OSCE) at the end of semester one and semester two. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire. The strongest preference on ILS for both groups was the sensing style. The highest MI was interpersonal intelligence. Participants in the experimental group had higher scores in all three OSCEs (pmultiple choice questions as methods of assessment. MITA was evaluated positively. The study findings support the use of MITA for clinical skills teaching and advance the understanding of how MI teaching approaches may be used in nursing education. Copyright © 2015 Elsevier Ltd. All rights reserved.

Measuring Teaching Quality in Higher Education: Assessing Selection Bias in Course Evaluations

Science.gov (United States)

Goos, Maarten; Salomons, Anna

2017-01-01

Student evaluations of teaching (SETs) are widely used to measure teaching quality in higher education and compare it across different courses, teachers, departments and institutions. Indeed, SETs are of increasing importance for teacher promotion decisions, student course selection, as well as for auditing practices demonstrating institutional…

Improving near-peer teaching quality in anatomy by educating teaching assistants: An example from Sweden.

Science.gov (United States)

Johansson, Ellen; Holmin, Tobias E; Johansson, Bengt R; Braide, Magnus

2018-02-14

Peer-assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full-time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self-learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

29 CFR 780.607 - “Primarily employed” in agriculture.

Science.gov (United States)

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false âPrimarily employedâ in agriculture. 780.607 Section 780... AGRICULTURE, PROCESSING OF AGRICULTURAL COMMODITIES, AND RELATED SUBJECTS UNDER THE FAIR LABOR STANDARDS ACT Employment in Agriculture and Livestock Auction Operations Under the Section 13(b)(13) Exemption Requirements...

Exploring Teaching Satisfaction of Public High School Teachers: Empirical Evidence from Turkey

Science.gov (United States)

Büyükgöze, Hilal; Gün, Feyza

2017-01-01

The current paper primarily investigates teaching satisfaction of teachers working in public high schools of Ankara. The latter aim of this study is to determine whether teachers' satisfaction levels vary in relation to some demographic variables such as gender, education, type of high school, tenure, marital status, and membership to an…

Awarding Teaching Excellence: "What Is It Supposed to Achieve?" Teacher Perceptions of Student-Led Awards

Science.gov (United States)

Madriaga, Manuel; Morley, Krystle

2016-01-01

Although there is lack of agreement as to what constitutes teaching excellence, there remains a steady effort to make an intangible, ambiguous, multifaceted concept incarnate in the form of "student-led" teaching awards schemes within higher education institutions. What teaching staff say about such schemes have largely been ignored.…

Business Plan Competitions in Tertiary Institutions: Encouraging Entrepreneurship Education

Science.gov (United States)

Russell, Roslyn; Atchison, Mary; Brooks, Robert

2008-01-01

The development of entrepreneurial skills and knowledge is a priority for governments that want to encourage an innovative and enterprising society. Furthermore, education institutions are becoming increasingly required by employers to produce graduates that have practical, real-world skills. Business plan competitions, although primarily aimed at…

The Gatekeepers of Business Education Research: An Institutional Analysis

Science.gov (United States)

Urbancic, Frank R.

2011-01-01

The author ranked the academic standing of universities based on faculty representation to the editorial boards of business education journals. Previous studies that ranked institutions for editorial board representation focused on journals that primarily favor publication of basic and applied research contributions. As a result, prior research…

Training of Trainers (ToT) Program in Team Teaching

Science.gov (United States)

Febrianti, Werry; Wiryanto, Leo Hari

2018-01-01

The first year students in Sumatera Institute of Technology (ITERA) follow the first year program (TPB). They will learn about mathematics, physics, chemistry, and all of the basic subjects that they need for learning in ITERA. They will study in the big classrooms with different background department of their friends. This situation makes the lectures become more challenging in teaching their lessons. Besides the classrooms, the experience of the lecturers is still need to be improved because the lecturers are young and less of experience in teaching so that they need guidance from their senior lecturer. Because of that situation, Training of Trainers (ToT) program in team teaching is one of the solution that can increase the young lecturers’s ability so that they can teach well in the massal conditions of the classrooms. ToT program in team teaching indicated the better result than regular teaching.

FEATURES OF FORMATION AND TRENDS OF USING OF COMPUTER-ORIENTED LEARNING ENVIRONMENT OF AN INSTITUTE OF POSTGRADUATE PEDAGOGICAL EDUCATION IN UKRAINE

Directory of Open Access Journals (Sweden)

Kateryna Kolos

2016-07-01

Full Text Available Nowadays, characterized quick reforms makes identifying promising new educational trends in the training of teaching staff, which take account of the organization and implementation of teaching and educational process in institutions of postgraduate education will intensify the development of pre-school, secondary, higher and non-formal education systems. Research findings of Ukrainian scientists point to the reasonability of ICT and e-learning resources during the training courses and the need for up to date ICT training of teaching staff as an important part of their professional competence. System effective implementation of this is the implementation of computer-oriented learning environment of an Institute of Postgraduate Pedagogical Education and building effective methods of its use in courses of teaching staff training. As a result of the analysis of practices on the use of advanced information and communication technologies in the institutions of postgraduate education in Ukraine article highlighted the features of formation and development trends of computer-oriented learning environment of an Institute of Postgraduate Pedagogical Education, for example: publication on official websites of institutions of information of the results of their activities; establishing electronic communication via email and forum; implementation of electronic registration and diagnosing students before the courses begin; construction and implementation of practical realization of individual educational trajectories of training teaching staff; publication of electronic timetable; accumulation of professional experience teaching staff in the region by means of web-technologies; publication of the results of applied research on problems of education in educational electronic media or duplicate free publications in electronic versions and more. According to this in the design contributes to the formulation of advanced theoretical and methodological principles

A peer-led teaching initiative for foundation doctors.

Science.gov (United States)

Ramsden, Sophie; Abidogun, Abiola; Stringer, Emma; Mahgoub, Sara; Kastrissianakis, Artemis; Baker, Paul

2015-08-01

Peer teaching has been used informally throughout the history of medical education. Formal studies within the medical student and allied health care professional communities have found it to be a popular, and highly effective, method of teaching. Newly qualified doctors are currently an underused resource in terms of teaching one another. A committee, made up of newly qualified doctors and postgraduate education staff, was established. Using only a few resources, this committee organised regular, peer-led tutorials and used educational needs assessment tools, such as questionnaires, to make improvements to early postgraduate training. A realistic and well-received intervention to improve the teaching of newly qualified doctors, which is feasible in the modern, busy health care setting. Other institutions may find this method and its resources valuable. Newly qualified doctors are currently an underused resource in terms of teaching one another. © 2015 John Wiley & Sons Ltd.

GSF Research Center for Environment and Health, Hydrological Institute. 1994 annual report

International Nuclear Information System (INIS)

1995-06-01

The 1994 annual report of the Institute of Hyrdology presents the findings of 12 current research projects on different subjects in hyrdology. It is supplemented by information on cooperation with other scientific institutions in the form of lists of publications and reports, lectures and posters, university teaching projects, and finished and current dissertations. (VHE) [de

Motivations and Paths to Becoming Faculty at Minority Serving Institutions

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Daniel Blake

2018-02-01

Full Text Available Drawing upon 15 qualitative interviews with early- to mid-career faculty (seven men and eight women at Minority Serving Institutions (MSIs, this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1 teaching, activism, and community uplift were primary motivators to enter the professoriate; (2 supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3 career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain.

Implementing an excellence in teaching recognition system: needs analysis and recommendations.

Science.gov (United States)

Schindler, Nancy; Corcoran, Julia C; Miller, Megan; Wang, Chih-Hsiung; Roggin, Kevin; Posner, Mitchell; Fryer, Jonathan; DaRosa, Debra A

2013-01-01

Teaching awards have been suggested to serve a variety of purposes. The specific characteristics of teaching awards and the associated effectiveness at achieving planned purposes are poorly understood. A needs analysis was performed to inform recommendations for an Excellence in Teaching Recognition System to meet the needs of surgical education leadership. We performed a 2-part needs analysis beginning with a review of the literature. We then, developed, piloted, and administered a survey instrument to General Surgery program leaders. The survey examined the features and perceived effectiveness of existing teaching awards systems. A multi-institution committee of program directors, clerkship directors, and Vice-Chairs of education then met to identify goals and develop recommendations for implementation of an "Excellence in Teaching Recognition System." There is limited evidence demonstrating effectiveness of existing teaching awards in medical education. Evidence supports the ability of such awards to demonstrate value placed on teaching, to inspire faculty to teach, and to contribute to promotion. Survey findings indicate that existing awards strive to achieve these purposes and that educational leaders believe awards have the potential to do this and more. Leaders are moderately satisfied with existing awards for providing recognition and demonstrating value placed on teaching, but they are less satisfied with awards for motivating faculty to participate in teaching or for contributing to promotion. Most departments and institutions honor only a few recipients annually. There is a paucity of literature addressing teaching recognition systems in medical education and little evidence to support the success of such systems in achieving their intended purposes. The ability of awards to affect outcomes such as participation in teaching and promotion may be limited by the small number of recipients for most existing awards. We propose goals for a Teaching Recognition

Analysis of education conditions in higher educational institutions of Ukraine

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Олександр Петрович Бурмістенков

2016-12-01

Full Text Available The article deals with some issues related to higher technical education conditions in Ukraine, namely, training and certification of graduates of schools, training of students in higher educational institutions and motivation of students to study and teachers to improve teaching methods and deep research within the walls of institution. The causes of education level reduction are expressed. The propositions are made for improving the higher education quality

Teaching practices and professional development of biology professors at small, private, liberal arts colleges in the Southeast

Science.gov (United States)

Mallory, Sarah Elizabeth Bradford

Science teaching in pre-college institutions has been undergoing reform in recent years, particularly since 1996, when the National Science Education Standards were published. This reform includes inquiry-based teaching, student-centered classrooms, authentic assessment, and collaborative learning. Professional development is also recommended in the Standards document as the means for preparing teachers for reform-based teaching in pre-college classrooms. In post-secondary institutions, there is no curriculum-governing body to institute reform, and college faculty have devised their own standards and methods for teaching science, most often in the form of lecture and traditional procedure-driven laboratory exercises. This study was conducted to find examples of reform-based biology teaching in small, private, liberal arts colleges in the Southeast, where teaching innovations may be more likely to occur due to the size and independence of the schools. Professional development opportunities were also examined, since these would be important in the development of new curricula and methods of teaching. Data were collected from 151 participants, representing 78.3% of these colleges in eight southeastern states, by survey and from three volunteers by on-site interviews. Teaching was the main responsibility reported by all respondents, with both lower and upper level biology courses taught by all participants. Significant differences were found in the use of reform-based teaching in lower level biology courses versus upper level biology courses. Overall average use of inquiry-based teaching was 70.5%, while student-centered learning was reported on average by 57% of respondents, authentic assessment was reported on average by 56.6% of respondents, and collaborative learning was reported on average by 56% of respondents. Professional development opportunities most frequently used were reported to be journal, books, and videotapes. Multivariate regression analyses revealed

A Systematic Analysis of Quality of Teaching Surveys

OpenAIRE

Martin Davies; Joe Hirschberg; Jenny Lye; Carol Johnston

2008-01-01

All tertiary institutions in Australia use the same Course Evaluation Questionnaire (CEQ) however for the internal evaluation of teaching they use their own surveys. This paper performs an analysis of the internal Quality of Teaching Surveys (QTS) used in Australian Universities. We classify the questions within the QTS surveys. This classification is used to explore how different universities’ surveys are similar to each other. We find that some universities use a QTS that is quite distinct ...

Teaching Evaluation: Waiting for Initiatives

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Alejandro Canales Sánchez

2008-08-01

Full Text Available In this text, it is sustained that, despite the fact that the teaching activity is one of the main functions of higher education institutions or even the only one in most of them, it hasn’t been reflected in the leading initiatives that have been set in motion in this area for the last two decades. In particular, it points out that the wide evaluation politics established in the education system during the late eighties, didn’t consider the teaching activity as a concern issue for the mechanisms or rewards in the evaluation system. Even though the implementation of new actions tried to repair the situation, mainly by improving the quality of working time and the qualifications of the personnel performing these activities; teaching, in strict sense, and the design or application of a new evaluation scheme to strengthen it, didn’t get better.

Ethics teaching on 'Beginning of Life' issues in UK medical schools.

Science.gov (United States)

Oldroyd, Christopher; Fialova, Lydie

2014-12-01

Medical ethics forms an essential component of an undergraduate medical programme. In the UK the Institute of Medical Ethics has released a consensus statement detailing its recommendations for a minimum curriculum for ethics. One important issue it highlights for inclusion is 'Beginning of Life', which includes a wide range of themes. This paper presents an evaluation of the current teaching and assessment of these important issues in UK medical schools, complemented by a specific analysis of students' reaction to the teaching they received at the University of Edinburgh as part of their Obstetrics and Gynaecology rotation. Schools which responded to the survey reported a wide range of teaching and assessment methods. While there was a good overall coverage of topics, only one of them was covered by every institution and the religious/cultural elements of those topics were often neglected. The medical schools viewed better clinical integration of ethics teaching as the best route to improvement, but the students reported a desire for more ethics teaching in the form of specific tutorials, lectures or discussions. It is likely that a combination of these approaches will lead to significant improvements in the delivery of ethics teaching in this area and in others. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Implementing ICT Techniques in Teaching for the Effective ...

African Journals Online (AJOL)

Nekky Umera

subjects which require the use of ICT for its effective teaching / learning are not being used. ... while information and communication technology (ICT) is defined as the use ..... Institute of Education University of Ibadan (1985) Educaitonal.

Against Inferential Statistics: How and Why Current Statistics Teaching Gets It Wrong

Science.gov (United States)

White, Patrick; Gorard, Stephen

2017-01-01

Recent concerns about a shortage of capacity for statistical and numerical analysis skills among social science students and researchers have prompted a range of initiatives aiming to improve teaching in this area. However, these projects have rarely re-evaluated the content of what is taught to students and have instead focussed primarily on…

Teaching Strategies to Improve Algebra Learning

Science.gov (United States)

Zbiek, Rose Mary; Larson, Matthew R.

2015-01-01

Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…

Teaching Operant Conditioning at the Zoo.

Science.gov (United States)

Lukas, Kristen E.; Marr, M. Jackson; Maple, Terry L.

1998-01-01

Describes a partnership between Zoo Atlanta and the Georgia Institute of Technology in teaching the principles of operant conditioning to students in an experimental psychology class. Maintains that the positive training techniques used in zoos are models of applied operant conditioning. Includes a discussion of zoo training goals. (MJP)

Teaching and learning for the future

NARCIS (Netherlands)

Plomp, T.; ten Brummelhuis, A.C.A.; Rapmund, R.

1996-01-01

This is the final report of the Committee on MultiMedia in Teacher Training (COMMITT), which offers a strategic framework to support efforts of teacher training institutes in the Netherlands to develop their own plans for enhancing the teaching and learning process as well as its outcomes through

Teaching and Assessing Ethics and Social Responsibility in Undergraduate Science: A Position Paper

Science.gov (United States)

Schultz, Madeleine

2014-01-01

Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, the teaching and assessment of these concepts are not straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and…

Characteristics of medical teachers using student-centered teaching methods.

Science.gov (United States)

Kim, Kyong-Jee; Hwang, Jee-Young

2017-09-01

This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

School of Ice: An Advanced Professional Development Program for Geoscience Faculty at Minority-Serving Institutions

Science.gov (United States)

Huffman, L. T.

2017-12-01

The School of Ice (SOI) program from the US Ice Drilling Program Office (IDPO) is designed for college faculty who teach at minority-serving institutions or historically black colleges and universities, but lessons learned transfer easily to any science course based on current research. The institute builds participants' background knowledge about ice core science and climate change while also providing experiences with activities and labs for transferring information to their students. After three years of highly successful workshops, our model has provided valuable lessons for creating powerful experiences for participants. This presentation will identify some of the key ideas including pairing researchers and educators as presenters; creating leadership teams capitalizing on partner strengths; building a science community willing to participate in education and outreach; and building participants' science content background knowledge and confidence while providing them with teaching models for transferring the knowledge to their students. Another important element is to demand teacher buy-in to ensure replication and dissemination. Also, IDPO's drilling technologies make it an ideal platform for intertwining engineering concepts and practices with science research to meet new science standards. In this session, we will share results of the institute evaluations including the impact on the educators as well as longitudinal analysis of data from interviews with past participants concerning continued impacts on their teaching, their courses and their students. Faculty who have attended this institute in the last three years have reported increases in their understanding of the content and how to teach it. They also report increased confidence in their ability to teach ice core science and climate change concepts. Elements of these successful workshops can inform both the development of college professional development and student courses, as well as the creation of

THE ALIGNMENT OF ROMANIA UNIVERSITY TEACHING TO THE REQUIREMENTS OF THE QUALITY INSURING STANDARDS

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Elena CONDREA

2007-01-01

Full Text Available Due to any institution in the national teaching system, indifferent of type, level and activity organization form, is to insure the quality teaching, learning and researching, from the necessity of making the bases of an institutional cultures of the education's quality, for contributing to the personal and professional development of the students, at the society's welfare. The quality insurance policies and strategies of the national teaching system of Romania have as marking the permanent correlation with the orientations and actions promoted at European and global level, in consense with the recommendations of the Superior Education Quality Insurance European Association, recommendations which have been taken by the Bergen Ministerial Conference (19-20 May 2005.

Peer-supported review of teaching: an evaluation.

Science.gov (United States)

Thampy, Harish; Bourke, Michael; Naran, Prasheena

2015-09-01

Peer-supported review (also called peer observation) of teaching is a commonly implemented method of ascertaining teaching quality that supplements student feedback. A large variety of scheme formats with rather differing purposes are described in the literature. They range from purely formative, developmental formats that facilitate a tutor's reflection of their own teaching to reaffirm strengths and identify potential areas for development through to faculty- or institution-driven summative quality assurance-based schemes. Much of the current literature in this field focuses within general higher education and on the development of rating scales, checklists or observation tools to help guide the process. This study reports findings from a qualitative evaluation of a purely formative peer-supported review of teaching scheme that was implemented for general practice clinical tutors at our medical school and describes tutors' attitudes and perceived benefits and challenges when undergoing observation.

Field Trip as an Effective Method of Teaching Apiculture/Beekeeping among University Students

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Ja’afar-Furo, M. R.

2017-03-01

Full Text Available Various methods of teaching beekeeping in the very few institutions of higher learning that offer such courses have been studied. This survey attempted to review the numerous methods of instructions applied in achieving better learning outcomes on apiculture in tertiary institutions. Secondary information were mainly used to source for data for the survey. However, interview schedules were conducted to solicit for primary data from the students on their perception on best methodology for learning the subject. Descriptive statistics and percentage score were used to analyse the involvement of institutions in instructing learners, and capture learners’ perception on most preferred teaching methods of the course, respectively. Although findings indicated that a classroom lectures method, a combination of lecture and demonstration methods, field trip method, laboratory method, project methods, among others, existed as pedagogies used for ensuring that learners have had thorough understanding of the subject matter, majority of learners opted for the field trip method of teaching apiculture as the most preferred way of stimulating students toward enhanced learning outcomes. Based on the findings of the study, it’s concluded that a combination of field trip and lecture methods of instruction is the most effective way of teaching beekeeping in tertiary schools. Therefore, institutions and organisations of public and private origins that intend to improve on the knowledge of apiculture among youths and all, should capture field trip and lecture methods in their curricula of learning as the most preferred way of instruction.

Creating a "third space" in student teaching: Implications for the university supervisor's status as outsider

OpenAIRE

Cuenca, Alexander; Schmeichel, Mardi; Butler, Brandon; Dinkelman, Todd; Nichols, Joseph R,

2011-01-01

The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. The program featured in this article is structured in ways that clearly mark out those two spaces. Yet this configuration led our university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into our student teaching seminar. We suggest that “thi...

Teaching Responsible Research and Innovation: A Phronetic Perspective.

Science.gov (United States)

Mejlgaard, Niels; Christensen, Malene Vinther; Strand, Roger; Buljan, Ivan; Carrió, Mar; Cayetano I Giralt, Marta; Griessler, Erich; Lang, Alexander; Marušić, Ana; Revuelta, Gema; Rodríguez, Gemma; Saladié, Núria; Wuketich, Milena

2018-02-07

Across the European research area and beyond, efforts are being mobilized to align research and innovation processes and products with societal values and needs, and to create mechanisms for inclusive priority setting and knowledge production. A central concern is how to foster a culture of "Responsible Research and Innovation" (RRI) among scientists and engineers. This paper focuses on RRI teaching at higher education institutions. On the basis of interviews and reviews of academic and policy documents, it highlights the generic aspects of teaching aimed at invoking a sense of care and societal obligation, and provides a set of exemplary cases of RRI-related teaching. It argues that the Aristotelian concept of phronesis can capture core properties of the objectives of RRI-related teaching activities. Teaching should nurture the students' capacity in terms of practical wisdom, practical ethics, or administrative ability in order to enable them to act virtuously and responsibly in contexts which are often characterized by uncertainty, contention, and controversy.

Institutional pioneers in world politics: Regional institution building and the influence of the European Union.

Science.gov (United States)

Lenz, Tobias; Burilkov, Alexandr

2017-09-01

What drives processes of institution building within regional international organizations? We challenge those established theories of regionalism, and of institutionalized cooperation more broadly, that treat different organizations as independent phenomena whose evolution is conditioned primarily by internal causal factors. Developing the basic premise of 'diffusion theory' - meaning that decision-making is interdependent across organizations - we argue that institutional pioneers, and specifically the European Union, shape regional institution-building processes in a number of discernible ways. We then hypothesize two pathways - active and passive - of European Union influence, and stipulate an endogenous capacity for institutional change as a key scope condition for their operation. Drawing on a new and original data set on the institutional design of 34 regional international organizations in the period from 1950 to 2010, the article finds that: (1) both the intensity of a regional international organization's structured interaction with the European Union (active influence) and the European Union's own level of delegation (passive influence) are associated with higher levels of delegation within other regional international organizations; (2) passive European Union influence exerts a larger overall substantive effect than active European Union influence does; and (3) these effects are strongest among those regional international organizations that are based on founding contracts containing open-ended commitments. These findings indicate that the creation and subsequent institutional evolution of the European Union has made a difference to the evolution of institutions in regional international organizations elsewhere, thereby suggesting that existing theories of regionalism are insufficiently able to account for processes of institution building in such contexts.

Assessing the Impact of Educational Development through the Lens of the Scholarship of Teaching and Learning

Science.gov (United States)

Hoessler, Carolyn; Britnell, Judy; Stockley, Denise

2010-01-01

In this article, the authors convey what scholarship of teaching and learning is and is not, and how educational developers can and do engage in such scholarship to grow as individual providers, units, and academic institutions seeking to continue improving teaching and learning. Further, the advancement of effective teaching techniques, expansion…

Structure and Improvisation in Creative Teaching

Science.gov (United States)

Sawyer, R. Keith, Ed.

2011-01-01

With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between…

Teaching about Nature of Science in Secondary Education: A View from Multicultural Classrooms

Science.gov (United States)

Gandolfi, Haira Emanuela

2017-01-01

Teaching about nature of science (NOS) within a science curriculum that is primarily concerned with developing scientific content continues to provide a challenge for teachers. This study of science lessons focuses on whether NOS is being incorporated implicitly or explicitly, and whether epistemic aspects (e.g. models, theories) and social…

Las ayudas educativas en la educacion primaria (Teaching Aids in Elementary Education).

Science.gov (United States)

Ministerio de Educacion Nacional, Bogota (Colombia). Centro Nacional de Documentacion e Informacion Pedagogica.

The Colombian Institute of Pedagogy (ICOLPE) has undertaken a study of the availability and use of teaching aids and instructional materials in that country on the primary level. This report contains the results of that study. The document provides a listing of companies producing teaching aids. Questionnaires (included) were sent to educational…

Bedside teaching-making it an effective instructional tool.

Science.gov (United States)

Khan, Ishtiaq Ali

2014-01-01

Bedside teaching is defined as any teaching in the presence of patient and is the core teaching strategy during the clinical years of a medical student. Although it is considered the most effective method to teach clinical and communication skills but its quality is deteriorating with the passage of time. The objective of this study is to explore faculty's perceptions about bedside teaching. This study was conducted in clinical disciplines of Ayub Medical College and hospital Abbottabad, Pakistan from January 2012 to July 2012. Pragmatic paradigm was selected to gather both quantitative and qualitative information. Data was collected sequentially to validate findings. Perceptions of all professors of clinical subjects about bed side teaching were recorded on a close-ended structured questionnaire. Then in-depth interviews were taken from 5 professors using an open ended questionnaire. Quantitative data was analysed using, SPSS-16. Qualitative research data was analysed through content analysis. Out of 20 professors of clinical departments 18 agreed to respond to the questionnaire assessing their perceptions about bed side teaching. Non-existence of bedside teaching curriculum, lack of discipline in students and faculty, lack of accountability, poor job satisfaction and low salary were identified as major factors responsible for decline in quality of bedside teaching. Most of them advocated that curriculum development, planning bedside teaching, implementation of discipline and accountability, improved job satisfaction and performance based promotions will improve quality of clinical teaching. Curriculum development for bedside teaching, institutional discipline, application of best planning strategies, performance based appraisal of faculty and good job satisfaction can make bedside teaching an effective instructional tool.

Psychometric Quality of a Student Evaluation of Teaching Survey in Higher Education

Science.gov (United States)

Oon, Pey-Tee; Spencer, Benson; Kam, Chester Chun Seng

2017-01-01

Student evaluations of teaching (SET) are used globally by higher education institutions for performance assessment of academic staff and evaluation of course quality. Higher education institutions commonly develop their own SETs to measure variables deemed relevant to them. However, "home-grown" SETs are rarely assessed…

Impacts of Sustained Institutional Participation in Service-Learning: Perspectives from faculty, staff and administrators

Directory of Open Access Journals (Sweden)

Amanda L. Vogel

2011-11-01

Full Text Available The movement for greater civic engagement in higher education in the United States has taken hold across the core academic missions of teaching, research and service. One manifestation of this movement has been growing participation in service-learning, a teaching method grounded in community-university partnerships in which students provide services that simultaneously address community-identified concerns and meet key learning objectives. In order to assess the benefits of long-term sustained institutional involvement in service-learning, in 2007–2008 we interviewed 23 faculty members, staff and administrators from 16 academic institutions that had participated in a national demonstration program for service-learning, which ended in 1998. We found that 15 of these institutions had sustained service-learning to some degree and 12 had integrated service-learning into the curriculum, with varying degrees of institutional support. Interview participants described five main impacts of their institutions’ sustained participation in service-learning: 1 increased community engagement and community-engaged scholarship, and increased valuation of both, among participating faculty members; 2 greater capacity for community-university partnerships among academic and community partners; 3 improved community-university relations; 4 diffusion of service-learning and/or principles of community-university partnerships to other departments and schools; and 5 recruitment of students seeking community engagement opportunities. This study provides evidence that sustained institutional participation in service-learning can foster an understanding of the scholarly value of community-engaged teaching and research among participating faculty, and increase community-engaged activities at participating academic institutions. These findings suggest that funding agencies, faculty members and academic administrators can use service-learning as a strategy to foster a

Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature

Directory of Open Access Journals (Sweden)

Gwen Lawrie

2017-03-01

Full Text Available The need for inclusive and equitable approaches to teaching and learning is a persistent theme in recent literature. In spite of relatively widespread agreement about this objective, inclusion remains elusive, and opinions about how best to achieve it proliferate. To provide a landscape view of the field and offer recommendations for research and practice, this article provides a focussed review of literature connected to inclusive teaching and learning published since 2010. Drawing from a framework advanced by Hockings (2010, we synthesize key findings from recent scholarship and argue for the value of a whole-of-institution approach that considers the activities and interactions of educational actors operating at different institutional levels. We also extend this argument to consider the need for greater attention to factors that move beyond the individual institution and to advocate for further international research in particular.

Teaching trainers to incorporate evidence-based medicine (EBM teaching in clinical practice: the EU-EBM project

Directory of Open Access Journals (Sweden)

Kaleta Anna

2009-09-01

Full Text Available Abstract Background Evidence based medicine (EBM is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. Methods We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. Results The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. Conclusion This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project.

Science.gov (United States)

Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Oude Rengerink, Katrien; Gee, Harry; Mol, Ben W J; Khan, Khalid S

2009-09-10

Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their

Sophistry and philosophy: two approaches to teaching learning

Directory of Open Access Journals (Sweden)

Sean STURM

2013-12-01

Full Text Available As university teachers, are we heirs to the Sophists or to Socrates the philosopher? Do we teach students institutional know-how like academic ethics and strategies like writing and study skills, which offer shortcuts to institutional competence, or do we draw forth knowledge from students, eliciting wisdom from them and developing what the Greeks called ethos (character and fidelity to a way of thinking? In short, do we teach a skill or a good? The first approach is sophistical (after the Greek teachers of rhetoric, the Sophists, and seeks to produce efficient knowledge-workers. The second approach is Socratic, or philosophical (after the Greek teacher of philosophy, Socrates, and seeks to produce good citizens. As these ancient names and terms suggest, this is a problem with a long history, but it is one with a local and contemporary resonance, in terms of the state of tertiary education both in Aotearoa/New Zealand, where I live and teach, and at this historical juncture. My question here is how we university teachers might negotiate this binary: how we might bridge these two positions and thereby perhaps transcend them.

The sounds of Chinese and how to teach them

Czech Academy of Sciences Publication Activity Database

Třísková, Hana

2008-01-01

Roč. 76, č. 4 (2008), s. 509-544 ISSN 0044-8699 Institutional research plan: CEZ:AV0Z90210515 Keywords : Mandarin * phonetics * phonology * teaching * pronunciation * Yen-Hwei Lin Subject RIV: AI - Linguistics

Teaching in Unfamiliar Terrain: Empowering Student and Teacher Learning through a Photography Assignment

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Mount, Liz

2018-01-01

This article addresses a challenge for sociologists who teach at institutions located in unfamiliar cultural contexts through a photo elicitation project to develop students' sociological imaginations while teaching the instructor about students' social contexts. In introductory courses, we must present sociology as a field of study that is…

Change and obduracy in university teaching practices: tracing agency in professional development

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John Hannon

2016-06-01

Full Text Available Research into effectiveness of teaching practices and professional development invites questions of teaching and learning change: how it takes effect and is accounted for, and where its agency is claimed and contested across a range of institutional, disciplinary and pedagogical actors. This article investigates change in teaching practices and professional development through the notion of obduracy (Law, 2003: ordered arrangements that persist in the background and surface in a process of change. In focussing on practice as the object of inquiry, this study is part of a shift away from the study of professional learning drawing on individualist, cognitive traditions towards practice-oriented understandings of change and agency as an effect of social and material arrangements. The setting for this study of teaching practice is two disciplinary academic collectives, or workgroups, in one Australian university. Rather than approaching change as a human-centred and intentional process, the method of sociomaterial tracing was applied to teaching practice undergoing an institutional change process. The study highlights the process in which change is assembled, resisted or accomplished through heterogeneous networks of curriculum, discourses, technologies, and policies. Teaching and learning change, it is argued, involves recognising how obduracy is embedded in distinct networks across the university. The contribution of this study is to draw attention to the agentic role of materials and spaces in the negotiation and stabilisation of teaching practices and in approaches to professional development.

Training trainers in health and human rights: implementing curriculum change in South African health sciences institutions.

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Ewert, Elena G; Baldwin-Ragaven, Laurel; London, Leslie

2011-07-25

The complicity of the South African health sector in apartheid and the international relevance of human rights as a professional obligation prompted moves to include human rights competencies in the curricula of health professionals in South Africa. A Train-the-Trainers course in Health and Human Rights was established in 1998 to equip faculty members from health sciences institutions nationwide with the necessary skills, attitudes and knowledge to teach human rights to their students. This study followed up participants to determine the extent of curriculum implementation, support needed as well as barriers encountered in integrating human rights into health sciences teaching and learning. A survey including both quantitative and qualitative components was distributed in 2007 to past course participants from 1998-2006 via telephone, fax and electronic communication. Out of 162 past participants, 46 (28%) completed the survey, the majority of whom were still employed in academic settings (67%). Twenty-two respondents (48%) implemented a total of 33 formal human rights courses into the curricula at their institutions. Respondents were nine times more likely (relative risk 9.26; 95% CI 5.14-16.66) to implement human rights education after completing the training. Seventy-two extracurricular activities were offered by 21 respondents, many of whom had successfully implemented formal curricula. Enabling factors for implementation included: prior teaching experience in human rights, general institutional support and the presence of allies - most commonly coworkers as well as deans. Frequently cited barriers to implementation included: budget restrictions, time constraints and perceived apathy of colleagues or students. Overall, respondents noted personal enrichment and optimism in teaching human rights. This Train-the-Trainer course provides the historical context, educational tools, and collective motivation to incorporate human rights educational initiatives at health

Training Trainers in health and human rights: Implementing curriculum change in South African health sciences institutions

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Baldwin-Ragaven Laurel

2011-07-01

Full Text Available Abstract Background The complicity of the South African health sector in apartheid and the international relevance of human rights as a professional obligation prompted moves to include human rights competencies in the curricula of health professionals in South Africa. A Train-the-Trainers course in Health and Human Rights was established in 1998 to equip faculty members from health sciences institutions nationwide with the necessary skills, attitudes and knowledge to teach human rights to their students. This study followed up participants to determine the extent of curriculum implementation, support needed as well as barriers encountered in integrating human rights into health sciences teaching and learning. Methods A survey including both quantitative and qualitative components was distributed in 2007 to past course participants from 1998-2006 via telephone, fax and electronic communication. Results Out of 162 past participants, 46 (28% completed the survey, the majority of whom were still employed in academic settings (67%. Twenty-two respondents (48% implemented a total of 33 formal human rights courses into the curricula at their institutions. Respondents were nine times more likely (relative risk 9.26; 95% CI 5.14-16.66 to implement human rights education after completing the training. Seventy-two extracurricular activities were offered by 21 respondents, many of whom had successfully implemented formal curricula. Enabling factors for implementation included: prior teaching experience in human rights, general institutional support and the presence of allies - most commonly coworkers as well as deans. Frequently cited barriers to implementation included: budget restrictions, time constraints and perceived apathy of colleagues or students. Overall, respondents noted personal enrichment and optimism in teaching human rights. Conclusion This Train-the-Trainer course provides the historical context, educational tools, and collective motivation

An Investigation into the Characteristics of Iranian EFL Teachers of Senior Secondary Schools and Language Institutes

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Afshar, Hassan Soodmand; Hamzavi, Raouf

2017-01-01

The present study explored the characteristics of 147 Iranian EFL teachers teaching at senior secondary schools (N = 62) and those teaching in private language institutes (N = 85). Data were collected through a Likert-scale teacher characteristics questionnaire mainly adapted from Borg (2006). Also, for data triangulation purposes, 20 teachers…

The Relationship between Subject Matter Knowledge and Teaching Effectiveness of Undergraduate Chemistry Peer Facilitators

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Boothe, J. R.; Barnard, R. A.; Peterson, L. J.; Coppola, B. P.

2018-01-01

Use of peer instruction and facilitation has surged in undergraduate education at large colleges and universities in recent years. Studies on peer instruction have been directed primarily at student learning gains and affective outcomes among the facilitators. For peer instructors, the relationship between their teaching effectiveness and their…

Validity and Evaluations of Teaching in Higher Education Institutions under Positivistic Paradigm

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Cisneros-Cohernour, Edith J.

2005-01-01

This paper focuses on the validity of the research conducted under the leading paradigm in the evaluation of teaching in higher education. Messick's framework on validity is used to identify the strengths and limitations of the research, mostly centered on the study of student ratings of instruction. Critical issues that need to be addressed by…

Teaching Thousands with Cloud-based GIS

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Gould, Michael; DiBiase, David; Beale, Linda

2016-04-01

Teaching Thousands with Cloud-based GIS Educators often draw a distinction between "teaching about GIS" and "teaching with GIS." Teaching about GIS involves helping students learn what GIS is, what it does, and how it works. On the other hand, teaching with GIS involves using the technology as a means to achieve education objectives in the sciences, social sciences, professional disciplines like engineering and planning, and even the humanities. The same distinction applies to CyberGIS. Understandably, early efforts to develop CyberGIS curricula and educational resources tend to be concerned primarily with CyberGIS itself. However, if CyberGIS becomes as functional, usable and scalable as it aspires to be, teaching with CyberGIS has the potential to enable large and diverse global audiences to perform spatial analysis using hosted data, mapping and analysis services all running in the cloud. Early examples of teaching tens of thousands of students across the globe with cloud-based GIS include the massive open online courses (MOOCs) offered by Penn State University and others, as well as the series of MOOCs more recently developed and offered by Esri. In each case, ArcGIS Online was used to help students achieve educational objectives in subjects like business, geodesign, geospatial intelligence, and spatial analysis, as well as mapping. Feedback from the more than 100,000 total student participants to date, as well as from the educators and staff who supported these offerings, suggest that online education with cloud-based GIS is scalable to very large audiences. Lessons learned from the course design, development, and delivery of these early examples may be useful in informing the continuing development of CyberGIS education. While MOOCs may have passed the peak of their "hype cycle" in higher education, the phenomenon they revealed persists: namely, a global mass market of educated young adults who turn to free online education to expand their horizons. The

Teaching consumer theory to business students: an integrative approach

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Axelsen, Dan; Snarr, Hal W.; Friesner, Dan

2009-01-01

Economists teaching principles of microeconomics courses in business schools face a difficult pedagogical dilemma. Because the vast majority of students in these courses are business majors or minors who will not study economics beyond the principles level, these students need a different set of skills than what is taught in a traditional (liberal arts) setting, which is focused primarily towards economics majors and/or minors. In particular, business students need relatively less emphasis ...

Exploring writing institutes for teachers in South Africa | Dippenaar ...

African Journals Online (AJOL)

Several thousand teachers in the US participate each year in these invitational summer institutes, which are based on the NWP's model of teachers teaching teachers. The US Embassy's Regional English Language Office in South Africa collaborated with directors of writing projects in the United States, and South Africans ...

Use of peer teaching to enhance student and patient education.

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Priharjo, Robert; Hoy, Georgina

This article describes an evaluation of a peer-teaching project undertaken by second-year nursing students at a higher education institution in England. The initiative has enhanced the students' understanding of peer education. The importance of the nurse's role in patient education is emphasised. It is hoped that the experience of peer teaching will prepare nursing students for their future roles as nurse educators for patients, students and other staff.

Exploring Variability Sources in Student Evaluation of Teaching via Many-Facet Rasch Model

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Bengü BÖRKAN

2017-01-01

Evaluating quality of teaching is important in nearly every higher education institute. The most common way of assessing teaching effectiveness takes place through students. Student Evaluation of Teaching (SET) is used to gather information about students’ experiences with a course and instructor’s performance at some point of semester. SET can be considered as a type of rater mediated performance assessment where students are the raters and instructors are the examinees. When performance as...

A Multidisciplinary Approach for Teaching Statistics and Probability

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Rao, C. Radhakrishna

1971-01-01

The author presents a syllabus for an introductory (first year after high school) course in statistics and probability and some methods of teaching statistical techniques. The description comes basically from the procedures used at the Indian Statistical Institute, Calcutta. (JG)

The Impact of the Student Teaching Experience on the Development of Teacher Perspectives.

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Tabachnick, B. Robert; And Others

Research findings on teachers' perspectives on teaching tend to indicate that institutional pressures are not strong enough to control what teachers think and how they act within their classrooms. While teachers will conform to organizational demands, their basic teaching styles are likely to remain unchanged. This study explored the socializing…

Ranking of Higher Education Institutions: Ideology and Methodology of Development (Russian Practice

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I V Trotsuk

2009-03-01

Full Text Available The article comprises the second part of the analytical review of ideology, methodology and actual practice of higher education institutions ranking development (the first part revealing the international experience was published in the second issue of the journal in 2008. The author examines the current circumstances of higher education institutions ranking and particular education programmes in Russia. Inparticular, the main approaches to ranking elaboration primarily associated with the authors’ and clients’ «status» and the appropriate goals of higher education institutions ranking are revealed in the paper.

Quality Assurance and Its Impact from Higher Education Institutions' Perspectives: Methodological Approaches, Experiences and Expectations

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Bejan, Stelian Andrei; Janatuinen, Tero; Jurvelin, Jouni; Klöpping, Susanne; Malinen, Heikki; Minke, Bernhard; Vacareanu, Radu

2015-01-01

This paper reports on methodological approaches, experiences and expectations referring to impact analysis of quality assurance from the perspective of three higher education institutions (students, teaching staff, quality managers) from Germany, Finland and Romania. The presentations of the three sample institutions focus on discussing the core…

An Institutional Autopsy of St. Augustine Junior College

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Lumadue, Richard T.

2009-01-01

Institutional autopsies can teach much about why learning centers fail the test of time. St. Augustine Junior College in north Florida, the brainchild of Dr. George Apel, was begun in 1942 and ended seven years later in 1949. The purposes of the short-lived college are identified for discussion in this paper. Also identified are the reasons for…

Network of educational investigation: Teaching innovatio

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Rosana de Pablo Redondo

2011-04-01

Full Text Available The new educational reality, with the introduction of the European Higher Education Area (EHEA; and new requirements for education require a rethinking of the teaching process, which will use new technologies as key instruments. However, the concept of educational innovation goes beyond the widespread use of Information Technologies (IT. Structural changes are needed in educational institutions, which must be reorganized according to a new paradigm.This paper presents the strategic transformation developed by the National University of Distance Education (UNED; which involves the introduction of new instruments, new methodologies for current and prospective students and a new network organizational structure that facilitates global access to content and new methodologies. We emphasize Teaching Innovation Network, with special attention to the Educational Innovation in Finance. It shows a real example of combination of institutional change and educational initiatives. It combines efforts towards a better service and attention to students and the rest of the university community. And last, but not least, this new paradigm it is not only feasible but efficient because improvements outweigh organizational implications and economic costs

Measuring Teaching Quality in Higher Education : Assessing the Problem of Selection Bias in Course Evaluations

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Salomons, Anna; Goos, Maarten

2014-01-01

Student evaluations of teaching are widely used to measure teaching quality and compare it across different courses, teachers, departments and institutions: as such, they are of increasing importance for teacher promotion decisions as well as student course selection. However, the response on course

Issues of Teaching Metrology in Higher Education Institutions of Civil Engineering in Russia

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Pukharenko, Yurii Vladimirovich; Norin, Veniamin Aleksandrovich

2017-01-01

The work analyses the training process condition in teaching the discipline "Metrology, Standardization, Certification and Quality Control." It proves that the current educational standard regarding the instruction of the discipline "Metrology, Standardization, Certification and Quality Control" does not meet the needs of the…

A Comparison of Pedagogical Practices and Beliefs in International and Domestic Mathematics Teaching Assistants

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Kim, Minsu

2014-01-01

International and domestic mathematics teaching assistants (MTAs) are a critical part of mathematics education because they teach a substantial portion of low-level mathematics courses at research institutions. Even if there are several factors to build on MTAs' pedagogical practices, MTAs' beliefs significantly influence the MTAs' practices. The…

Foreign-Born Instructors in the U.S.: Intercultural Competence, Teaching Strategies, and Job Satisfaction

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Wasilik, Oksana

2011-01-01

This study examines intercultural competence, teaching strategies, and job satisfaction of foreign-born instructors in a small U.S. higher education institution. The research questions addressed by this study are: (1) How do foreign-born instructors score on intercultural competence? (2) How do foreign-born instructors' teaching strategies differ…

The Merging of the Higher Educational Institutions: Institutional and Organizational Change

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Vyacheslav V. Volchik

2017-09-01

Full Text Available Higher education reforms in Russia had been initiated in response to the challenge of time, such as new technologies development, optimization of government expenditures, commercialization of higher education and its “mass” character. Currently implemented reforms rely upon the ideas of neo-liberal thinking, which is operationalized in the methods of regulation within the New Public Management approach. Institutional and organizational change in the higher education are the subject of research in Neo-institutional economics and Original Institutional economics. This paper deals primarily with the Original Institutionalist approach, with its focus on the institutional context of reforms: embedded working rules and social values, corporate culture and organizational specificities. For the recent decades, many Western countries have implemented, and are implementing nowadays, higher education reforms. Related change not only affects proportions of public and private expenditures on higher education, universities’ funding sources, but issues of academic freedom, social value of higher education and its role in the modern society as well. In terms of direction, higher education in Russia is convergent with the world-wide trends: integration into the global market of educational services and rethinking the role of the university as a business organization. However the paradox occurs that performance of the university under the ideas of New Public Management implies market or quasi-market environment. This environment should be much about decentralization of administrative hierarchies and growing autonomy of the universities. But in reality these processes are much about reduced academic freedom and tightened control over the universities’ performance through a system of the objectives and targets.

Development of active learning modules in pharmacology for small group teaching.

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Tripathi, Raakhi K; Sarkate, Pankaj V; Jalgaonkar, Sharmila V; Rege, Nirmala N

2015-01-01

Current teaching in pharmacology in undergraduate medical curriculum in India is primarily drug centered and stresses imparting factual knowledge rather than on pharmacotherapeutic skills. These skills would be better developed through active learning by the students. Hence modules that will encourage active learning were developed and compared with traditional methods within the Seth GS Medical College, Mumbai. After Institutional Review Board approval, 90 second year undergraduate medical students who consented were randomized into six sub-groups, each with 15 students. Pre-test was administered. The three sub-groups were taught a topic using active learning modules (active learning groups), which included problems on case scenarios, critical appraisal of prescriptions and drug identification. The remaining three sub-groups were taught the same topic in a conventional tutorial mode (tutorial learning groups). There was crossover for the second topic. Performance was assessed using post-test. Questionnaires with Likert-scaled items were used to assess feedback on teaching technique, student interaction and group dynamics. The active and tutorial learning groups differed significantly in their post-test scores (11.3 ± 1.9 and 15.9 ± 2.7, respectively, P active learning session as interactive (vs. 37/90 students in tutorial group) and enhanced their understanding vs. 56/90 in tutorial group), aroused intellectual curiosity (47/90 students of active learning group vs. 30/90 in tutorial group) and provoked self-learning (41/90 active learning group vs. 14/90 in tutorial group). Sixty-four students in the active learning group felt that questioning each other helped in understanding the topic, which was the experience of 25/90 students in tutorial group. Nevertheless, students (55/90) preferred tutorial mode of learning to help them score better in their examinations. In this study, students preferred an active learning environment, though to pass examinations, they

Funded Research of Faculty at 2-Year Institutions by Geographic Locations and Funding Sources

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Boyer, Patricia

2007-01-01

Little is known about how faculty at 2-year institutions secure grants. Although the mission of community colleges focuses more on teaching than research, many of the faculty desire to pursue grants and some actually engage in this activity. The purpose of this research was to better understand faculty at 2-year institutions regarding several…

Universitaet Mainz, Institut fuer Kernchemie. Annual report 2005

International Nuclear Information System (INIS)

Kratz, J.V.

2006-11-01

Compiled by the employees of the institute, the present 2005 annual report gives an overview of the scientific activities of the working groups of the Institute for Nuclear Chemistry. It is also intended as a account to all those who have promoted us financially and idealistically on the use of what has been not an insubstantial amount of public funds. The report again covers three main fields of research: nuclear chemistry in terms of fundamental problems; radiopharmaceutical chemistry and the use radiochemical methods for medical purposes; and highly sensitive and selective analyses for environmental, technical and biological problems. The report also describes the status of the institute's technical facilities and new technical developments. Finally it gives an account of the institute's output in terms of publications, conference contributions, dissertations, diploma theses, state examination theses and on the contributions of its teaching staff to study and advanced training programs

Connecting the Dots Downunder Towards An Integrated Institutional Approach To Digital Content Management

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Harboe-Ree, Cathrine

2004-01-01

There is a growing interest among academic institutions in managing institutional digital content produced in and for research, teaching and learning. This article argues for an integrated approach to this activity and examines the role of libraries in facilitating this. It then considers some existing approaches to providing software to support this. Australian initiatives consistent with this integrated model are then discussed.

Neoliberal Individualism in Dutch Universities: Teaching and Learning Anthropology in an Insecure Environment

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Bal, Ellen; Grassiani, Erella; Kirk, Kate

2014-01-01

This article is based on our own experiences and that of several of our colleagues teaching social and cultural anthropology in different Dutch institutions for higher learning. We focus in particular on teaching and learning in two small liberal arts and science (LAS) colleges, where anthropology makes up part of the social science curriculum…

Teaching interprofessional collaboration: using online education across institutions.

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Myers, Christine Teeters; O'Brien, Shirley Peganoff

2015-04-01

Interdisciplinary courses among students in occupational therapy, physical therapy, and speech-language pathology are important for addressing teamwork, communication, and understanding of professional roles, especially in pre-service training for early intervention and school-based practice where collaboration is essential. Although interprofessional education (IPE) as a part of higher education in the health sciences has been strongly encouraged, IPE courses are difficult to schedule and implement. This article discusses the challenges of developing and delivering two IPE courses in an online format, specifically the innovation that addresses logistics, time factors, and social presence for the IPE courses across two institutions.

A Hybrid Approach to Teaching Managerial Economics

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Metzgar, Matthew

2014-01-01

Many institutions in higher education are experimenting with hybrid teaching approaches to undergraduate courses. Online resources may provide a number of advantages to students as compared to in-class approaches. Research regarding the effectiveness of hybrid approaches is mixed and still accumulating. This paper discusses the use of a hybrid…

Forum: Teaching with, against, and to Faith

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Jones Medine, Carolyn M.; Penner, Todd; Lehman, Marjorie

2015-01-01

These three articles deal with the issue of faith in the classroom--whether one should teach "to," "for," or "against" faith. While their institutional settings and experiences are different, the authors all contend that more serious reflection needs to be given to the matter of how religious commitment plays out in…

Young Investigator Perspectives. Teaching and the postdoctoral experience: impact on transition to faculty positions.

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Uno, Jennifer; Walton, Kristen L W

2014-05-01

This editorial continues with our Young Investigator Perspectives series. Drs. Uno and Walton are young investigators who hold faculty positions. They completed a K12 postdoctoral program through the IRACDA (Individual Research and Career Development Award) program sponsored through the NIGMS institute at NIH. IRACDA programs exist at multiple institutions in the USA to combine postdoctoral training with formal training in academic skills and teaching at partner institutions. I thank Drs. Walton and Uno for a thoughtful perspective on how this experience shaped their career goals to combine teaching and research and inspire undergraduates to science careers. Given the current national dialog on broadening career paths and outcomes for PhD scientists, this is a timely perspective. -P. Kay Lund.

Institutional Disparities in the Cost Effectiveness of GCE A-Level Provision: A Multi-Level Approach.

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Fielding, A.

1995-01-01

Reanalyzes H. Thomas's 1980s data, which used teaching group as the unit of analysis and illuminated some institutional disparities in provision of General Certificate of Education (GCE) A-levels. Uses multilevel analysis to focus on individual students in a hierarchical framework. Among the study institutions, school sixth forms appear less…

Development of Higher Education teaching: visibility and professional performance

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Marilda Aparecida Behrens

2010-07-01

Full Text Available This text presents some reflections based on a thorough review of studies carried out by the PEFOP (Educational Paradigms and Teacher Education group on teaching performance in higher education. The complex scenario of teaching activity and the challenges imposed by daily academic tasks were investigated in order to specify some indicators used by students to qualify teaching activity at university. It could be observed that such indicators interfere with the evaluation of the professors’ performance. The investigation also showed how professors deal with the required institutional evaluations, whose indicators and metric indices cause concern. Finally, a qualitative field research based on a semi-open-ended questionnaire was carried out with 89 students from a community university.

Factors Hindering the Integration of CALL in a Tertiary Institution

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Izaham Shah Ismail

2008-12-01

Full Text Available The field of Computer Assisted Language Learning (CALL is a field that is constantly evolving as it is very much dependent on the advancement of computer technologies. With new technologies being invented almost every day, experts in the field are looking for ways to apply these new technologies in the language classroom. Despite that, teachers are said to be slow at adopting technology in their classrooms and language teachers, whether at schools or tertiary institutions, are no exception. This study attempts to investigate the factors that hinder ESL instructors at an institution of higher learning from integrating CALL in their lessons. Interviews were conducted with five ESL instructors and results revealed that factors which hinder them from integrating CALL in their teaching are universal factors such as knowledge in technology and pedagogy, computer facilities and resources, absence of exemplary integration of CALL, personal beliefs on language teaching, views on the role of a computers as teacher, and evaluation of learning outcomes.

A precarização do trabalho docente nas instituições de ensino superior do Brasil nesses últimos 25 anos The precarization of the teaching work in higher education institutions in Brazil over the last 25 years

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Antônio de Pádua Bosi

2007-12-01

Full Text Available Este artigo discute a precarização do trabalho docente nas instituições de ensino superior (IES do Brasil, no período de 1980 a 2005. Tomando como referência o processo de mercantilização da educação superior, busco identificar e problematizar os principais aspectos da precarização do trabalho docente: (a o crescimento da força de trabalho docente ocorrido, principalmente, no setor privado e em novas universidades estaduais, em que as condições de trabalho e de contrato existentes geralmente são precárias; (b a mercantilização das atividades de ensino, pesquisa e extensão nas IES públicas; e (c a adoção de critérios exclusivamente quantitativistas para a avaliação da produção do trabalho docente e suas conseqüências.This article brings a discussion about the precarization of the teaching work in higher education institutions in Brazil from 1980 to 2005. Taking the commercialization process in higher education as a reference, I try to identify and question about the main aspects of the teaching work precarization: (a the growth of the teaching work force, mainly in the private field and at new state universities, where the present working conditions are generally precarious; (b the commercialization of education, research and extension activities at public higher education institutions; and (c the adoption of exclusively quantitative criteria for evaluating teaching work production and its consequences.

A New Agenda for Teaching Public Administration and Public Policy in Brazil: Institutional Opportunities and Educational Reasons

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Gomes, Sandra; Almeida, Lindijane S. B.; Lucio, Magda L.

2016-01-01

This article discusses the reasons and teaching objectives of an array of new undergraduate courses on public administration and public policy management which have emerged recently in Brazil. While in 2001 there were only two undergraduate courses teaching formal public administration in the country, by 2015, they had risen to 40, and also…

Professional development in college science teaching

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Thomas, Aimee Kathryn

Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4

A Comparison of Community College Full-Time and Adjunct Faculties' Perceptions of Factors Associated with Grade Inflation

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Schutz, Kelly R.; Drake, Brent M.; Lessner, Janet; Hughes, Gail F.

2015-01-01

Grades historically have indicated student performance in college. Previous studies in the higher education literature, primarily conducted at four-year teaching institutions, have suggested reasons for grade inflation but have provided little supporting empirical data. This quantitative, non-experimental, comparative study used survey research to…

The Foreign Language Teaching Profession in Finnish and Japanese Society: A Sociocultural Comparison

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Sarja, Anneli; Nyman, Tarja; Ito, Harumi; Jaatinen, Riitta

2017-01-01

The social basis of a teaching profession is created through behavioural and cultural patterns, specific artefacts, and their connection to certain institutional practices. The purpose of this study is to discover the conditions that structure the teaching profession in a cultural context and to find out what it is to be a foreign language (FL)…

Strategies for successful academic writing - institutional and non-institutional support for students.

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Gopee, Neil; Deane, Mary

2013-12-01

Students develop better academic writing skills as they progress through their higher education programme, but despite recent continuing monitoring of student satisfaction with their education in UK, there has been relatively little research into students' perceptions of the active support that they need and receive to succeed as academic writers. To examine the strategies that university students on health or social care courses utilise to develop as writers in the face of many pressures and demands from different sources. Qualitative research conducted at a British University into undergraduates' writing practices in the field of healthcare. Ten participants took part in semi-structured interviews, half of whom were international students. The data was analysed by the researchers from the field of writing development using thematic analysis. The main findings are that certain students struggle as academic writers if they do not receive tuition on appropriate and effective academic writing through institutional provisions, or through non-institutional strategies, that can promote success with the writing process. There is also uncertainty over the extent to which nurse educators are expected to teach academic writing skills, alongside their discipline-specific subject areas. Both institutional provisions for academic writing development, such as a dedicated writing support department, and non-institutional factors such as peer-collaboration should be fully recognised, supported and resourced in tertiary education at a time when students' satisfaction and performance are high on the agenda. Copyright © 2012 Elsevier Ltd. All rights reserved.

A Study of EFL Curriculum of China's Science and Technology Institutes under Graded Teaching Model

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He, Chunyan; Han, Fei

2018-01-01

Recent years, most universities and colleges have been reforming the English as a foreign language (EFL) curriculum system in China. Some reformed EFL curriculum into English for Specific Purposes (ESP) courses, for instance, while some conducted a graded teaching model in EFL teaching. However, the effect of this reform was not so good,…

Turning to Teaching: Gender and Career Choice

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Raggl, Andrea; Troman, Geoff

2008-01-01

As the largest public sector institution in the United Kingdom, education is a key site for studying the context of "choice" and changes in the identities of professional workers in contemporary society. Recruitment and retention problems in education have led to the creation of new routes into teaching to attract career changers from…

The Struggle to Satisfy Need: Exploring the Institutional Cues for Teaching Support Staff

Science.gov (United States)

Winslett, Greg

2016-01-01

The decision-making around resource allocation in universities is complex. It plays out through the structures of governance and bureaucracy, through interactions with colleagues, workplace cultures and through day-to-day individual work practices. To survive and succeed within this complex environment, teaching support staff need to be sensitive…

Elementary education in the correctional institution in Valjevo

Directory of Open Access Journals (Sweden)

Milak Siniša

2015-01-01

Full Text Available Education of the residents in correctional institutions for juveniles has not a long tradition in our country. That is the reason why many questions linked to the organization and forms of their education, especially elementary education, remain open. The scope of this article is to present the process of acquiring elementary education of the residents in the correctional institution for juveniles. Since the Correctional Institute in Valjevo is the only institution for juveniles in our country at the moment, in which juvenile offenders spend their time penalties, the question of their education in the institution is worth our attention. The paper presents the results of a qualitative research conducted in this institution. The exeminees were the teachers who teach the residents in the school which is within the Correctional Institute in Valjevo. The teachers evaluated the existing organization and education of residents mainly positively, and singled out only some financial, space, and technical problems. The research pointed out the importance and value of this form of education for the residents, especially for their subsequent resocialization and integration in the society after leaving the Institute, as well as the importance of pedagogy for solving the problems of educating residents of correctional instutions for juveniles.

The Pedagogical Readiness of Instructors towards Achieving Integration of ICT's in TVET Institutions in Kenya

Science.gov (United States)

Maina, Tirus Muya; Ogalo, James; Mwai, Naomi

2016-01-01

This paper points to the necessity to conduct research on the pedagogical readiness of instructors towards achieving integration of ICT's in Technical and Vocational Education and Training (TVET) institutions in Kenya. Research on the integration of ICTs in teaching and learning in TVET institution in Kenya have been done to improve the learning…

Defining teaching hospitals' GME strategy in response to new financial and market challenges.

Science.gov (United States)

Wray, J L; Sadowski, S M

1998-04-01

The authors present an overview of current graduate medical education (GME) issues, particularly the financial challenges to teaching hospitals resulting from the Balanced Budget and Tax Payer Relief Acts of 1997 and other recent market-driven factors. They describe in detail the nature of Medicare GME payments before and after the 1997 legislation, with specific examples, and explain the negative financial impact of the legislation and aspects of the legislation that are designed to alleviate that impact. Other factors influencing GME program size and composition are also discussed, including oversupplies or shortages of physicians, the concern that teaching hospitals are using public funds to train international medical graduates, changing training requirements, etc. The authors also describe a recent consulting assignment during which they assisted a major teaching hospital to develop a GME strategy that was responsive to the organization's mission and patients and that took into account future GME financing challenges. Detailed explanations are given of how the consultants analyzed the hospital's GME programs and finances, developed and ranked key institution-specific program criteria (strategic, organizational and operational, and financial), and, in consultation with all key stakeholders, formulated a GME strategy specific to the institution's needs. The authors conclude by cautioning that each institution's GME strategy will be different, but that it is important for institutions to develop such strategies to better face future challenges.

Giving up Technology and Social Media: Why University Lecturers Stop Using Technology in Teaching

Science.gov (United States)

Shelton, Chris

2017-01-01

University lecturers use a wide range of technologies when teaching and there has been much research into how particular technologies are adopted. However, there are also many technologies that, despite early promise, are no longer being used in university teaching and have been abandoned by institutions or individuals. This article presents the…

Factors That Influence Teachers' Adoption and Integration of ICT in Teaching/Learning Process

Science.gov (United States)

Lawrence, Japhet E.; Tar, Usman A.

2018-01-01

Information communication technology (ICT) is becoming increasingly important in our daily lives and in our educational system. There is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the digital age. The adoption and integration of ICT into teaching and learning environment provides…

From Religion to Praxis: Incorporating Personal Understandings of Religion, Spirituality, and Faith into Teaching

Science.gov (United States)

Small, Jenny L.

2015-01-01

This article addresses the topic of teaching and how graduate students in higher education, as future faculty members and other types of educators, learn to support the faith identities of their future students. Through a series of guest teaching opportunities at different institutional types, the author shared her understandings of the spiritual…

Shifting the Focus to Student Learning in Teaching Evaluation: A New Direction for Vietnamese Higher Education Institutions?

Science.gov (United States)

Tran, Nga D.; Nguyen, Thanh T.

2015-01-01

The use of any forms of teaching evaluation, particularly student evaluation of teaching (SET) is often subjected to controversies. In the context of Vietnam, since 2010 the Ministry of Education and Training has mandated the use of SETs in all universities and colleges. However, the ultimate aim of SETs to trigger much needed change in the…

A prospective audit of emergency urology activity in a university teaching hospital

LENUS (Irish Health Repository)

2014-06-01

Urology cover is commonly available out-of-hours in most teaching hospitals. However, increased pressure to reduce hospital expenditure has forced many institutions to consider removing middle grade cover outside of normal working hours. The aim of this study was to audit the emergency urology activity in our institution over a 12-month period.

The influence of an inquiry professional development program on secondary science teachers' conceptions and use of inquiry teaching

Science.gov (United States)

Lotter, Christine

2005-11-01

This research investigated nine secondary science teachers' conceptions and use of inquiry teaching throughout a year-long professional development program. The professional development program consisted of a two-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Teachers' conceptions of inquiry teaching were established through both qualitative interviews and a quantitative instrument given before and after the summer institute and again at the end of the academic year. Videotapes of all nine teachers presenting inquiry lessons in their own classrooms were evaluated using an observation protocol that measured the teachers' degree of reform teaching. Three of the teachers were chosen for an in-depth case study of their classroom teaching practices. Data collected from each of the case study teachers included videotapes from classroom observations, responses to an inquiry survey, and transcripts from two additional qualitative interviews. Students' responses to their teachers' use of inquiry teaching were also investigated in the case study classrooms. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that the teachers' knowledge of inquiry was necessary but not sufficient for their implementation of inquiry teaching practices. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education were found to have a direct effect on the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that

Developing Teaching Self-Efficacy in Research Institutions: A Study of Award-Winning Professors

Science.gov (United States)

Morris, David B.; Usher, Ellen L.

2011-01-01

The purpose of this study was to assess the sources of award-wining research professors' (six women; six men) teaching self-efficacy through the framework of Bandura's (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that…

Quality Teaching in a Managerial Setting: Higher Education Challenges in Australia

Directory of Open Access Journals (Sweden)

Therese Demediuk

2011-02-01

Full Text Available Australian universities face increased challenges in a global higher education marketplace. They have responded to this competitive environment by introducing greater efficiency and accountability measures. One key measure is the quality of teaching and in particular, the delivery of student-centred teaching. However, the reforms have changed the working lives of academic teachers who now have greater reporting and administrative responsibilities with less sense of collegiality in the sector. In these circumstances, it is not clear that teaching staff will share the same perceptions of quality teaching as their institutions expect. This paper examines the utility of role theory and learning organization theory as part of a project which will examine the ways in which implicit knowledge can be made explicit and shared in the organization as part of academic teachers’ roles. The paper hypothesizes that when academics share their perceptions of good teaching, universities will benefit from a coherent set of quality teaching indicators which are aligned with their organizational cultures.

Selection of teaching content in times of changing

DEFF Research Database (Denmark)

Petersen, Benedikte Vilslev

in the time between the tests? Based on the overall development towards output-control in the school system, this project focuses on investigating whether content choices today have changed in general: What criteria are underlying the teacher's choice of teaching content? Methodically the study will work......Authors: Benedikte Vilslev Petersen Institution: VIA University College Teacher Education in Aarhus Contact details: bp@via.dk Title: Selection of teaching content in times of changing. Abstract: The educational system in Denmark is currently affected by changes, which can be generally...... characterized as a development going from input-control to output-control. Increasing research in classroom focuses on conditions for effective teaching, pupil learning outcome and classroom management techniques (e.g. Hattie 2013, Grøterud and Nielsen 1997, Nordenbo 2008, Meyer 2006, Hermansen 2007). However...

Institutional constraints on alternative water for energy: a guidebook for regional assessments

Energy Technology Data Exchange (ETDEWEB)

1980-11-01

Basic information is presented about the legal, political, and social constraints faced by energy developers in the acquisition of water from underground, irrigation return flow, municipal waste, and saline sources. It is a guide to those institutional constraints which are general and pronounced enough to be important for regional assessments. First, attention was focused on the acquisition phase of the water use cycle. Second, constraints were analyzed primarily from a regional, rather than state-by-state, perspective. Emphasis was placed generally on the West - particularly the synfuel-rich Rocky Mountain states, the East, and Mid-West, in that order. Alaska and Hawaii were not surveyed. Third, the study focuses on the constraints associated with groundwater, municipal waste, irrigation return flow, and sea water, in that order. The phrase, institutional constraints, as used in the study, means legal, social, economic, and political restrictions, requirements, circumstances, or conditions that must be anticipated or responded to in order to acquire water for energy development. The study focuses primarily on legal constraints and secondarily on political constraints, because they tend to encompass or reflect other forms of institutional constraints.

Education and training at the Rensselaer Polytechnic Institute reactor critical facility

International Nuclear Information System (INIS)

Harris, D.R.

1989-01-01

The Rensselaer Polytechnic Institute (RPI) Reactor Critical Facility (RCF) has provided hands-on education and training for RPI and other students for almost a quarter of a century. The RCF was built in the 1950s by the American Locomotive Company (ALCO) as a critical facility in which to carry out experiments in support of the Army Package power Reactor (APPR) program. A number of APPRs were built and operated. In the middle 1960s, ALCO went out of business and provided the facility to RPI. Since that time, RPI has operated the RCF primarily in a teaching mode in the nuclear engineering department, although limited amounts of reactor research, activation analysis, and reactivity assays have been carried out as well. Recently, a U.S. Department of Energy (DOE) upgrade program supported refueling the RCF with 4.81 wt% enriched UO 2 high-density pellets clad in stainless steel rods. The use of these SPERT (F1) fuel rods in the RCF provided a cost-effective approach to conversion from high-enrichment bombgrade fuel to low-enrichment fuel. More important, however, is the fact that the new fuel is of current interest for light water power reactors with extended lifetime fuel. Thus, not only are critical reactor experiments being carried out on the fuel but, more importantly, the quality of the education and training has been enhanced

NEWS: Institute news

Science.gov (United States)

2000-07-01

When Mary took up her appointment in the Institute's Education Department in June 1997, she indicated that she wished to return to teaching in two or three years. We have just heard that in September she will be joining the staff of the Science Department at Camden Girls' School, London. Mary's departure from the Institute is a great loss to the Department, where she has worked tirelessly, and with great imagination, to support those who teach physics at all secondary levels - and at primary level too when the opportunity presented itself. She has made tremendous contributions to the careers side of the Department's work, supporting careers events, providing informal training for others willing to do the same, helping to develop new careers materials and identifying people whom the Institute could use as role models or as the subject of case studies in print or electronic publications. Mary has been equally happy and willing to support pupils, students and teachers, and has been a wonderful role model herself, coming from an industrial research background, training for teaching after a career break and willing and able to teach biology, chemistry and design technology as well as physics. Mary has also written and edited Phases virtually single-handed. We are delighted to hear that Mary will continue to support the department's work as one of its teacher `volunteers'. Ilya Eigenbrot We are pleased to report that Ilya Eigenbrot, who will be known to some through his work at the Royal Institution and his appearances at the Christmas Lectures in a technical support role, has agreed to give the IOP Schools (touring) Lecture next year. The subject will be Lasers and this will follow nicely on to Zbig's lecture this year. Resources (print) Physics on Course The tenth issue of the Institute's popular guide to higher education, Physics on Course 2001, will be published early in July and distributed to all schools and colleges in the United Kingdom and the Republic of

Elementary Lessons from Indiana's Underground Railroad Institute (July 22-27, 2001).

Science.gov (United States)

Indiana Univ.-Purdue Univ., Indianapolis. Geography Educators' Network of Indiana.

The Geography Educators' Network of Indiana's 2001 Exploring and Teaching Institute led 23 educators from around the state on a six day traveling adventure. Participants explored art, literature/folklore, historical sites and archives, physical environments, architecture, economics, politics, and cultures associated with the Underground Railroad…

Secondary Lessons from Indiana's Underground Railroad Institute (July 22-27, 2001).

Science.gov (United States)

Indiana Univ.-Purdue Univ., Indianapolis. Geography Educators' Network of Indiana.

The Geography Educator's Network of Indiana's 2001 Exploring and Teaching Institute series led 23 educators from around the state on a six day traveling adventure. Participants explored art, literature/folklore, historical sites and archives, physical environments, architecture, economics, politics, and cultures associated with the Underground…

Pedagogical Practices and Students' Experiences in Eritrean Higher Education Institutions

Science.gov (United States)

Tsegay, Samson Maekele; Zegergish, Mulgeta Zemuy; Ashraf, Muhammad Azeem

2018-01-01

Using semi-structured interview and review of documents, this study analyzes the pedagogical practices and students' experiences in Eritrean Higher Education Institutions (HEIs). The study indicated that pedagogical practices are affected by instructors' pedagogical skills and perceptions, and the teaching-learning environment. Moreover, the…

Clinical teaching in paediatrics: understanding perceptions, motives and concerns.

Science.gov (United States)

Klaber, R E; Pollock, I

2009-05-01

Children and young people are used as cases and standardised patients in clinical exams and teaching courses. Consultation with them suggests that education and training are areas they feel they should actively participate in. To examine the perceptions, motives and concerns of children and young people participating in exam-focused clinical teaching, and to compare these views with those of their parents, trainees and tutors. Consultation and a pilot study were used to design an anonymised questionnaire with 5-point Likert scales and free text answers. This was sent to 112 children and young people, their parents, and tutors and trainees attending a clinical teaching course. Results were analysed using the Mann-Whitney U test. 71% of the questionnaires sent to children and young people and their parents were completed. For children and young people the major reasons for taking part were the enjoyment of helping people to learn (92% agreement) and wanting to "give something back" (85% agreement). Parents put significantly more emphasis on giving something back than anything else. Tutors and trainees felt the chance for children and young people to earn pocket money was their most important motivation. The major problem highlighted was that it is tiring being repeatedly examined. All children and young people and their parents said that they would participate in future clinical teaching. This study demonstrates that in the context of well-planned, structured clinical teaching, most children and young people are primarily motivated to participate to help educate doctors.

Institutions of Higher Education Pre-Service School Health Education Practices

Science.gov (United States)

Davidson, Brad; Telljohann, Susan K.; Dake, Joseph A.; Price, James H.

2010-01-01

Background: The quality of health education teachers is, in large part, dependent on the education they receive from their teacher preparation program. Purpose: This study assessed institutions of higher education (IHE) teaching practices in school health teacher preparation programs regarding the amount of time spent and content taught related to…

Chinese TEFL Academics' Perceptions about Research: An Institutional Case Study

Science.gov (United States)

Bai, Li; Millwater, Jan

2011-01-01

Research capacity building has become a prominent theme in higher education institutions in China, as across the world. However, Chinese TEFL (Teaching English as a Foreign Language) academics' research capacity has been quite limited. In order to build their research capacity, it is necessary to understand their perceptions about research. This…

Creating a "Third Space" in Student Teaching: Implications for the University Supervisor's Status as Outsider

Science.gov (United States)

Cuenca, Alexander; Schmeichel, Mardi; Butler, Brandon M.; Dinkelman, Todd; Nichols, Joseph R., Jr.

2011-01-01

The work of teacher education during student teaching typically takes place in two distinct "spaces": placement sites and college/university settings. The program featured in this article is structured in ways that clearly mark out those two spaces. Yet this configuration led our university supervisors, whose work primarily took place in the…

Catholic social teaching and America's suboptimal breastfeeding rate: Where faith and policy should meet to combat injustice.

Science.gov (United States)

Stark, Grace Emily

2017-11-01

Despite the numerous health benefits of breastfeeding, few American women breastfeed for the optimal duration of time. Reasons given for not following national and global institutional breastfeeding recommendations are various and multi-faceted. However, for many American women who would like to breastfeed, unjust historical, social, economic, cultural, and environmental factors negatively impact their ability to breastfeed. Catholic social teaching seeks to protect the poor and the vulnerable by working for social and economic justice, encourages stewardship of the environment, and uplifts the family as the most important unit in society. As such, Catholic social teaching has clear implications for individuals and institutions seeking to make breastfeeding a more widespread, accepted practice. In response to the crisis in American rates of breastfeeding, American Catholic healthcare institutions should work to promote the just economic and social conditions necessary for American women to breastfeed their children, starting by implementing breastfeeding-friendly policies for patients and employees in their own institutions. For many American women who would like to breastfeed, unjust historical, social, economic, cultural, and environmental factors negatively impact their ability to breastfeed. Catholic social teaching has clear implications for individuals and institutions seeking to make breastfeeding a more widespread, accepted practice. Therefore, American Catholic healthcare institutions should work particularly hard to promote the just economic and social conditions necessary for American women to breastfeed their children, starting by implementing breastfeeding-friendly policies for patients and employees in their own institutions.

Teaching, learning and assessment of medical ethics at the UK medical schools.

Science.gov (United States)

Brooks, Lucy; Bell, Dominic

2017-09-01

To evaluate the UK undergraduate medical ethics curricula against the Institute of Medical Ethics (IME) recommendations; to identify barriers to teaching and assessment of medical ethics and to evaluate perceptions of ethics faculties on the preparation of tomorrow's doctors for clinical practice. Questionnaire survey of the UK medical schools enquiring about content, structure and location of ethics teaching and learning; teaching and learning processes; assessment; influences over institutional approach to ethics education; barriers to teaching and assessment; perception of student engagement and perception of student preparation for clinical practice. The lead for medical ethics at each medical school was invited to participate (n=33). Completed responses were received from 11/33 schools (33%). 73% (n=8) teach all IME recommended topics within their programme. 64% (n=7) do not include ethics in clinical placement learning objectives. The most frequently cited barrier to teaching was lack of time (64%, n=7), and to assessment was lack of time and suitability of assessments (27%, n=3). All faculty felt students were prepared for clinical practice. IME recommendations are not followed in all cases, and ethics teaching is not universally well integrated into clinical placement. Barriers to assessment lead to inadequacies in this area, and there are few consequences for failing ethics assessments. As such, tomorrow's patients will be treated by doctors who are inadequately prepared for ethical decision making in clinical practice; this needs to be addressed by ethics leads with support from medical school authorities. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Interdisciplinary Approaches at Institutions of Higher Education: Teaching Information Systems Concepts to Students of Non-Computer Science Programs

Directory of Open Access Journals (Sweden)

Roland Schwald

2011-07-01

Full Text Available The aim of this paper is to present a curriculum development concept for teaching information systems content to students enrolled in non-computer science programs by presenting examples from the Business Administration programs at Albstadt-Sigmaringen University, a state university located in Southern Germany. The main focus of this paper therefore is to describe this curriculum development concept. Since this concept involves two disciplines, i.e. business administration and computer science, the author argues that it is necessary to define the roles of one discipline for the other and gives an example on how this could be done. The paper acknowledges that the starting point for the development of a curriculum such as one for a business administration program will be the requirements of the potential employers of the graduates. The paper continues to recommend the assignment of categorized skills and qualifications, such as knowledge, social, methodological, and decision making skills to the different parts of the curricula in question for the development of such a curriculum concept. After the mapping of skills and courses the paper describes how specific information systems can be used in courses, especially those with a specific focus on methodological skills. Two examples from Albstadt-Sigma-ringen University are being given. At the end of the paper the author explains the implications and limitations of such a concept, especially for programs that build on each other, as is the case for some Bachelor and Master programs. The paper concludes that though some elements of this concept are transferable, it is still necessary that every institution of higher education has to take into consideration its own situation to develop curricula concepts. It provides recommendations what issues every institution should solve for itself.

Translation teaching in Macao’s polytechnic education

Directory of Open Access Journals (Sweden)

Maria de Lurdes Nogueira Escaleira

2013-03-01

Full Text Available This article "Translation teaching in Higher Education in Macau at the Polytechnic" aims to discuss the issues around teaching and learning of Chinese / Portuguese Translation in Macau, and the role played by the Macau Polytechnic Institute in translators training. For more than four centuries, Macau has been a place of intercultural contact where the Portuguese and the Chinese, now the current official languages, have coexisted and implied constant translation efforts; today, Macau is seen as an important platform between the People's Republic of China and Portuguese Speaking Countries, which has stressed the importance of translation professionals. Despite several attempts, Macau’s public higher education was only established in 1991, as well as a translation degree program; until then, and for more than a century, the translators training was held by a government department. We will discuss several curricular structures implemented over the years in the Macao Polytechnic Institute for training translators who can intermediate between Chinese and Portuguese languages and cultures growingly expanding in Macau, given the significant increase in the demand for properly trained translators/interpreters

Teaching and educational scholarship in Tanzania: faculty initiative to improve performance of health professions' students.

Science.gov (United States)

Mkony, Charles A; O'Sullivan, Patricia S; Owibingire, Sirra S; Fyfe, Molly V; Omer, Selma; Freeman, Phyllis; Makubi, Abel; Mloka, Doreen A; Portillo, Carmen J; Leyna, Germana H; Tarimo, Edith; Kaaya, Ephata E; Macfarlane, Sarah B

2012-01-01

Well-educated and competent health professionals influence the health system in which they work to improve health outcomes, through clinical care and community interventions, and by raising standards of practice and supervision. To prepare these individuals, training institutions must ensure that their faculty members, who design and deliver education, are effective teachers. We describe the experience of the Muhimbili University of Health and Allied Sciences (MUHAS) in encouraging improvements in the teaching capacity of its faculty and postgraduate students triggered by a major institutional transition to competency-based education. We employed a multi-stage process that started by identifying the teaching and learning needs and challenges of MUHAS students and faculty. Collaborating with the University of California San Francisco (UCSF), MUHAS responded to these needs by introducing faculty to competency-based curricula and later to strategies for long term continuing improvement. We demonstrate that teaching faculty members are keen for local institutional support to enable them to enhance their skills as educators, and that they have been able to sustain a program of faculty development for their peers.

GSF-Forschungszentrum fuer Umwelt und Gesundheit, Institut fuer Hydrologie. Annual report 1995; GSF-Forschungszentrum fuer Umwelt und Gesundheit, Institut fuer Hydrologie. Jahresbericht 1995

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-09-01

The 1995 annual report of the Institute of Hydrology presents the findings of 19 current research projects on different subjects in hydrology. It is supplemented by information on cooperation with other scientific institutions in the form of lists of publications and reports, lectures and posters, university teaching projects, and finished and current dissertations. (VHE) [Deutsch] Der Jahresbericht 1995 des Institutes fuer Hydrologie im GSF-Forschungszentrum fuer Umwelt und Gesundheit stellt die Ergebnisse von derzeit 19 laufenden Untersuchungen zu unterschiedlichen hydrologischen Themen vor. Ergaenzt werden die Ausfuehrungen durch einen Ueberblick ueber die Zusammenarbeit mit anderen wissenschaftlichen Institutionen in Form von Verzeichnissen der Veroeffentlichungen und Berichte, der Vortraege und Poster, der Beitraege zur Lehre an Hochschulen sowie der abgeschlossenen und laufenden Dissertationen. (VHE)

Overviewof Contraceptive Use In Jos University Teaching Hospital ...

African Journals Online (AJOL)

Background: Modern contraceptive methods accepted by 17,846 new clients in Jos University Teaching Hospital, a tertiary health institution, over two decades are presented. Methods: This was a review of the contraceptive trend in new clients who used the various methods of contraception over an 18-year period, ...

Perceptions and preferences of medical students regarding teaching ...

African Journals Online (AJOL)

EB

2013-09-03

Sep 3, 2013 ... increase of institutions catering to medical students, it becomes a challenge ... The most preferred teaching method was Problem Based ... rare signs and cases, students preferred video lectures (41%) and mannequins (75.9%) in learning clinical skills. ... of 15%, and confidence interval of 95% the sample.

reflections from the 45th World Assembly on Education for Teaching

African Journals Online (AJOL)

... economic growth, they impact on the expectations for quality education and training. ... Against this background, education for teaching in a globalised economic ... characteristics that pose a major challenge to higher education institutions.

Bridging political economy analysis and critical institutionalism: an approach to help analyse institutional change for rural water services

Directory of Open Access Journals (Sweden)

Stephen David Jones

2015-03-01

Full Text Available This paper argues that approaches to understanding local institutionsfor natural resource management based on “critical institutionalism” (Cleaver2012, which emphasises the importance of improvisation and adaptationacross different scales, can be placed within broader political economy analysisframeworks for assessing challenges in public services delivery from national tolocal levels. The paper uses such an extended political economy analysis approachto understand the role of the international NGO WaterAid and its partners in Mali inrelation to institutions for financing rural water services, drawing on collaborativeresearch undertaken in 2010 and 2011. The case study shows that WaterAid’sapproach can be understood through elements of both mainstream and criticalinstitutionalist thinking. At local government level, WaterAid primarily promotesformal institutional arrangements, which exhibit the challenge of “reforms assignals” (Andrews 2013, where institutional reforms appear to happen but lackthe intended function. However, the work of WaterAid’s partners at communitylevel supports processes of “institutional bricolage” through which they try togradually work with local actors to find ways of ‘best fit’ for financing rural waterservices which adapt existing local practices into new arrangements.

A new expectation for post-secondary librarians: Faculty status, collective agreements, and the online evidence of teaching

DEFF Research Database (Denmark)

Prange, Laurie

The majority of librarians at Canadian post-secondary institutions have recently attained faculty status. However, the collective agreements of the faculty associations do not always explicitly state that librarian members participate in all three traditional faculty activities: teaching......, analysis, and interpretation of data, I report that there is a disparity between what the collective agreements state regarding the teaching responsibilities of librarians and what the library websites advertise on behalf of teaching librarians. Three themes of library teaching emerge and two trends...... for collective agreements regarding post-secondary librarians teaching are considered...

Communicative Language Teaching: A Practical Scenario in the Context of Bangladesh

Directory of Open Access Journals (Sweden)

Md. Kawser Ahmed

2016-10-01

Full Text Available Communicative Language Teaching, popularly known as CLT, has become a newly adopted methodology in the teaching and learning context of Bangladesh. This methodology, since the initiation, has encountered and is still encountering a number of hurdles that need to be dealt with best care and feasible strategy. Of all methods, most of the educational institutes be- it secondary or higher secondary are inclined to accept and apply the CLT in classroom, though there has been a lack of resources, materials and language experts. Ignoring the reality, the policy makers would like to follow the other countries, though they are self-sufficient and self-dependent on their strategic plans and strong funds who have already executed CLT with success. This paper attempts to present the reality behind the implementation of CLT in the language teaching and learning environment and outlines the malpractices widely obvious in educational institutes of Bangladesh. This paper also focuses on the strategic points, data collection and analysis and probable remedy regarding the real picture of CLT in Bangladesh. Keywords: CLT, methodology, context, hurdles, Bangladesh

Non-Tenure Track Faculty and Learning Communities: Bridging the Divide to Enhance Teaching Quality

Science.gov (United States)

Banasik, MaryJo D.; Dean, Jennifer L.

2016-01-01

Institutions of higher education are increasingly hiring non-tenure track faculty members (NTTF) to help meet the demands of the institutional teaching mission. Research suggests NTTF experience inadequate working conditions that hinder performance and negatively impact the quality of undergraduate education. Given the growing number of NTTF…

Undergraduate Research: Three Institutions' Success Stories. Research Corporation Annual Report, 1999.

Science.gov (United States)

Research Corp., Tucson, AZ.

This annual report describes the 1999 activities of Research Corporation, a foundation that supports research programs at colleges and universities in the United States and Canada. It focuses on three primarily undergraduate institutions, two private and one public, that are active producers of published research and students going into the…

Mathematics in Finance and Economics: Importance of Teaching Higher Order Mathematical Thinking Skills in Finance

Science.gov (United States)

Tularam, Gurudeo Anand

2013-01-01

This paper addresses the importance of teaching mathematics in business and finance schools of tertiary institutions of Australia. The paper explores the nature of thinking and reasoning required for advancement financial or economic studies involves the use of higher order thinking and creativity skills (HOTS) for teaching in mathematics classes.…

Teaching crucial skills: An electrocardiogram teaching module for medical students.

Science.gov (United States)

Chudgar, Saumil M; Engle, Deborah L; Grochowski, Colleen O'Connor; Gagliardi, Jane P

2016-01-01

Medical student performance in electrocardiogram (ECG) interpretation at our institution could be improved. Varied resources exist to teach students this essential skill. We created an ECG teaching module (ECGTM) of 75 cases representing 15 diagnoses to improve medical students' performance and confidence in ECG interpretation. Students underwent pre- and post-clerkship testing to assess ECG interpretation skills and confidence and also end-of-clinical-year testing in ECG and laboratory interpretation. Performance was compared for the years before and during ECGTM availability. Eighty-four percent of students (total n=101) reported using the ECGTM; 98% of those who used it reported it was useful. Students' performance and confidence were higher on the post-test. Students with access to the ECGTM (n=101) performed significantly better than students from the previous year (n=90) on the end-of-year ECG test. The continuous availability of an ECGTM was associated with improved confidence and ability in ECG interpretation. The ECGTM may be another available tool to help students as they learn to read ECGs. Copyright © 2016 Elsevier Inc. All rights reserved.

Workplace Influences on Chinese TEFL Academics' Development as Researchers: A Study of Two Chinese Higher Education Institutions

Science.gov (United States)

Bai, Li; Millwater, Jan; Hudson, Peter

2013-01-01

Workplace influences on Chinese Teaching English as a Foreign Language (TEFL) academics' development as researchers were examined in two Chinese higher education institutions in this qualitative collective case study. Data sources included research documentation and interviews with 12 Chinese TEFL academics. Both institutions were keen on research…

An Assessment of Teaching and Learning Practices: A Questionnaire Study for Dental Educators of Karnataka.

Science.gov (United States)

Meenakshi, S; Raghunath, N; Shreeshyla, H S

2017-11-01

Faculty members of dental institutions are being asked to assume new academic duties for which they have received no formal training. To succeed in new teaching tasks, faculty development through assessment of teaching skills is essential. A Self-Assessment Questionnaire consisting 18 closed-ended questions was sent to various faculty members of dental colleges of Karnataka. A total of 210 faculty members volunteered to participate in the study. The response rate was 69.8%. Data gathered were statistically analyzed using SPSS software version 16, Chi-square test, and descriptive statistics. In the present study, 27.3% of participants were unaware of andragogy, 33.3% were unaware of teachers development programs, 44.6% do not obtain student feedback after teaching, 52.6% were unaware of peer review of teaching skills, and 50% were unaware of interprofessional education initiatives. By incorporating teaching and learning skills, dental faculty could acquire competencies and academic credentials to become valuable contributors to the institution. This study emphasizes the areas of improvement in dental school learning environment, based on activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge toward learning.

Improving Inquiry Teaching through Reflection on Practice

Science.gov (United States)

Lotter, Christine R.; Miller, Cory

2017-08-01

In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

A proposed protocol for hand and table sanitizing in chiropractic clinics and education institutions

Science.gov (United States)

Evans, Marion Willard; Ramcharan, Michael; Floyd, Rod; Globe, Gary; Ndetan, Harrison; Williams, Ronald; Ivie, Ronald

2009-01-01

Abstract Objective By nature, chiropractic is a hands-on profession using manipulation applied to the joints with direct skin-to-skin contacts. Chiropractic tables are designed with a face piece to accommodate the prone patient's head in a neutral position and hand rests to allow for relaxed shoulders and upper spine so treatment is facilitated. The purpose of this article is to present a proposed guideline for hand and treatment table surface sanitizing for the chiropractic profession that is evidence-based and can easily be adopted by teaching institutions and doctors in the field. Methods A review of the chiropractic literature demonstrated that pathogenic microbes are present on treatment tables in teaching clinics at multiple facilities, yet no standardized protocols exist in the United States regarding table sanitizing and hand hygiene in chiropractic clinics or education institutions. This article reviews the scientific literature on the subject by using several search engines, databases, and specific reviews of documents pertaining to the topic including existing general guidelines. Results The literature has several existing guidelines that the authors used to develop a proposed protocol for hand and table sanitizing specific to the chiropractic profession. Recommendations were developed and are presented on hand hygiene and table sanitizing procedures that could lower the risk of infection for both clinical personnel and patients in chiropractic facilities. Conclusion This article offers a protocol for hand and table sanitizing in chiropractic clinics and education institutions. The chiropractic profession should consider adoption of these or similar measures and disseminate them to teaching clinics, institutions, and private practitioners. PMID:19646384

Teacher Enhancement Institute

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Marshall-Bradley, Tina

1994-01-01

During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science

Improve Climate Change Literacy At Minority Institutions Through Problem-based Teaching And Learning

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yang, Z.; Williams, H.

2013-12-01

Climate change is one of most popular topics in the U.S. Currently we are implementing our funded NASA climate change education grant entitled as 'Preparing Science Educators with Climate Change Literacy through Problem-based Teaching and Learning'. This project aims to prepare underrepresented STEM (Science, Technology, Engineering and Mathematics) teachers that are competent for teaching the contents of the Earth, climate, and climate change. In this project, we first developed lectures, assignments, and lab exercises which are related to climate change and then applied those materials in courses which are usually selected by pre-service teachers after modification based on students' evaluation. Also field visits to sites such as landfill and hog farm were provided to North Carolina Central University (NCCU) students in order to help them have better understanding on sources and amount of greenhouse gases emitted from human activities. In addition, summer interns are specifically trained to enhance and improve their knowledge and skills in climate change science. Those strategies have effectively improved climate change literacy of pre-service teachers at NCCU in spite of some challenges.

APPRAISAL OF STUDENT RATING AS A MEASURE TO MANAGE THE QUALITY OF HIGHER EDUCATION IN INDIA: AN INSTITUTIONAL STUDY USING SIX SIGMA MODEL APPROACH

Directory of Open Access Journals (Sweden)

Arun Vijay

2013-12-01

Full Text Available Students' rating of teaching is one of the most widely accepted methods of measuring the quality in Higher Education worldwide. The overall experience gained by the students during their academic journey in their respective college is a key factor to determine the Institutional Quality. This study was conducted among the Physical Therapy students with an objective to capture the overall experience related to various aspects of their Academic environment including teaching and learning process adopted in their college. To facilitate that, a unique questionnaire called,"Academic Environment Evaluation Questionnaire (AEEQ was developed covering all the important teaching elements of the Higher Education Institutions. The students' opinion was captured and analyzed through six sigma analytical tool using Poisson distribution model. From the non-conformance level captured through the responses from the students about the various categories of teaching and learning elements, the corresponding Sigma rating for each teaching element was measured. Accordingly, a six point Quality rating system was developed customizing to each sigma values. This study brings a new, innovative student driven Quality rating system for the Higher Education Institutions in India.

Teaching Evaluation Is Very Necessary at Institutions of Higher Education

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Daren, Huang

2009-01-01

Government supervision over the quality of higher education by means of evaluations, examinations and verifications, or accreditations is a common international practice in terms of monitoring and controlling the quality of higher education. Many countries stipulate by law that institutions of higher education must submit to evaluation by the…

The Effects of Different Teaching, Research, and Service Emphases on Individual and Organizational Outcomes in Higher Education Institutions

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Terpstra, David E.; Honoree, Andre L.

2009-01-01

The authors investigated the relative emphasis that educators give to teaching, research, and service in the business discipline and 4 other academic disciplines. The authors also investigated the effects of different faculty activity emphases on faculty teaching effectiveness, research performance, service levels, job and pay satisfaction,…

Reusable Learning Objects for Medical Education: Evolving a Multi-institutional Collaboration

NARCIS (Netherlands)

D. Leeder; T. Davies; A. Hall

2004-01-01

textabstractIn early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality e-learning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and research skills. Creation of these resources is very

Evaluation of the Use of Two Teaching Techniques in Engineering

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Jose Antonio Alvarez Salas

2014-06-01

Full Text Available This paper presents an analysis of the practical implementation of two teaching techniques so-called Problem-Based Learning and Cooperative Learning. These techniques were applied to some courses in the Department of Mechanical and Electrical Engineering and evaluated through assessment rubrics. In a sample of students and teachers, the assessment rubrics were applied to numerically evaluate the proportion of each course, in which the teacher uses traditional teaching versus teaching for meaningful learning. The results of the presented analysis allow to verify the use of these teaching techniques by professors of the Department of Mechanical and Electrical Engineering. This activity was developed as a part of the work established by the Institutional Development Plan of the Faculty of Engineering, which includes the strategic objective of developing an innovative educational model in the following ten years.

Teaching color as an experiential exercise

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Miele, Margaret A.

2002-06-01

This paper describes the evolution of the course 'The Psychology of Color' that I teach at the Fashion Institute of Technology. Information was synthesized from many disciplines including human biology, physics, consumer behavior, developmental psychology, cross-cultural anthropology and sociology. After initial implementation, the course went through two additional phases of refinement. The current course is an integration of research, theory and application to our everyday lives.

The Power of Colombian Mathematics Teachers' Conceptions of Social/Institutional Factors of Teaching

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Agudelo-Valderrama, Cecilia

2008-01-01

In this paper I shall discuss data from a study on Colombian mathematics teachers' conceptions of their own teaching practices of beginning algebra, which led to the development of a theoretical model of teachers' thought structures designed as a thinking tool at the initial stage of the study. With a focus on the perspectives of teachers, the…

Valuing Cultural Context and Style: Strategies for Teaching Traditional Jazz Dance from the Inside Out

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Hubbard, Karen W.

2008-01-01

This article presents an approach to teaching that acknowledges the history and style of authentic jazz dance; also known as traditional jazz dance. Described for students on the first class-day as "...your great-grandparents' jazz..." the course is an introduction to the stylistic characteristics of an indigenous U.S. form evolved primarily from…

Small Group Teaching in Undergraduate Science. Higher Education Learning Project (h.e.l.p.) - Physics.

Science.gov (United States)

Ogborn, Jon, Ed.; And Others

While this book is focused primarily on the tutorials held in the British universities, it offers many insights that can improve the teaching in the discussion sections so common in our large universities. Introductions to analyses of group processes of technical language, and of questions are given. Lesson plans for skill building sessions are…

Workshop in political institutions - institutional analysis and global climate change: Design principles for robust international regimes

International Nuclear Information System (INIS)

McGinnis, M.

1992-01-01

Scientific evidence suggests that human activities have a significant effect on the world's climate. Political pressures are growing to establish political institutions at the global level that would help manage the social and economic consequences of climate change. Disagreements remain about the magnitude of these effects, as well as the regional distribution of the detrimental consequences of climate change. In this paper we do not wish to enter into the complexities of these technical debates. Instead, we wish to challenge a seemingly widespread consensus about the nature of the political response appropriate to this global dilemma. Specifically, we question the extent to which the open-quotes answerclose quotes can be said to reside primarily in the establishment of the new global institutions likely to emerge from the first open-quotes Earth Summitclose quotes - the United Nations (UN) Conference on Environment and Development - scheduled for June of 1992 in Rio de Janeiro

Behind the Clouds: Teaching and Researching Anthropology in ...

African Journals Online (AJOL)

daouda.thiam

2010-05-14

May 14, 2010 ... state of teaching and research in anthropology in Nigeria include institutional and structural incapacities and limitations, a curriculum that fails to ..... Also training in vocational practice and transferable skills should be offered in order ..... in spite of the thinking in some quarters that some theories in the disci-.

Student Evaluation of Teaching from the Actors' Perspective

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Hanken, Ingrid Maria

2011-01-01

This article discusses obstacles that higher education institutions may need to surmount when introducing quality assurance measures such as student evaluation of teaching. It is based on a research study of how student evaluation of one-to-one instrumental tuition is perceived, experienced and practiced by instrumental teachers and their students…

Attitude of Postgraduate Students towards the Teaching Profession

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Vinodh Kumar, R.

2016-01-01

The purpose of the present study was to investigate postgraduate students' attitude towards the teaching profession according to their gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents. A descriptive survey design was adopted with a sample of 207 postgraduate students selected…

A Pedagogical Boomerang: From Hans Mauksch to Medicine to the Teaching and Learning of Sociology

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Weiss, Gregory L.

2007-01-01

Even in its formative stages the scholarship of teaching and learning (SoTL) is drawing the attention and interest of scholars across academic disciplines and across types of educational institutions. Many sociologists are reflecting on how to shape scholarly efforts on teaching and learning within our discipline. This paper recounts the guidance…

Leadership, Organizational, and Institutional Studies: Reconciling and Teaching Competing Perspectives

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Shoup, John R.

2016-01-01

Leadership, organizational, and institutional theories provide competing explanations on the nature of leadership and role of leaders. Part of the problem is that each theory is often studied in isolation, leading to incomplete perspectives on the essence of leadership in value driven contexts. A holistic paradigm that blends the three dominant…

Evaluation of the state water-resources research institutes

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Ertel, M.O.

1988-01-01

Water resources research institutes, as authorized by the Water Resources Research Act of 1984 (Public Law 98-242), are located in each state and in the District of Columbia, Guam, Puerto Rico , and the Virgin Islands. Public Law 98-242 mandated an onsite evaluation of each of these institutes to determine whether ' . . .the quality and relevance of its water resources research and its effectiveness as an institution for planning, conducting, and arranging for research warrant its continued support in the national interest. ' The results of these evaluations, which were conducted between September 1985 and June 1987, are summarized. The evaluation teams found that all 54 institutes are meeting the basic objectives of the authorizing legislation in that they: (1) use the grant funds to support research that addresses water problems of state and regional concern; (2) provide opportunities for training of water scientists through student involvement on research projects; and (3) promote the application of research results through preparation of technical reports and contributions to the technical literature. The differences among institutes relate primarily to degrees of effectiveness, and most often are determined by the financial, political, and geographical contexts in which the institutes function and by the quality of their leadership. (Lantz-PTT)

Carbohydrate metabolism teaching strategy for the Pharmacy course, applying active teaching methodology

Directory of Open Access Journals (Sweden)

Uderlei Donizete Silveira Covizzi

2012-12-01

Full Text Available The traditional teaching method has been widely questioned on the development of skills and abilities in training healthcare professionals. In the traditional methodology the main transmitter of knowledge is the teacher while students assume passive spectator role. Some Brazilian institutions broke with this model, structuring the curriculum to student-centered learning. Some medical schools have adopted the Problem Based Learning (PBL, a methodology that presents problem questions, to be encountered by future physicians, for resolution in small tutorial groups. Our work proposes to apply an active teaching-learning methodology addressing carbohydrate metabolism during the discipline of biochemistry for under graduation students from pharmacy course. Thus, the academic content was presented through brief and objective talks. Later, learners were split into tutorial groups for the resolution of issues in context. During the activities, the teacher drove the discussion to the issues elucidation. At the end of the module learners evaluated the teaching methodology by means of an applied questionnaire and the developed content was evaluated by an usual individual test. The questionnaire analysis indicates that students believe they have actively participated in the teaching-learning process, being encouraged to discuss and understand the theme. The answers highlight closer ties between students and tutor. According to the professor, there is a greater student engagement with learning. It is concluded that an innovative methodology, where the primary responsibility for learning is centered in the student himself, besides to increase the interest in learning, facilitates learning by cases discussion in groups. The issues contextualization establishes a narrowing between theory and practice.

Disgust sensitivity is primarily associated with purity-based moral judgments.

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Wagemans, Fieke M A; Brandt, Mark J; Zeelenberg, Marcel

2018-03-01

Individual differences in disgust sensitivity are associated with a range of judgments and attitudes related to the moral domain. Some perspectives suggest that the association between disgust sensitivity and moral judgments will be equally strong across all moral domains (i.e., purity, authority, loyalty, care, fairness, and liberty). Other perspectives predict that disgust sensitivity is primarily associated with judgments of specific moral domains (e.g., primarily purity). However, no study has systematically tested if disgust sensitivity is associated with moral judgments of the purity domain specifically, more generally to moral judgments of the binding moral domains, or to moral judgments of all of the moral domains equally. Across 5 studies (total N = 1,104), we find consistent evidence for the notion that disgust sensitivity relates more strongly to moral condemnation of purity-based transgressions (meta-analytic r = .40) than to moral condemnation of transgressions of any of the other domains (range meta-analytic rs: .07-.27). Our findings are in line with predictions from Moral Foundations Theory, which predicts that personality characteristics like disgust sensitivity make people more sensitive to a certain set of moral issues. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Institutional Dynamics of Education Reforms and Quality of Primary Education in Uganda

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Nyenje, Aida; James, Nkata L.

2016-01-01

This article scans Uganda's topical responsibility to transformation of the country's primary school education arrangement with attention to the institutional dynamics that constitute school factors such as the curriculum, assessment methods, course content, subject composition, teaching methods, and instructional materials; among others that…

Supporting the Teaching of the Visual Literacies in the Earth and Life Sciences in Higher Education

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Paxton, Moragh; Frith, Vera; Kelly-Laubscher, Roisin; Muna, Natashia; van der Merwe, Mathilde

2017-01-01

Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide…

Teaching about Contemporary Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts, Content and Skills.

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Blankenship, Glen

This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional…

Excellence in teaching for promotion and tenure in animal and dairy sciences at doctoral/research universities: a faculty perspective.

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Wattiaux, M A; Moore, J A; Rastani, R R; Crump, P M

2010-07-01

In this study, animal or dairy sciences faculty from doctoral/research universities were surveyed to clarify teaching performance expectations for the purpose of promotion and tenure of assistant professors. A survey tool including 15 evaluation criteria was available online and at the registration desk of the 2005 Joint Annual Meeting of the American Dairy Science Association and the American Society of Animal Science. The analyzed data set included 47 faculty (41 tenured and 6 tenure-track) with a substantial teaching responsibility from 27 different departments in 25 states. Four criteria were perceived as currently overemphasized: student evaluation of the instructor, student evaluation of the course, authoring peer-reviewed publications, and authoring an undergraduate textbook or book chapter. Nevertheless, more than 50% of respondents reported that these criteria should be used. One criterion emerged as being currently underemphasized: documentation of personal assessment of one's own teaching by preparing a portfolio. The lack of consensus for the remaining 10 items may have reflected substantial differences in institutional practices. The significance of overemphasis or underemphasis of certain criteria varied substantially depending on the respondent's perceived institutional mission. When asked about recognition within their department, 68% of respondents indicated that efforts in teaching improvement were properly rewarded. Respondents doubted the meaningfulness and appropriateness of student ratings tools as currently used. Results also suggested that animal and dairy science faculty placed a higher value on criteria recognizing excellence in teaching based on intradepartmental recognition (e.g., interactions with close-up peers and students) rather than recognition within a broader community of scholars as evidenced by authorship or success in generating funding for teaching. Proposed improvements in the evaluation of teaching for promotion and tenure

How do medical schools use measurement systems to track faculty activity and productivity in teaching?

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Mallon, William T; Jones, Robert F

2002-02-01

The authors describe their findings from a study that (1) identified 41 medical schools or medical school departments that used metric systems to quantify faculty activity and productivity in teaching and (2) analyzed the purposes and progress of those systems. Among the reasons articulated for developing these systems, the most common was to identify a "rational" method for distributing funds to departments. More generally, institutions wanted to emphasize the importance of the school's educational mission. The schools varied in the types of information they tracked, ranging from a selective focus on medical school education to a comprehensive assessment of teaching activity and educational administration, committee work, and advising. Schools were almost evenly split between those that used a relative-value-unit method of tracking activity and those that used a contact-hour method. This study also identified six challenges that the institutions encountered with these metric systems: (1) the lack of a culture of data in management; (2) skepticism of faculty and chairs; (3) the misguided search for one perfect metric; (4) the expectation that a metric system will erase ambiguity regarding faculty teaching contributions; (5) the lack of, and difficulty with developing, measures of quality; and (6) the tendency to become overly complex. Because of the concern about the teaching mission at medical schools, the number of institutions developing educational metric systems will likely increase in the coming years. By documenting and accounting financially for teaching, medical schools can ensure that the educational mission is valued and appropriately supported.

Academic Leadership Forum on Faculty Workload, Engagement, and Development. Executive Summary

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WCET, 2011

2011-01-01

A select group of academic officers and deans from institutions (all sectors) whose programs are primarily online and whose teaching faculty differ considerably from traditional faculty participated in the Academic Leadership Forum, October 26, 2011, held in conjunction with WCET's (WICHE Cooperative for Educational Technologies') Annual Meeting.…

Mediation in the context of teaching and learning about religions in ...

African Journals Online (AJOL)

Erna Kinsey

ding teaching and learning about the beliefs, values, cultures and practices of the ... enter institutions of higher education have emerged from schools in which they were .... and encourage thinking about religions and religious issues critically.

National Institute for Technology in Liberal Education: An Assessment. White Paper

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Brodeur, Jason; Daniels, Morgan; Johnson, Annie; Nicholls, Natsuko; Pickle, Sarah; Waraksa, Elizabeth A.

2016-01-01

In 2001, the National Institute for Technology in Liberal Education (NITLE) was created to "stimulate collaboration between selected liberal arts colleges and to act as a catalyst for the effective integration of emerging and newer digital technologies into teaching, learning, scholarship, and information management." In July 2015, NITLE…

Student perceptions of their biology teacher's interpersonal teaching behaviors and student achievement and affective learning outcomes

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Smith, Wade Clay, Jr.

The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.

PERCEPTION OF INTERN TEACHERS’ USE OF INTERACTIVE STRATEGIES IN TEACHING LARGE CLASSES IN ONLINE ENVIRONMENT

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Carol Adaku Obiefuna

2015-07-01

Full Text Available Higher education institutions experience large classes despite the National Universities’ Commission’s (NUC and other supervisory agencies emphasis on carrying capacity of the institutions in Nigeria. The overpopulation affects effective teaching and learning and quality assurance. This study focused on perception of intern teachers of the use of interactive strategies in teaching Curriculum Studies in an online environment in a College of Education. 200 computer science students (intern teachers in a Curriculum Studies class formed the study sample. Three research questions guided the study. A structured and validated questionnaire with reliability index of 0.79, made up of 25 items constructed on a four-point Likert-type scale was administered on the students for data collection. The data were analysed using simple mean and the results showed that the intern teachers supported the use of the teaching strategies in an online class as a complement to the face to face method of teaching. They are also recommended as alternative strategies to reduce the problems associated with large classes. However, the research subjects were sceptical about the implementation of online teaching as a result of power supply and access to internet facilities. The findings have a far reaching implication for the 21st Century teaching and learning. Suggestions towards effective online teaching and learning were made especially with theGovernment’s reiteration of the need for Information and Communication Technology (ICT in the schools in Nigeria.

Which peer teaching methods do medical students prefer?

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Jayakumar, Nithish; Srirathan, Danushan; Shah, Rishita; Jakubowska, Agnieszka; Clarke, Andrew; Annan, David; Albasha, Dekan

2016-01-01

The beneficial effects of peer teaching in medical education have been well-described in the literature. However, it is unclear whether students prefer to be taught by peers in small or large group settings. This study's aim was to identify differences in medical students' preferences and perceptions of small-group versus large-group peer teaching. Questionnaires were administered to medical students in Year 3 and Year 4 (first 2 years of clinical training) at one institution in the United Kingdom to identify their experiences and perceptions of small-and large-group peer teaching. For this study, small-group peer teaching was defined as a tutorial, or similar, taught by peer tutor to a group of 5 students or less. Large-group peer teaching was defined as a lecture, or similar, taught by peer tutors to a group of more than 20 students. Seventy-three students (81% response rate) completed the questionnaires (54% males; median age of 23). Nearly 55% of respondents reported prior exposure to small-group peer teaching but a larger proportion of respondents (86%) had previously attended large-group peer teaching. Of all valid responses, 49% did not have a preference of peer teaching method while 47% preferred small-group peer teaching. The majority of Year 3 students preferred small-group peer teaching to no preference (62.5% vs 37.5%, Fisher's exact test; P = 0.035) whereas most Year 4 students did not report a particular preference. Likert-scale responses showed that the majority of students held negative perceptions about large-group peer teaching, in comparison with small-group peer teaching, with respect to (1) interactivity, (2) a comfortable environment to ask questions, and (3) feedback received. Most respondents in this study did not report a preference for small-versus large-group settings when taught by peers. More Year 3 respondents were likely to prefer small-group peer teaching as opposed to Year 4 respondents.

EFL Teachers' Creativity and Their Teaching's Effectiveness: A Structural Equation Modelling Approach

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Khodabakhshzadeh, Hossein; Hosseinnia, Mansooreh; Moghadam, Hossein Abedi; Ahmadi, Fatemeh

2018-01-01

Due to the importance of creativity in teaching and learning, this study was conducted to study teachers' creativity and its relationship with their teaching's effectiveness. Another aim of this study was to measure the creativity among men and women teachers at English institutions in Iran. A sample of 325 EFL Iranians' teachers was randomly…

Civic Engagement and Environmental Sustainability in Teaching and Learning at Higher Education Institution in South Africa

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Nhokodi Tererai

2016-12-01

Full Text Available This article seeks to provide an outline the scope of professional teaching and learning activities and their connection to civic engagement and the achievement of environmental sustainability at Rhodes University and in Makana Local Municipality. Activities in the context of rainwater water harvesting and sanitation research are used as examples. The improved hydrogen-sulphide test kit was used as the tool for the assessment of microbial water quality between April and July 2016. An approach to the improvement in the design and modelling of the performance of ventillated improved pit latrines under laboratory conditions is also described. All activities described have been taking place in the context of undergraduate and postgraduate student research projects at Rhodes University. They have implications for teaching and learning, civic engagement and environmental sustainability. Teaching and learning of the concepts of sustainability can facilitate the development of the necessary connection between academia and the society at large. This can have a significant positive effect on societal conditions in South Africa. Further endeavours similar those described in this article should be stimulated in South and beyond.

Scenario-based teaching in undergraduate medical education

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Patel K

2016-12-01

Full Text Available Kunj Patel, Omar El Tokhy Faculty of Medicine, Imperial College London, London, UKWe read with great interest the study by Frost et al1 which highlights the importance of scenario-based teaching (SBT of clinical communication in medical undergraduate pediatrics teaching. SBT involves students navigating a storyline based around a complex problem, running in parallel with case-based learning. We were impressed by the results of the SBT program at Cardiff University School of Medicine. As medical students currently on our pediatric rotation at Imperial College London, we have experienced at first hand the benefits of SBT. Throughout the placement, it continues to help us tackle the complexities which arise when communicating with children and their families. We have noted its particular benefit in breaking bad news to families. Without effective teaching on this particular scenario, a failure to grasp this skill could exacerbate patient and parent concerns. Much like the authors of this study highlight,1 we believe specific teaching on communication skills should be a mandatory part of medical undergraduate education at every institution. Imperial College School of Medicine has developed a similar teaching style which has been unparalleled in its benefit to us during our pediatric rotation. Although there is scant literature available specifically addressing communicating with children and parents at undergraduate level, the use of SBT throughout undergraduate medical teaching should not be underestimated. Read the original paper by Frost et al

Modern Approaches to Foreign Language Teaching: World Experience

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Shumskyi, Oleksandr

2016-01-01

The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that…

Self-Evaluation Using iPads in EFL Teaching Practice

Science.gov (United States)

Allen, Christopher; Hadjistassou, Stella K.; Richardson, David

2016-01-01

The relentlessly accelerating global educational demands for teaching English as a Second or Foreign Language (ESL/EFL) in multiple, diverse, and often remote geographic locations constitute new challenges for academic institutions, teacher training and preparation programs, and teachers themselves. This study describes a novel approach where five…

Multi-Institutional Collaborative Astronomy Education Research

Science.gov (United States)

Slater, T. F.; Slater, S. J.

2011-09-01

ASP, AAS, APS, and AAPT advocate that scientists should be engaged and acknowledged for successfully engaging in astronomy and physics education research and the scholarship of teaching because these efforts serve to improve pedagogical techniques and the evaluation of teaching. However, scientists have had the opportunity to pursue formal training in how to meaningfully engage in astronomy education research as an important scholarly endeavor. This special interest session for college and university physics and astronomy faculty, post-docs, and graduate students provided a forum to discuss the motivations, strategies, methodology, and publication routes for improving astronomy education through conducting rigorous science education research. Topics for discussion targeted the value of various education research questions, strengths and weaknesses of several different research design methodologies, strategies to successfully obtain Institutional Review Board approval to conduct education research on human subjects, and become more aware of how education research articles are created for publication in journals such as the Astronomy Education Review.

Principals’ Leadership Styles and Strategies Employed to Motivate Teachers in Ronaki Hawler Educational Institutions, Erbil, Iraq

Directory of Open Access Journals (Sweden)

Selcuk Koran

2017-12-01

Full Text Available Effective management is one of the determining factors that play a critical role in teacher motivation. It is also the main factor behind a successful educational institution. Moreover, effective management is necessary to motivate people into action and propel an institution to reach its established objectives. In an educational institution, where managerial structure fails to function well, teachers obviously lose their motivation to teach as well as their commitment to the organization. Therefore, administrators’ leadership styles can affect teacher motivation which will eventually affect learners’ performance. The purpose of this paper is to investigate the administrators’ leadership styles, their awareness of teacher motivation peculiarities and strategies they use to motivate the teaching staff at Ronaki Educational Institutions in Erbil, Iraq. It further aims to investigate what makes an effective administrator. To achieve the research goal, the study firstly uses the theoretical analysis of the scientific and methodological literature on the research problem and makes use of a semi-structured interview with Ronaki Hawler Educational Institutions’ administrators. In the interview with 24 administrators, the information on organizational practices and their frequencies, employed by administrators, was obtained. It included elements such as; whether/how often advancement opportunities, promotion, autonomy, bonuses were granted to the teaching staff, what sort of responsibility they possessed, how their recognition as teachers was expressed, and how secure they felt their jobs were. The findings were analyzed and discussed in the discussion part of this research study.

Institutional conditions for IWRM: the Israeli case.

Science.gov (United States)

Fischhendler, Itay

2008-01-01

Many places in the world are experiencing a water crisis. This water crisis is attributed to a governance crisis, whereas often fragmented institutional and physical water structures are used to explain a policy of overexploitation. The Israeli water system, which adopted integrated water resource management (IWRM), is often cited as a model for other countries struggling with fragmented water systems. Yet, despite the exceptional degree of integration, Israel in the past two decades has adopted an unsustainable water policy. The aim of this study is to understand this failure and thereby to postulate on the institutional conditions required for successful implementation of IWRM. The study focuses on the politics of water allocation during the drought of 1999 to 2002. It was found that the failure originates in setting administrative divisions in the decision-making process and in differential checks, with no balances implicitly instituted within the integrated water system. These two factors have resulted in a water system that is physically integrated but is not coupled by a balanced institutional structure. This case study teaches us that when reforming the water sector along IWRM lines, measures must be taken to ensure that the physical integration coincides with a balanced institutional integration-otherwise the results may be worse than if there were no integration at all.

Marketing activities of higher education institutions

Directory of Open Access Journals (Sweden)

Varađanin Vladimir

2017-01-01

Full Text Available Public sector marketing is a modern-day scientific discipline which is getting more and more attention. Institutions of higher education provide a specific kind of services to their users, which makes these institutions a part of the public sector. Due to dynamic changes in the environment, the demands and needs of higher education institution's users change, which makes it necessary to monitor these changes through certain marketing activities and adjust to them in order to satisfy the users' needs. Each higher education institution sets its own goals which, broadly speaking, are to meet their own needs, the needs of students and the society as a whole. Therefore, when formulating a strategy for achieving the objectives of higher education institutions, it is necessary to have timely information from the environment. The modern approach to business puts forward the service users' needs. When it comes to institutions of higher education, the users are primarily students, who thus get the most attention. Keeping this in mind, we have conducted a research among students in order to identify the choice factors influencing their higher education institution selection process. The results obtained should provide guidelines for creating an adequate marketing mix in order to gain competitive advantage on the market for higher education. In the research descriptive and comparative methods were used. In the practical part of the research, survey technique was applied by means of a non-standardized questionnaire. The research results imply that the analysis of the factors influencing the process of selecting the higher education institution enables the creation of an adequate combination of instruments in a marketing mix which can then be used as an instrument for gaining competitive advantage.

A Digital Tool Supporting Goal-Oriented Teaching in Classrooms

DEFF Research Database (Denmark)

Misfeldt, Morten; Bundsgaard, Jeppe; Slot, Marie Falkesgaard

2015-01-01

and objectives for their teaching; these form a challenge and a basis for developing a digital tool for mediating between curriculum and pedagogical practice. The motivation for revising the national curriculum and developing digital tools that support teaching is partly based on evidence that the previous...... national curriculum was not used to any particular extent by teachers (Danish Evaluation Institute 2012). Hence, the curriculum has been rebuilt based on recent trends in school development and curriculum research suggesting the importance of a competence framework, learning goals, and the aggregation...... of classroom data for efficient teaching (Earl and Fullan 2003). Learning goals are supposed to support the students’ pace and sense of progression, inform classroom decisions, structure teachers’ planning, and support the dialogue between teachers, students, and parents (Hattie 2009). Based on these concerns...

The Model of Blended Learning and Its Use at Foreign Language Teaching

OpenAIRE

A. A. Kudysheva; A. N. Kudyshev

2013-01-01

In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroo...

Teaching matters-academic professional development in the early 21st century.

Science.gov (United States)

Fahnert, Beatrix

2015-10-01

Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. © FEMS 2015. All rights reserved.

Programming Basics for Beginners. Experience of the Institute of Informatics at Tallinn University of Technology

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Olga Mironova

2017-11-01

Full Text Available The present paper demonstrates the teaching approach in programming basics course for novices: schoolchildren of different ages and schoolteachers. This programming course was developed at the Institute of Informatics at Tallinn University of Technology in Tallinn, Estonia and it based on many years experience in teaching programming for non-IT first year students. The main aim of the chosen teaching approach in the course is to raise the motivation and keep the learners’ interest in programming field on the high level. The idea of developed teaching technique is the implementation of the visual programming before a serious textual coding. Furthermore, authors suggest readers some ways and methods to overcome learners’ difficulties in the first stage in a textual coding.

Introducing "SandRA": Visual Representation of the Research-Teaching Nexus as a Tool in the Dissemination of a New Research Strategy

Science.gov (United States)

Couper, Pauline; Stoakes, Geoff

2011-01-01

The "research-teaching nexus" has been the subject of much recent debate, yet little attention has been paid to institutional initiatives to promote and encourage the integration of teaching and research. This article presents a novel diagrammatical representation of the relationship between research and teaching which was developed to aid the…

Teaching professionalism in science courses: Anatomy to zoology

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Cheryl C. Macpherson

2012-02-01

Full Text Available Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies’ trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences.

Integration study of high quality teaching resources in universities

Directory of Open Access Journals (Sweden)

Honglu Liu

2012-12-01

Full Text Available Purpose: The development level and quality of education depend on the merits and efficiency in the use of teaching resources, especially in the case of obvious contradiction between the demand and supply of teaching resources. So to integrate teaching resources, improve the efficiency in the use of high quality teaching resources, and take the road of content development to enhance the competitiveness of education has become very important and urgent.Design/methodology/approach: On the basis of analysis on the teaching resources of universities and the problems they faced, this paper introduced the basic concepts of cloud storage, and built the integration architecture of high quality teaching resources in universities based on the cloud storage.Findings and Originality/value: The HDFS-based cloud storage proposed in this paper is a dynamically adjustable and Internet-based storage solution, and the users can access storage targets using the network through a common and easy-to-use protocol and application programming interfaces. This new technology is useful for end users benefits. With the continuous development and improvement of cloud storage, it will necessarily result in more and more applications in the institutions of higher learning and education network.Originality/value: This paper introduced the cloud storage into the integration of high quality teaching resources in universities first and as a new form of service, it can be a good solution.

Bank Runs and the Accounting for Illiquid Assets in Financial Institutions

Science.gov (United States)

Meder, Anthony; Schwartz, Steven T.; Wu, Mark; Young, Richard A.

2014-01-01

Financial services are an increasingly important sector in modern economies, yet many accounting and auditing texts focus on manufacturing and retailing. This teaching note describes the role of financial institutions in transforming long-term, difficult-to-sell assets into short-term bank accounts. This is referred to as liquidity transformation.…

Activating teaching methods in french language teaching

OpenAIRE

Kulhánková, Anna

2009-01-01

The subject of this diploma thesis is activating teaching methods in french language teaching. This thesis outlines the issues acitvating teaching methods in the concept of other teaching methods. There is a definition of teaching method, classification of teaching methods and characteristics of each activating method. In the practical part of this work are given concrete forms of activating teaching methods appropriate for teaching of french language.

Primarily Experimental Results for a W Wire Array Z Pinch

International Nuclear Information System (INIS)

Kuai Bin; Aici, Qiu; Wang Liangping; Zeng Zhengzhong; Wang Wensheng; Cong Peitian; Gai Tongyang; Wei Fuli; Guo Ning; Zhang Zhong

2006-01-01

Primarily experimental results are given for a W wire array Z pinch imploded with up to 2 MA in 100 ns on a Qiangguang-I pulsed power generator. The configuration and parameters of the generator, the W wire array load assembly and the diagnostic system for the experiment are described. The total X-ray energy has been obtained with a averaged power of X-ray radiation of 1.28 TW

Using publicly available internet tools to teach patent research and development

DEFF Research Database (Denmark)

Jensen, Søren; Tanev, Stoyan

2013-01-01

The management of Intellectual property rights is becoming increasingly important in the 21st century knowledge society. Patents are especially important for engineering design and R&D teams. However, there is a lack of educational resources in this area. There is an increasing need to enhance...... efficiency is especially important within the context of the economic challenges which are drastically limiting the financial resources of all universities. In a previous contribution presented at the ICEIRD 2012 conference we have discussed our finding that technology entrepreneurs in general are interested...... in more education on the patent system [1]. In this paper we will examine the current literature addressing the subject of teaching patent development to engineering students and entrepreneurs. The review will primarily focus on literature that supports the teaching of patents to engineering students...

Teaching Strategies and Gender in Higher Education Instrumental Studios

Science.gov (United States)

Zhukov, Katie

2012-01-01

This study investigates instrumental music teaching strategies in higher education settings, in order to identify those employed and their frequency and context of use. An instrument- and gender-balanced sample of 24 lessons from five institutions was analysed using a researcher-designed observational instrument. The results reveal the…

Factors Affecting Teachers' Continuation of Technology Use in Teaching

Science.gov (United States)

Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke

2016-01-01

This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and…

Teaching International Public Relations: An Update Report among Educators

Science.gov (United States)

Mak, Angela Ka Ying

2017-01-01

Involvement in international and multicultural career-related practices is ever on the rise in a global economic and political society, especially in public relations. This article reported an update of examining the attributes of public relations educators and their institutions in teaching of international public relations (IPR) through an…

A graphical simulator for teaching basic and advanced MR imaging techniques

DEFF Research Database (Denmark)

Hanson, Lars G

2007-01-01

Teaching of magnetic resonance (MR) imaging techniques typically involves considerable handwaving, literally, to explain concepts such as resonance, rotating frames, dephasing, refocusing, sequences, and imaging. A proper understanding of MR contrast and imaging techniques is crucial for radiolog...... be visualized in an intuitive way. The cross-platform software is primarily designed for use in lectures, but is also useful for self studies and student assignments. Movies available at http://radiographics.rsnajnls.org/cgi/content/full/e27/DC1 ....

Institutional, Financial, Legal, and Cultural Factors in a Distance Learning Program.

Science.gov (United States)

Blakeman, Rachel; Haseley, Dennis

2015-06-01

As psychoanalytic institutes evolve, adapting to the contemporary financial and social environment, the integration of new technologies into psychoanalytic education presents opportunities for expansion to candidates residing beyond the usual geographic boundaries. While the teaching of analytic content through distance learning programs appears to be relatively straightforward, factors including legalities, traditional mind-sets, and cross-cultural issues need to be considered as complicating the situation, as illustrated by one U.S. institute's distance learning initiative with a group in South Korea. © 2015 by the American Psychoanalytic Association.

Teaching Modern Southeast Asia

Directory of Open Access Journals (Sweden)

Thomas Williamson

2009-04-01

Full Text Available Teaching about Southeast Asia to undergraduates at an American liberal arts college presents several challenges. At my institution, it is the only course on the region in the curriculum; thus no preparation, and no follow-up. I have therefore struggled with the approach that I should take–pulled between a wish for students to gain an empirical understanding of Southeast Asian life, and a desire to have them learn the concepts and theories of critical inquiry. Obviously I am still learning how to successfully accomplish such an ambitious undertaking.

Assessing orientations to learning to teach.

Science.gov (United States)

Oosterheert, Ida E; Vermunt, Jan D; Denessen, E

2002-03-01

An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.

Training early career researchers

OpenAIRE

Ayris, Paul; Labastida i Juan, Ignasi, 1970-

2017-01-01

Research – blue sky and applied – is fundamental to the mission of research-intensive universities. As such, it is enunciated in the Mission Statements of such institutions. The University of Barcelona for example, a research-intensive university in the Catalan region, states that ‘The University of Barcelona is a public institution committed to the environment, whose mission is to provide a quality public service of higher education primarily through the study, teaching, research...

Moving global health forward in academic institutions

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Didier Wernli

2016-06-01

Full Text Available Global health has attracted growing attention from academic institutions. Its emergence corresponds to the increasing interdependence that characterizes our time and provides a new worldview to address health challenges globally. There is still a large potential to better delineate the limits of the field, drawing on a wide perspective across sciences and geographical areas. As an implementation and integration science, academic global health aims primarily to respond to societal needs through research, education, and practice. From five academic institutions closely engaged with international Geneva, we propose here a definition of global health based on six core principles: 1 cross–border/multilevel approach, 2 inter–/trans–disciplinarity, 3 systems thinking, 4 innovation, 5 sustainability, and 6 human rights/equity. This definition aims to reduce the century–old divide between medicine and public health while extending our perspective to other highly relevant fields. Overall, this article provides an intellectual framework to improve health for all in our contemporary world with implications for academic institutions and science policy.

Competence raising through teaching of ESD environmental key topics implementing “project technology”

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Gayane Poghosyan

2015-06-01

The UNESCO Chair on “Education for Sustainable Development” at the Center for Ecological-Noosphere Studies of the National Academy of Sciences of the Republic of Armenia in cooperation with the National Institute of Education of the Armenian Ministry of Education and Science are carrying out a series of trainings and seminars for educators and students from pedagogical institutes to increase their competence on key environmental topics in the context of sustainable development implementing project method of teaching. Pedagogical-oriented universities and vocational training institutions have been chosen, where trainings and seminars have been carried out with the best students and the teaching staff using project method. In the result of the trainings and seminars 44 teachers and learners from 5 universities, 3 vocational colleges, 5 high schools, 3 NGOs were trained in 3 regions of the Republic of Armenia (with different environmental problems. Evaluations were carried out and the best tested projects were presented at round table discussions.

The influence of multi-frontal teaching method on the effectiveness of the teaching process in the applied studies in technical sciences

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Novković Dragan

2015-01-01

Full Text Available The orientation towards equity and quality in education clearly imposes the need for individual approach to each student separately. This situation is especially pronounced in the higher education institutions of applied studies in the field of technology, whose primary goal is very often individual training for use of highly specialized software and hardware tools. In such a situation it is necessary to move away from classical ex-cathedra methodology, and to develop student-centred learning environments. The multi-frontal teaching method was until now experimentally analyzed at the level of primary and secondary education in Serbia, where it shows results that suggest additional research is warranted. The research presented in this paper aims to investigate the effectiveness of this method applied in higher education institution of applied studies in the domain of technology. Results of the conducted research indicate that the application of the multi-frontal teaching method shows a positive effect on students' performance, self-efficacy and overall sense of personal gain and satisfaction.

Monthly Pattern and Distribution of Births in a Teaching Institution of ...

African Journals Online (AJOL)

... inventory control, logistics, streamlining family planning services at institutional and community level keeping in mind the monthly pattern of hospital deliveries. Keywords: Behavior, communication, conception, delivery, demography, family planning, fertility, human resource, months, pattern, reproduction, seasonality, time ...

Teaching Community-Based Learning Course in Retailing Management

Science.gov (United States)

Rhee, Eddie

2018-01-01

This study outlines the use of a community-based learning (CBL) applied to a Retailing Management course conducted in a 16-week semester in a private institution in the East Coast. The study addresses the case method of teaching and its potential weaknesses, and discusses experiential learning for a real-world application. It further addresses CBL…

Modeling Lifelong Learning: Collaborative Teaching across Disciplinary Lines

Science.gov (United States)

Blanchard, Kathryn D.

2012-01-01

Most courses in colleges and universities are taught by only one instructor. This is often necessitated by the financial exigencies of educational institutions, but is also due to an academic tradition in which the ideal is a single expert teaching in a single discipline. The rapidly changing realities of both the higher education and job markets,…

The interplay of institutions, actors and technologies in socio-technical systems - An analysis of transformations in the Australian urban water sector

NARCIS (Netherlands)

Fuenfschilling, Lea; Truffer, Bernhard

2016-01-01

Literature on socio-technical transitions has primarily emphasized the co-determination of institutions and technologies. In this paper, we want to focus on how actors play a mediating role between these two pillars of a socio-technical system. By introducing the theoretical concept of institutional

Constructing Men Who Teach: Research into Care and Gender as Productive of the Male Primary Teacher

Science.gov (United States)

Pulsford, Mark

2014-01-01

This paper argues that in order to begin loosening the ties that bind care and gender in primary education, we need to re-examine the knowledge sought and found by educational research about teachers. The focus is primarily on how we understand men who teach. Through an examination of two scholarly texts -- Ashley, M., and J. Lee [2003.…

Managing Teaching and R&D: Diverging Views of Managers

Science.gov (United States)

Kohtamaki, Vuokko

2013-01-01

Purpose: The purpose of this paper is to examine how the nature of management and leadership is related to the management and development of teaching and R&D (research and development) in higher education institutions. Design/methodology/approach: The nature of management and leadership is approached by consideration of transformational and…

The Relationship between English Foreign Language Teachers' Willingness with Post-Method Pedagogy and Their Teaching Effectiveness

Science.gov (United States)

Khodabakhshzadeh, Hossein; Arabi, Mahdi; Samadi, Farideh

2018-01-01

The main purpose of this study is to investigate the relationship between English Foreign Language (EFL) teachers' willingness and conformity with post-method pedagogy and their teaching effectiveness. The participants comprised 134 EFL teachers teaching and 487 EFL learners studying at different language institutes in several cities of Iran.…

How to teach artificial organs.

Science.gov (United States)

Zapanta, Conrad M; Borovetz, Harvey S; Lysaght, Michael J; Manning, Keefe B

2011-01-01

Artificial organs education is often an overlooked field for many bioengineering and biomedical engineering students. The purpose of this article is to describe three different approaches to teaching artificial organs. This article can serve as a reference for those who wish to offer a similar course at their own institutions or incorporate these ideas into existing courses. Artificial organ classes typically fulfill several ABET (Accreditation Board for Engineering and Technology) criteria, including those specific to bioengineering and biomedical engineering programs.

The Impulse of Class Tutoring Activities Evaluated in the Light of Foreign Language Teaching Methods

Science.gov (United States)

Erdogu Yilmaz, Sule

2017-01-01

Teaching Turkish as a foreign language (TTFL) has recently gained much importance in modern life. For some reason, a large number of people and students with dissimilar background come from other countries so as to start off a new life primarily in Istanbul and/or many other cities in Turkey. Many of whom need to ensure their arrival and long term…

Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

Science.gov (United States)

Iverson, Ellen A. Roscoe

The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

Discussion on the teaching mode of higher vocational nursing specialty based on CDIO model

Directory of Open Access Journals (Sweden)

Xiu-fang CAI

2013-11-01

Full Text Available Discussion on the teaching mode of higher vocational nursing specialty based on CDIO model is the core of this study. CDIO is the latest achievement in the reform of the international higher education of engineering and has been thrived since 2000. There are some inevitable problems when domestic universities introduced and innovated the CDIO mode. Therefore the CDIO model is a bold attempt for the institutions of higher education, especially higher vocational college teachers. The CDIO mode drives teachers to reflect on the existed teaching philosophy, and therefore enables them to change teaching methods in the teaching process and improve their teaching capacity tremendously. Meanwhile, it also encourages students to learn automatically and cultivate their comprehensive abilities such as professional capability, development capability, interpersonal skills, innovation ability, etc.

Hospitality and tourism management professor receives Fulbright to teach in India

OpenAIRE

Ho, Sookhan

2009-01-01

Mahmood A. Khan, professor of hospitality and tourism management at Virginia Tech's Pamplin College of Business, has been awarded a Fulbright-Nehru Scholar grant to teach at the Indian Institute of Technology in New Delhi during the 2009-10 academic year.

Student-Teachers in Higher Education Institutions' (HEIs) Emotional Intelligence and Mathematical Competencies

Science.gov (United States)

Eustaquio, William Rafael

2015-01-01

As manifested by various studies conducted, the present state of Mathematics education in the teaching-learning process is relatively declining and the existing effort to identify emotional intelligence and mathematics competencies of Mathematics major student-teachers at Higher Education Institutions in Isabela is an attempt to help alleviate the…

Take me where I want to go: Institutional prestige, advisor sponsorship, and academic career placement preferences.

Directory of Open Access Journals (Sweden)

Diogo L Pinheiro

Full Text Available Placement in prestigious research institutions for STEM (science, technology, engineering, and mathematics PhD recipients is generally considered to be optimal. Yet some doctoral recipients are not interested in intensive research careers and instead seek alternative careers, outside but also within academe (for example teaching positions in Liberal Arts Schools. Recent attention to non-academic pathways has expanded our understanding of alternative PhD careers. However, career preferences and placements are also nuanced along the academic pathway. Existing research on academic careers (mostly research-centric has found that certain factors have a significant impact on the prestige of both the institutional placement and the salary of PhD recipients. We understand less, however, about the functioning of career preferences and related placements outside of the top academic research institutions. Our work builds on prior studies of academic career placement to explore the impact that prestige of PhD-granting institution, advisor involvement, and cultural capital have on the extent to which STEM PhDs are placed in their preferred academic institution types. What determines whether an individual with a preference for research oriented institutions works at a Research Extensive university? Or whether an individual with a preference for teaching works at a Liberal Arts college? Using survey data from a nationally representative sample of faculty in biology, biochemistry, civil engineering and mathematics at four different Carnegie Classified institution types (Research Extensive, Research Intensive, Master's I & II, and Liberal Arts Colleges, we examine the relative weight of different individual and institutional characteristics on institutional type placement. We find that doctoral institutional prestige plays a significant role in matching individuals with their preferred institutional type, but that advisor involvement only has an impact on those

Take me where I want to go: Institutional prestige, advisor sponsorship, and academic career placement preferences.

Science.gov (United States)

Pinheiro, Diogo L; Melkers, Julia; Newton, Sunni

2017-01-01

Placement in prestigious research institutions for STEM (science, technology, engineering, and mathematics) PhD recipients is generally considered to be optimal. Yet some doctoral recipients are not interested in intensive research careers and instead seek alternative careers, outside but also within academe (for example teaching positions in Liberal Arts Schools). Recent attention to non-academic pathways has expanded our understanding of alternative PhD careers. However, career preferences and placements are also nuanced along the academic pathway. Existing research on academic careers (mostly research-centric) has found that certain factors have a significant impact on the prestige of both the institutional placement and the salary of PhD recipients. We understand less, however, about the functioning of career preferences and related placements outside of the top academic research institutions. Our work builds on prior studies of academic career placement to explore the impact that prestige of PhD-granting institution, advisor involvement, and cultural capital have on the extent to which STEM PhDs are placed in their preferred academic institution types. What determines whether an individual with a preference for research oriented institutions works at a Research Extensive university? Or whether an individual with a preference for teaching works at a Liberal Arts college? Using survey data from a nationally representative sample of faculty in biology, biochemistry, civil engineering and mathematics at four different Carnegie Classified institution types (Research Extensive, Research Intensive, Master's I & II, and Liberal Arts Colleges), we examine the relative weight of different individual and institutional characteristics on institutional type placement. We find that doctoral institutional prestige plays a significant role in matching individuals with their preferred institutional type, but that advisor involvement only has an impact on those with a

Radiological digital teaching file development: an overview

International Nuclear Information System (INIS)

Scarsbrook, A.F.; Foley, P.T.; Perriss, R.W.; Graham, R.N.J.

2005-01-01

Radiologists are collectors of interesting films for teaching purposes or for use in presentations and publications. Traditionally, hard copies of films have been stored in an organized fashion, usually in a filing cabinet or film library. This system has inherent limitations, such as the physical space required. Many of the shortcomings can be circumvented by development of an electronic teaching file. Whereas the implementation of an institutional radiological digital image database can require significant developmental effort and programming expertise, there are a number of web-based solutions which are freely available and can be relatively easily employed to establish a contemporary electronic image library. This article will review the various options and discuss the process of developing a digital image database

The Clinician-Educator Pathway in Radiology: An Analysis of Institutional Promotion Criteria.

Science.gov (United States)

Jhala, Khushboo; Kim, Jisoo; Chetlen, Alison; Nickerson, Joshua P; Lewis, Petra J

2017-12-01

To provide radiology departmental promotional committees and vice chairs of education with a more global perspective on the types of academic activity valued by institutions to aid in their faculty mentoring and standardizing of the Clinician-Educator (ClinEd) pathway. Ninety-two research schools were ranked into three tiers. Ranking was correlated with the presence of a ClinEd track. Thirty promotion documents (ten from each tier) were analyzed to identify common criteria. Differences in guidelines between tiers were assessed by the frequency distribution of criteria. Tier 1 had a significantly greater proportion of schools with a ClinEd track than tier 2 (73% versus 44%, p < 0.05). Thirty-nine criteria were identified and organized into four categories teaching (13), scholarship (12), service/clinical excellence (7), and research (7). The top five included meeting presentations, trainee evaluations, leadership in committees, development of teaching methodologies and materials, and publication of book chapters. First and second tier schools were most similar in frequency distribution. The criteria for the ClinEd promotion track still vary across institutions, though many commonalities exist. A handful of innovative criteria reflect the changing structure of modern health care systems, such as incorporation of online teaching modules and quality improvement efforts. As health care changes, guidelines and incentive structures for faculty should change as well. The information gathered may provide promotion committees with a more global perspective on the types of academic activity valued by modern-day institutions to aid in the national standardization of this pathway and to assist in faculty mentoring. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Effective Pedagogical Practices for Online Teaching: Perception of Experienced Instructors

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Bailey, Craig J.; Card, Karen A.

2009-01-01

Institutions have focused on providing faculty with technological training to enhance their online teaching, but many online instructors would like to learn more effective pedagogical practices. This phenomenological study determines what experienced, award-winning South Dakota e-learning instructors perceive to be effective pedagogical practices.…

Micro-Blogging - How to Use Twitter for Teaching and Learning

NARCIS (Netherlands)

Gruber, Marion

2011-01-01

Gruber, M. R. (2011, 6 September). Micro-Blogging - How to Use Twitter for Teaching and Learning. Presentation at "Distance Learning" - Szenarien und nützliche online Tools für Lehre und Forschung. Lucerne University of Applied Sciences and Arts, Institute for Communication and Marketing IKM.

Exploring Teaching Profession from a Sociological Perspective: Evidence from Turkey

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Ünsal, Serkan; Agçam, Reyhan; Korkmaz, Fahrettin

2017-01-01

Taking into consideration the teachers' direct influence on students' educational life and indirect influence on the community life, the present study aims to reveal perspectives of sociologists, who study human social relationships and institutions, toward teaching profession. Data were collected from 20 sociologists working in educational…

Standards-based teaching and educational digital libraries as innovations: Undergraduate science faculty in the adoption process

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Ridgway, Judith Sulkes

This study describes undergraduate science faculty in terms of their feelings of preparedness for and their use of standards-based teaching methods, their stages of concern related to Educational Digital Libraries (EDLs), and their adoption and diffusion of both innovations. These innovations may have a synergistic relationship that may result in enhanced adoption of both. The investigation began with a series of group meetings with life science, chemistry, physics, and geology faculty from a 2-year and a 4-year institution. Faculty were introduced to dimensions of standards-based teaching and examples of EDLs. Faculty completed the Demographics and Experience Questionnaire, the Standards-Based Teaching Instrument, and the Stages of Concern Questionnaire (SoCQ). Semi-structured interviews containing literature-based questions were conducted with one faculty member from each discipline from the 2-year and 4-year institutions. Document analyses were performed on mission/goal web-based statements for the institutions and their science departments. Triangulated data were used to construct individual faculty case studies based on four facets: background, standards-based teaching profile, EDLs profile, and rate of innovation diffusion. The individual case studies were used to perform cross-case analyses by type of institution, discipline, and locus of control. Individual case studies and cross-case analyses suggest the following conclusions: (a) faculty felt prepared to use and frequently used textbooks as a reference, (b) feelings of preparedness and frequency of use of standards-based teaching categories may be related to discipline, (c) all faculty had relatively high awareness and informational EDL concerns, and (d) faculty central to the locus of control were more likely to use methods to develop student conceptual understanding, use inquiry methods, and be agents of change. A grounded theoretical model connects study results with literature related to educational

Partnerships between New Mexico Institutions for Nanoscience Education

Science.gov (United States)

Kiefer, Boris; Serrano, Elba; Lombrana, Vincent

2010-03-01

Societies in the 21^st century will most likely face severe scientific and technological challenges, such as the increasing energy and fresh water demands that will require interdisciplinary solutions. This raises the question how we as educators can provide our graduates with the skills they need to compete successfully in an increasingly global work force. The New Mexico Nanoscience Education Network (NMNEN) seeks to increase the number of students in New Mexico who have the knowledge and skills to participate in cutting-edge STEM research. NMNEN organizes professional development workshops and the network participants collaborate across departments, institutions, and organizations to identify nano(bio)science teaching themes that promote and emphasizes interdisciplinary education. The results of these efforts will show if it is possible to develop universal teaching modules that promote student learning in diverse college settings.

Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs

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Reeves, Todd D.; Hake, Laura E.; Chen, Xinnian; Frederick, Jennifer; Rudenga, Kristin; Ludlow, Larry H.; O'Connor, Clare M.

2018-01-01

Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of…

Laparoscopic heller myotomy for achalasia cardia-initial experience in a teaching institute.

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Kaman, Lileswar; Iqbal, Javid; Kochhar, Rakesh; Sinha, Saroj

2013-10-01

Laparoscopic Heller cardiomyotomy and Dor fundoplication is the surgical procedure of choice for esophageal achalasia. The aim of our study was to investigate the clinical outcome and safety of laparoscopic Heller-Dor procedure performed by using Hook electrocautery and as a teaching module for advanced laparoscopic surgery. Between January 2005 and December 2010, 25 consecutive patients with achalasia underwent laparoscopic Heller-Dor operation by a single surgeon. All the patients received upper gastrointestinal series (barium swallow), esophagogastroscopy, and esophageal manometry to exclude esophageal carcinoma and to confirm the diagnosis. All the patients were operated by laparoscopic modified Heller myotomy with Dor fundoplication by using hook electrocautery. Among 25 operated patients, 14 were male and 11 were female with a median age of 43 years (range 18-72 years). The mean operative time was 93.3 min (range 50-50 min), the mean operative blood loss was 90 ml (range 40-200 ml), the median time to oral feeding was 2 days (2-4 days), and the median hospital stay was 4 days (4-7 days). There was no conversion to open surgery. Intraoperative mucosal perforation was encountered in three patients and was repaired in all of them by laparoscopic suture. All the patients had an uneventful recovery without postoperative complication and had excellent clinical response (96 %) during follow-up. Laparoscopic Heller-Dor operation using hook electrocautery is safe, inexpensive, and effective treatment for achalasia which is useful for teaching and training surgical residents in advanced laparoscopic surgery.

Virtual learning system usage in Higher Education - A study at two South African institutions

CSIR Research Space (South Africa)

Padayachee, I

2015-12-01

Full Text Available In higher education institutions various VLSs have been formally adopted to support online teaching and learning. However, there has been little research on patterns of VLS use among educators. The purpose of the research was to provide a...

Teaching professionalism in science courses: anatomy to zoology.

Science.gov (United States)

Macpherson, Cheryl C

2012-02-01

Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

Studying at the UCL Institute of Archaeology

Directory of Open Access Journals (Sweden)

Bill Sillar

2013-10-01

Full Text Available Ranked 1st in 'The Guardian' (2013 league table for studying archaeology Ranked 2nd in 'The Times' (2013 ‘Good University Guide’ 100% of Institute undergraduate finalists expressed satisfaction with our teaching and support in the UK National Student Surveys 2010 and 2011 Students at the UCL Institute of Archaeology discover the rich diversity of the human past, exploring societies from two million years ago to the present day, and asking questions of relevance to our shared global future. To address these questions students integrate the humanities and the sciences; using a wide range of approaches to collect, evaluate and interpret relevant evidence. At UCL and during survey and excavation projects students make life-long friends while developing teamwork, management and leadership skills. Studying archaeology demands energy and enthusiasm, it challenges expectations while developing the problem-solving and transferable skills which all employers are looking for. Graduates from the Institute go on to make wide-ranging contributions to society, including business, academia and archaeology.