Advancing the Culture of Teaching on Campus: How a Teaching Center Can Make a Difference

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Sonst. Personen	Cook, Constance (Hrsg.); Kaplan, Matthew (Hrsg.)
Titel	Advancing the Culture of Teaching on Campus: How a Teaching Center Can Make a Difference
Quelle	(2011), (270 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5792-2479-0
Schlagwörter	Feedback (Response); Graduate Students; Research Universities; Consultants; Action Research; Instructional Improvement; Educational Change; Higher Education; Institutional Mission; Goal Orientation; Faculty Development; Administration; Administrators; Role Playing; Budgets; Evaluation; College Faculty; Curriculum Development; Educational Technology; Leadership; Program Effectiveness; Interprofessional Relationship; Measures (Individuals); Teacher Centers; Michigan + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Forschungseinrichtung; Consultant; Berater; Projektforschung; Unterrichtsqualität; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zielorientierung; Zielvorstellung; Verwaltung; Rollenspiel; Finanzhaushalt; Evaluierung; Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Unterrichtsmedien; Führung; Führungsposition; Messdaten; Teacher centres; Lehrerzentrum
Abstract	Written by the director and staff of the first, and one of the largest, teaching centers in American higher education--the University of Michigan's Center for Research on Learning and Teaching (CRLT)--this book offers a unique perspective on the strategies for making a teaching center integral to an institution's educational mission. It presents a comprehensive vision for running a wide range of related programs, and provides faculty developers elsewhere with ideas and material to prompt reflection on the management and practices of their centers--whatever their size--and on how best to create a culture of teaching on their campuses. Given that only about a fifth of all U.S. postsecondary institutions have a teaching center, this book also offers a wealth of ideas and models for those administrators who are considering the development of new centers on their campuses. Topics covered include: (1) The role of the director, budgetary strategies, and operational principles; (2) Strategies for using evaluation to enhance and grow a teaching center; (3) Relationships with center constituencies: faculty, provost, deans, and department chairs; (4) Engagement with curricular reform and assessment; (5) Strengthening diversity through faculty development; (6) Engaging faculty in effective use of instructional technology; (7) Using student feedback for instructional improvement; (8) Using action research to improve teaching and learning; (9) Incorporating role play and theatre in faculty development; (10) Developing graduate students as consultants; (11) Preparing future faculty for teaching; and (12) The challenges of faculty development at a research university. In the concluding chapter, to provide additional context about the issues that teaching centers face today, twenty experienced center directors who operate in similar environments share their main challenges, and the strategies they have developed to overcome them through innovative programming and careful management of their resources. Their contributions fall into four broad categories: institutional-level challenges, engaging faculty and students and supporting engaged pedagogy, discipline-specific programming, and programming to address specific instructor career stages. This book begins with "CRLT and Its Role at the University of Michigan," an introduction by Constance E. Cook. This book is divided into two parts. Part One, Leadership and Core Functions, contains: (1) Leading a Teaching Center (Constance E. Cook); (2) Measuring a Teaching Center's Effectiveness (Mary C. Wright); (3) Forging Relationships with Facility and Academic Administrators (Constance E. Cook and Deborah S. Meizlish); (4) Consultations on Teaching: Using Student Feedback for Instructional Improvement (Cynthia J. Finelli, Tershia Pinder-Grover, and Mary C. Wright); (5) Graduate Peer Teaching Consultants: Expanding the Center's Reach (Tershia Pinder-Grover, Mary C. Wright, and Deborah S. Meizlish); and (6) Approaches to Preparing Future Faculty for Teaching (Chad Hershock, Christopher R. Groscurth, and Stiliana Milkova). Part Two, Special Emphases at CRLT, contains: (7) The Role of a Teaching Center in Curricular Reform and Assessment (Constance E. Cook, Deborah S. Meizlish, and Mary C. Wright); (8) Strengthening Diversity Through Faculty Development (Crisca Bierwert); (9) Engaging Faculty in Effective Use of Instructional Technology (Erping Zhu, Matthew Kaplan, and Charles Dershimer); (10) Action Research for Instructional Improvement (Chad Hershock, Constance E. Cook, Mary C. Wright, and Christopher O'Neal); and (11) Role-Play and Beyond: Strategies for Incorporating Theatre Into Faculty Development (Matthew Kaplan and Jeffrey Steiger). This book concludes with "Responding to Challenges Faced by Teaching Centers at Research Universities" by Matthew Kaplan with contributions from: Terry Aladjem, Lori Breslow, Susanna Calkins, Deborah DeZure, Robyn Dunbar, Jean C. Florman, Marne Helgesen, Alan Kalish, David Langley, Gregory Light, Angela Linse, Michele Marincovich, Joan Middendorf, Allison Pingree, William C. Rando, Mary Deane Sorcinelli, Kathy Takayama, Pratibha Varma-Nelson, Suzanne Weinstein, and Mary-Ann Winkelmes. An index is included. [Foreword by Lester P. Monts.] (ERIC).
Anmerkungen	Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10