Undergraduate Students as Partners in New Faculty Orientation and Academic Development

Autor/in	Cook-Sather, Alison
Titel	Undergraduate Students as Partners in New Faculty Orientation and Academic Development
Quelle	In: International Journal for Academic Development, 21 (2016) 2, S.151-162 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2016.1156543
Schlagwörter	Self Concept; College Faculty; Teacher Student Relationship; Undergraduate Students; Professional Identity; Course Descriptions; Workshops; Teacher Orientation; Seminars; Teaching Methods; Criticism; Educational Change; Models; Selective Admission; Liberal Arts; Partnerships in Education; Pennsylvania + Suchen Sie Ihr Suchwort? Selbstkonzept; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Kursstrukturplan; Lernwerkstatt; Schulung; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Seminar; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Bildungsreform; Analogiemodell; Bildungsselektion; Hochschulpartnerschaft
Abstract	Addressing both the increasingly complex process of becoming an educator at the tertiary level and the growing recognition of the importance of student engagement, student-faculty partnerships have emerged as one way of fundamentally rethinking academic development. Participant reflections suggest that the over-time, partnership approach to orientation and development presented in this article effectively supports new faculty as they develop their academic identities. The approach includes opportunities for dialogue and collaboration with students offered before new faculty arrive on campus, as part of orientation before classes begin, during the first semesters of teaching, and in subsequent semesters. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01