Add to ORKGThis section progresses from a means for individual faculty members to examine their teaching, to an exploration of effective cooperative methods, to implementation of strategies for monitoring and improving a seminar course. It presents tools for personal development and instructional faculty development
Several of the articles in the first section refer to the need for faculty developers to provide mor...
Those of us who work in professional and organizational development in higher education must respond...
The five articles focused on faculty development in this issue use assessment and surveys to bring u...
This section progresses from a means for individual faculty members to examine their teaching, to an...
This section progresses from a means for individual faculty members to examine their teaching, to an...
The teaching success of faculty is partly dependent on their having a broad repertoire of instructio...
The teaching success of faculty is partly dependent on their having a broad repertoire of instructio...
Actively engaging students in the learning process and providing them with opportunities to work coo...
Actively engaging students in the learning process and providing them with opportunities to work coo...
There are two parts to instructional development: student learning and techniques to improve teachin...
There are two parts to instructional development: student learning and techniques to improve teachin...
As we go about our daily business of encouraging faculty to examine and to improve their teaching, i...
Those of us who work in professional and organizational development in higher education must respond...
The first category of faculty development in the POD publication, An Informational Brochure about F...
Since the beginnings of faculty development in the early 1960\u27s, professionals in the field have ...
Several of the articles in the first section refer to the need for faculty developers to provide mor...
Those of us who work in professional and organizational development in higher education must respond...
The five articles focused on faculty development in this issue use assessment and surveys to bring u...
This section progresses from a means for individual faculty members to examine their teaching, to an...
This section progresses from a means for individual faculty members to examine their teaching, to an...
The teaching success of faculty is partly dependent on their having a broad repertoire of instructio...
The teaching success of faculty is partly dependent on their having a broad repertoire of instructio...
Actively engaging students in the learning process and providing them with opportunities to work coo...
Actively engaging students in the learning process and providing them with opportunities to work coo...
There are two parts to instructional development: student learning and techniques to improve teachin...
There are two parts to instructional development: student learning and techniques to improve teachin...
As we go about our daily business of encouraging faculty to examine and to improve their teaching, i...
Those of us who work in professional and organizational development in higher education must respond...
The first category of faculty development in the POD publication, An Informational Brochure about F...
Since the beginnings of faculty development in the early 1960\u27s, professionals in the field have ...
Several of the articles in the first section refer to the need for faculty developers to provide mor...
Those of us who work in professional and organizational development in higher education must respond...
The five articles focused on faculty development in this issue use assessment and surveys to bring u...