Add to ORKGActively engaging students in the learning process and providing them with opportunities to work cooperatively improve student learning
Since the beginnings of faculty development in the early 1960\u27s, professionals in the field have ...
Here is where the rubber hits the road. The materials that follow are attempts to translate theory i...
As instructional developers, we need to remain constantly aware of what faculty and students are rea...
Actively engaging students in the learning process and providing them with opportunities to work coo...
This section progresses from a means for individual faculty members to examine their teaching, to an...
We come now to the practice of teaching improvement, the bread-and-butter of most faculty developmen...
There are two parts to instructional development: student learning and techniques to improve teachin...
The first category of faculty development in the POD publication, An Informational Brochure about F...
The teaching success of faculty is partly dependent on their having a broad repertoire of instructio...
This section, in which the authors discuss institutional programs or approaches to teaching change, ...
As interest in teaching excellence grows, POD members find themselves called upon to assist in the t...
Section IV, a plethora of practical ideas, is exceedingly valuable to developers; concrete models, i...
As we go about our daily business of encouraging faculty to examine and to improve their teaching, i...
Helping teachers to help their students learn better is obviously a major concern of most faculty de...
In recent years, the membership of POD has grown considerably, and each year new programs on campuse...
Since the beginnings of faculty development in the early 1960\u27s, professionals in the field have ...
Here is where the rubber hits the road. The materials that follow are attempts to translate theory i...
As instructional developers, we need to remain constantly aware of what faculty and students are rea...
Actively engaging students in the learning process and providing them with opportunities to work coo...
This section progresses from a means for individual faculty members to examine their teaching, to an...
We come now to the practice of teaching improvement, the bread-and-butter of most faculty developmen...
There are two parts to instructional development: student learning and techniques to improve teachin...
The first category of faculty development in the POD publication, An Informational Brochure about F...
The teaching success of faculty is partly dependent on their having a broad repertoire of instructio...
This section, in which the authors discuss institutional programs or approaches to teaching change, ...
As interest in teaching excellence grows, POD members find themselves called upon to assist in the t...
Section IV, a plethora of practical ideas, is exceedingly valuable to developers; concrete models, i...
As we go about our daily business of encouraging faculty to examine and to improve their teaching, i...
Helping teachers to help their students learn better is obviously a major concern of most faculty de...
In recent years, the membership of POD has grown considerably, and each year new programs on campuse...
Since the beginnings of faculty development in the early 1960\u27s, professionals in the field have ...
Here is where the rubber hits the road. The materials that follow are attempts to translate theory i...
As instructional developers, we need to remain constantly aware of what faculty and students are rea...