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Journal articles on the topic 'University teaching change'

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Published: 4 June 2021
Last updated: 15 February 2022

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1

Nordlund, Lina Mtwana. "Teaching ecology at university—Inspiration for change." Global Ecology and Conservation 7 (July 2016): 174–82. http://dx.doi.org/10.1016/j.gecco.2016.06.008.

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2

Diab, Gehan Mohammed, Sanaa M. Safan, and Huda M. Bakeer. "Organizational change readiness and manager' behavior in managing change." Journal of Nursing Education and Practice 8, no. 7 (March 7, 2018): 68. http://dx.doi.org/10.5430/jnep.v8n7p68.

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Background and objective: Organizational readiness refers to organizational members’ change commitment and change efficacy to implement organizational change and confidence in their accumulative abilities to do so. The aim of the study was to assess the nurse managers’ behavior in managing change, and the level of the organizational change readiness at selected hospitals at Menofia Governorate.Methods: Design: A descriptive cross-sectional design was used. Setting: The study was conducted at two hospitals, namely University Hospital and Shebin El-Kom Teaching Hospital, in Menofia Governorate,
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Akbulut, Yavuz, Abdullah Kuzu, Colin Latchem, and Ferhan Odabaşi. "Change Readiness among Teaching Staff at Anadolu University, Turkey." Distance Education 28, no. 3 (November 2007): 335–50. http://dx.doi.org/10.1080/01587910701611351.

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Gratz, Erin, and Lisa Looney. "Faculty Resistance to Change." International Journal of Online Pedagogy and Course Design 10, no. 1 (January 2020): 1–14. http://dx.doi.org/10.4018/ijopcd.2020010101.

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This study explored university faculty members' willingness to teach online in relation to their resistance to change. Researchers examined whether a relationship exists between resistance to change and motivators or barriers to teaching online. Participants were 131 faculty members of all ranks from a private, comprehensive university in the greater Los Angeles area. Participants reported such barriers as their discipline not being suited to online teaching, an absence of time for online course preparation, and a lack of skills or confidence in teaching online. Reported motivators included fi
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Scott, Sue M., Donna M. Chovanec, and Beth Young. "Philosophy-in-Action in University Teaching." Canadian Journal of Higher Education 24, no. 3 (December 31, 1994): 1–25. http://dx.doi.org/10.47678/cjhe.v24i3.183253.

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Fourteen professors expressed their "traditional," "humanist," and "critical" philosophies about teaching and learning when they engaged in dialogue with us and each other. The relationship between their philosophy of teaching and their practice in the classroom is the research question. Four themes that elaborate these philosophies-in-action emerged from a grounded-theory approach to data analysis. One theme, "Expert vs. Co-learner" describes these professors' views of themselves as teachers. A second theme, "The Relationship of Comfort to Critique, " outlines some of the tensions that arise
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Glaister, Paul. "University Teaching - recognition and reward." MSOR Connections 14, no. 2 (February 11, 2016): 20. http://dx.doi.org/10.21100/msor.v14i2.252.

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Teaching in universities has increased in importance in recent years which, in part, is a consequence of the change in funding of universities from block grants to student tuition fees. Various initiatives have been made which serve to raise the profile of teaching and give it greater recognition. It is also important that teaching is recognised even more fully and widely, and crucially that it is rewarded accordingly. We propose a mechanism for recognising and rewarding university teaching that is based on a review process that is supported by documented evidence whose outcomes can be fed int
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念, 肖. "The Institutional Change of Teaching Decision-Making in Chinese University." Advances in Education 04, no. 02 (2014): 21–27. http://dx.doi.org/10.12677/ae.2014.42004.

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8

Frost, Susan H., and Daniel Teodorescu. "Teaching Excellence: How Faculty Guided Change at a Research University." Review of Higher Education 24, no. 4 (2001): 397–415. http://dx.doi.org/10.1353/rhe.2001.0007.

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Clemente, Mariana Vilela Duarte, and Isabel-Maria Ferrandiz-Vindel. "Self-Assessment Of The University Teaching Staff Functions." Contemporary Issues in Education Research (CIER) 5, no. 5 (December 19, 2012): 367. http://dx.doi.org/10.19030/cier.v5i5.7470.

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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 universities. The aim of this paper is to show how the teachers themselves, the core of this change, perceive their continuing training and how it can help in their upgrade process as a university lecturer. Thus, we use the teaching staff self-assessment
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Johnson, David W., and Roger T. Johnson. "Social interdependence theory and university instruction - Theory into practice." Swiss Journal of Psychology 61, no. 3 (September 2002): 119–29. http://dx.doi.org/10.1024//1421-0185.61.3.119.

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University teaching has not changed significantly for hundreds and perhaps thousands of years. The many attempts to reform university teaching have often demonstrated positive effects but have then been discontinued. One explanation for the resistance of teaching to change is that instructors fail to apply the same scientific rigor to their teaching as they do to their research. Professors as scientists and intellectuals typically ask for proof when a colleague presents a scientific conclusion, yet when it comes to what constitutes good teaching, professors often accept uncontested folklore an
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Saroyan, Alenoush, Joyce Dagenais, and Yanfei Zhou. "Graduate students’ conceptions of university teaching and learning: formation for change." Instructional Science 37, no. 6 (September 18, 2008): 579–600. http://dx.doi.org/10.1007/s11251-008-9071-8.

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12

Lenzen, Manfred, Christopher Dey, and Joy Murray. "A Personal Approach to Teaching about Climate Change." Australian Journal of Environmental Education 18 (January 2002): 35–45. http://dx.doi.org/10.1017/s0814062600001105.

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AbstractThe problem of climate change is complex, global, and long-term, and therefore difficult to grapple with for politicians, scientists, teachers, and students alike. Teachers in particular face the problem of presenting climate change in a way that is not abstract and distant. To engage the intellect as well as emotions, students need to feel personally involved. One way to achieve this personal involvement is to link climate change to students' individual lives. Such a relationship can be created using a personal greenhouse gas budget, comprising ail emissions caused by a student over o
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Navarro Hernandez, Maria del Refugio, Lourdes C. Pacheco Ladron de Guevara, Prisca Icela Romo Gonzalez, and Carmen Hernandez Cueto. "Process Of Reform. A View From The Teaching Personnel Of De University Of Nayarit." European Scientific Journal, ESJ 12, no. 13 (May 30, 2016): 417. http://dx.doi.org/10.19044/esj.2016.v12n13p417.

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The university, as an institution, takes a long time to change, since its change does not happen as it does with organisms that transform completely. Rather, what characterizes universities is their resistance to change, their adaptation, counterproposals and negotiations (Porter 2003, Ibarra 2005, 2006), which are expressed with unique characteristics in each particular case. The apparent contradictions, in a complex and hard to unravel context, are that motivate this study. We ask whether such changes will create a new university or will lead it into an undesirable road; whether the universi
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Connelly, Laura, and Remi Joseph-Salisbury. "Teaching Grenfell: The Role of Emotions in Teaching and Learning for Social Change." Sociology 53, no. 6 (April 11, 2019): 1026–42. http://dx.doi.org/10.1177/0038038519841826.

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Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of ‘discomfort’ and ‘hope’, we argue that discomforting emotions, when channelled in directions that challenge inequality, ha
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Andrews, T. C., E. P. Conaway, J. Zhao, and E. L. Dolan. "Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University." CBE—Life Sciences Education 15, no. 2 (June 2016): ar15. http://dx.doi.org/10.1187/cbe.15-08-0170.

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Relationships with colleagues have the potential to be a source of support for faculty to make meaningful change in how they teach, but the impact of these relationships is poorly understood. We used a mixed-methods approach to investigate the characteristics of faculty who provide colleagues with teaching resources and facilitate change in teaching, how faculty influence one another. Our exploratory investigation was informed by social network theory and research on the impact of opinion leaders within organizations. We used surveys and interviews to examine collegial interactions about under
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Tertemiz, Neşe. "Turkish and Finnish Trainee Elementary Teachers' Beliefs About the Teaching Styles of University Teaching Staff." Social Behavior and Personality: an international journal 38, no. 7 (August 1, 2010): 941–54. http://dx.doi.org/10.2224/sbp.2010.38.7.941.

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The aim in this study was to identify the beliefs of Turkish and Finnish elementary trainee teachers about the teaching styles of university teaching staff; in particular, in terms of the teachers' sociolinguistic and textual competence and significant mores of university educational culture. Data were gathered using the University Teaching Beliefs Questionnaire (Gorsuch, 2003). The findings showed that a meaningful difference occurred in the beliefs of Turkish students between the 1st to 4th years of their course, in the dimensions of sociolinguistic competence and significant mores of univer
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Wieman, Carl Edwin. "Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training." Daedalus 148, no. 4 (October 2019): 47–78. http://dx.doi.org/10.1162/daed_a_01760.

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Universities face the challenge of how to teach students more complex thinking and problem-solving skills than were widely needed in the past, and how to teach these to a much larger and more diverse student body. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve better learning outcomes than the traditional and still predominant teaching methods practiced by most faculty. Widespread recognition and adoption of thes
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Ndasauka, Yamikani, Tawina Chisi, and Grivas Kayange. "Attitudes Do Not and Cannot Change Overnight!" Journal of Business Ethics Education 17 (2020): 75–98. http://dx.doi.org/10.5840/jbee2020175.

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The study investigated the difference of attitudes towards business ethics between students who have studied a business ethics course (n=88) and those who have not (n=94) at the University of Malawi in Malawi. It was hypothesised that students who had undergone the course would have more positive attitudes towards business ethics than those who had not. We employed the Attitudes towards Business Ethics Questionnaire (ATBEQ) and used t-test to measure the difference. The results were surprising as most items (23/30) showed no significant difference in attitudes towards business ethics by studen
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Rae, David, Simon Gee, and Robert Moon. "Creating an Enterprise Culture in a University." Industry and Higher Education 23, no. 3 (June 2009): 183–97. http://dx.doi.org/10.5367/000000009788640279.

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The ‘entrepreneurial university’ is considered a desirable and achievable goal, but how do universities become entrepreneurial? The role of the enterprising academic in stimulating cultural change is often overlooked. This article presents as a case study the teaching team at the University of Derby, UK, who ‘acted as entrepreneurs’ for five years to stimulate enterprising learning across the university. The analysis provides insights into cultural change in a modern regional university. The authors explore three questions: how can a university develop an entrepreneurial culture, how can entre
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20

Boyd, William, and Diane Newton. "Times of Change, Times of Turbulence." International Journal of Cyber Ethics in Education 1, no. 3 (July 2011): 1–11. http://dx.doi.org/10.4018/ijcee.2011070101.

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Rapid changes in academic work environments raise ethical dilemmas in supporting students, implementing policies, and developing professional practice. New teaching technologies require academics to consider community aspects of learning and teaching and impacts on student learning in networked environments. This paper critically reflects on recent experience at a small Australian regional university adapting teaching- notably through on-line environments- to respond to student learning need diversity. Applying Shapiro’s use of the ethics of care, critique, justice and the profession to examin
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Bush, Drew, Renee Sieber, Gale Seiler, and Mark Chandler. "University-level teaching of Anthropogenic Global Climate Change (AGCC) via student inquiry." Studies in Science Education 53, no. 2 (April 27, 2017): 113–36. http://dx.doi.org/10.1080/03057267.2017.1319632.

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22

Lavey, Warren G. "Teaching the health impacts of climate change in many American higher education programs." International Journal of Sustainability in Higher Education 20, no. 1 (January 7, 2019): 39–56. http://dx.doi.org/10.1108/ijshe-04-2018-0062.

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Purpose Climate change is the greatest threat to global health today and it challenges professionals in many disciplines. Most American university programs lack courses covering the rising deaths and illnesses from climate change. Consequently, graduates in health and other disciplines are underprepared for providing services in a world affected by climate change. They also lack the training to communicate this transformative development effectively. Universities should fill this gap and this paper aims to provide guidance on approaches to teaching climate-related health effects (CRHE). Design
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23

Barker, Chris, and Brian Martin. "Dilemmas in Teaching Happiness." Journal of University Teaching and Learning Practice 6, no. 2 (April 1, 2009): 5–19. http://dx.doi.org/10.53761/1.6.2.2.

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There is a burgeoning amount of research into happiness and greatly increased popular attention, so it seems logical to add a course on happiness to the university curriculum. We encountered, in developing and running such a course, a number of dilemmas that the topic of happiness makes especially acute. Should the teacher remain separate from the class, as an authority, or participate in group activities? Is the primary goal of the class to learn content or to change the relationship of students to the world? What does a mark for learning content signify if developing happiness habits is a go
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Galvis, Álvaro Hernán, Angélica Avalo, Alexandra Ramírez, Diana Carolina Cortés, and Helmman Cantor. "Reengineering engineering education at the University of los Andes." Kybernetes 48, no. 7 (August 5, 2019): 1478–99. http://dx.doi.org/10.1108/k-07-2018-0384.

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Purpose The REDINGE2 – Reengineering Engineering Teaching, version 2 – project seeks to transform engineering education practices at the University of los Andes (UNIANDES) by using technology-based active learning strategies in courses from different disciplines that are to be reformed using a Big-ideas approach. Studies from this two-year project (2017-2018) seek to solve three main questions: What changes in engineering teaching conceptions, methods, tools and practices could be generated by reengineering courses using a Big-ideas approach? What changes in key conditions of learning environm
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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, no. 2 (April 11, 2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.

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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching
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Rahayu, Esti, and Devina Devina. "Senior Lecturers’ Learning Mechanisms During Emergency Remote Teaching at Binus University." Humaniora 12, no. 1 (March 30, 2021): 39–44. http://dx.doi.org/10.21512/humaniora.v12i1.6906.

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The research aimed to identify senior lecturers’ experiences with online teaching during ERT (Emergency Remote Teaching). The ominous Covid-19 forced tertiary education institutions in Indonesia to employ ERT, both synchronous and asynchronous online teaching, from March 2020. Not all existing lecturers were professionally ready for this change, specifically senior lecturers who had been teaching for more than 25 years. These senior lecturers entered into unfamiliar territory as they had been experiencing the drastic transition to ERT. This transition could be viewed as a learning process as t
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Cooper, Trudi. "Rethinking teaching excellence in Australian higher education." International Journal of Comparative Education and Development 21, no. 2 (May 13, 2019): 83–98. http://dx.doi.org/10.1108/ijced-10-2018-0038.

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Purpose The purpose of this paper is to explore: why the concept of teaching excellence has been uncritically accepted into the lexicon of university management; and how it has been used to co-opt university teaching staff into supporting the myth that teaching quality can be maintained as financial support for teaching has declined. Design/methodology/approach This paper is conceptual and analytical rather than empirical and a critical management perspective is adopted. Findings Per capita funding of university teaching has declined steadily. The concept of teaching excellence has been used t
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Orsini-Jones, Marina. "Implementing institutional change for languages: online collaborative learning environments at Coventry University." ReCALL 11, no. 2 (September 1999): 61–73. http://dx.doi.org/10.1017/s0958344000004973.

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This paper stems out of the author's work developed thanks to her secondment as the representative for Languages to the Task Force for Teaching, Learning and Assessment at Coventry University. The aim of the secondment is to disseminate a recognised model of good CALL practice, the FREE - Fluid Role-Exchange Environment (Orsini-Jones and Jones 1996, Orsini-Jones 1999), to other areas of Italian Studies, to languages other than Italian and to the rest of the university. This paper will show how the model was disseminated to the teaching of EFL and Italian translation studies via the use of the
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Connor, Larry J. "Structural Change in Higher Education: Implications for Agricultural Economics Academic Programs." Journal of Agricultural and Applied Economics 25, no. 1 (July 1993): 122–30. http://dx.doi.org/10.1017/s107407080001868x.

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AbstractMajor changes affecting Agricultural Economics include: level and sources of funding, increased accountability, a renewed emphasis on teaching, increasing university and college linkages, an evolving student base, and the continuing adoption of educational technology. Major implications include: broader faculty teaching involvement, agribusiness program development, expanding multidisciplinary majors, Ph.D. program modifications for teacher preparation, expanding professional M.S. degrees, graduate program size and specialization reductions, alternative financing of graduate education,
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Gallinat, Anselma. "Student engagement in the management of accelerated change." Learning and Teaching 11, no. 1 (March 1, 2018): 35–56. http://dx.doi.org/10.3167/latiss.2018.110103.

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The prospect of the increase in tuition fees in England from 2012 pulled learning and teaching into the limelight as universities sought to safeguard student recruitment and league table positions in an envisioned new era of increased market competition. As each institution sought to market itself to potential students with a specific learning and teaching ‘offer’, local subject areas faced increasing demands for quality monitoring as well as a host of initiatives and changes to their existing provision. The acceleration of change brought to the fore structures and dynamics that are usually di
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Chukurliev, Hristo. "Teaching the Generation Z." EDEN Conference Proceedings, no. 1 (June 16, 2019): 475–80. http://dx.doi.org/10.38069/edenconf-2019-ac-0053.

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The article presents the experience of New Bulgarian University to create a training program for its academic staff to resume bilateral communication with students born after 2000. It examines the alienation of the faculty from the students due to digital technologies and the change in the perception of knowledge as a value and access to information. It presents results of a survey of the professors’ opinion and presents a structure of a training program.
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Muñoz-Oyarce, Francisca, Eugenio Merellano-Navarro, Marta Rios Chandia, and Manuel Monzalve Macaya. "Perspective of Teaching in University Professors: Case Study in A Chilean University." International Journal of Higher Education 10, no. 2 (November 30, 2020): 140. http://dx.doi.org/10.5430/ijhe.v10n2p140.

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The present study aims to critically analyse university teaching from the perspective of the actors themselves, since the exercise of teaching allows the teacher to look at their pedagogical practice, interpret it, and recreate it, also turning it into a source of learning from a perspective of change and innovation. In methodological terms, the study is based on the interpretive paradigm which is intended to understand how teachers mean the teaching process, therefore, the methodology option is qualitative through the case study. The data have been obtained through focus groups, with the part
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Esposti, Mirko Degli, Olivia Bernardi, and Luciana Sacchetti. "The Unibo energy saving and climate change approach." E3S Web of Conferences 48 (2018): 03002. http://dx.doi.org/10.1051/e3sconf/20184803002.

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For the university of Bologna, the core of sustainability combines both environmental and social dimensions: enhancement of the territory, ensuring its protection and the renewal of its natural resources and the ability of the parties involved, encouraged by the concerted efforts of the various institutions, to work together effectively. The commitment of the university is to reduce the impact on the environment deriving from its activities and to encourage the community to assume responsible and environmentally respectful behaviours. Since 2016, the university integrates its Strategic Plan wi
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Thorndycroft, Faye. "Teaching the scientists of tomorrow: A PhD student's passion for science." Biochemist 28, no. 3 (June 1, 2006): 56–57. http://dx.doi.org/10.1042/bio02803056.

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Are you looking for freedom at work, job satisfaction and a chance to change the world? Hannah Baker, the Biochemical Society's Professional and Education Projects Manager, interviewed Faye Thorndycroft, a 24-year-old PhD student at the University of East Anglia in Norwich, about what biochemistry means to her and why she's sticking with research… the perfect job!
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Peterson, Blake E. "Linear and Quadratic Change: A Problem from Japan." Mathematics Teacher 100, no. 3 (October 2006): 206–12. http://dx.doi.org/10.5951/mt.100.3.0206.

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n the fall of 2003, I had the opportunity to conduct some research on the student teaching process in Japan. During my seven weeks of research at the junior high school affiliated with Ehime University in Matsuyama, Japan, I observed mathematics lessons taught by student teachers as well as many more lessons taught by experienced teachers. The basis for most of these lessons was wonderfully rich mathematics problems. In these lessons a problem was posed to students, time was given for them to explore it, and then a discussion of the solutions to the problem took place. A detailed description o
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Peterson, Blake E. "Linear and Quadratic Change: A Problem from Japan." Mathematics Teacher 100, no. 3 (October 2006): 206–12. http://dx.doi.org/10.5951/mt.100.3.0206.

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n the fall of 2003, I had the opportunity to conduct some research on the student teaching process in Japan. During my seven weeks of research at the junior high school affiliated with Ehime University in Matsuyama, Japan, I observed mathematics lessons taught by student teachers as well as many more lessons taught by experienced teachers. The basis for most of these lessons was wonderfully rich mathematics problems. In these lessons a problem was posed to students, time was given for them to explore it, and then a discussion of the solutions to the problem took place. A detailed description o
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Pickering, Angela M. "Learning about university teaching: reflections on a research study investigating influences for change." Teaching in Higher Education 11, no. 3 (July 2006): 319–35. http://dx.doi.org/10.1080/13562510600680756.

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Trigueros, Maria, and Maria-Dolores Lozano. "Teacher change: ideas emerging from a project for the teaching of university mathematics." Teaching in Higher Education 20, no. 7 (August 14, 2015): 699–710. http://dx.doi.org/10.1080/13562517.2015.1069265.

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Memon, Rafique, and Richard Badger. "Purposeful change? Changing the teaching of reading in a regional university in Pakistan." System 35, no. 4 (December 2007): 551–65. http://dx.doi.org/10.1016/j.system.2007.04.003.

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Workman, Erin, Peter Vandenberg, and Madeline Crozier. "Drafting Pandemic Policy: Writing and Sudden Institutional Change." Journal of Business and Technical Communication 35, no. 1 (September 21, 2020): 140–46. http://dx.doi.org/10.1177/1050651920959194.

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This article reports findings from an institutional ethnography of university stakeholders’ writing in the early days of the COVID-19 pandemic, illustrating the affordances of this methodology for professional and technical communication. Drawing on interview transcripts with faculty and administrators from across the university, the authors contextualize the role of writing in the iterative, collaborative, distributed writing processes by which the university transitioned from a traditional A–F grading scheme to a pass or fail option in just a few business days. They analyze these stakeholder
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Crick, Tom. "Covid-19 and Digital Education: a Catalyst For Change?" ITNOW 63, no. 1 (February 16, 2021): 16–17. http://dx.doi.org/10.1093/itnow/bwab005.

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Abstract While education still faces huge challenges, including the rapid shift to online learning, teaching and assessment, there may be some light at the end of the tunnel, writes Tom Crick MBE FBCS, Professor of Digital Education & Policy at Swansea University.
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Odame, Helen Hambly, and Natalie Oram. "Teaching and Learning Communication Process as Community-based Transdisciplinary Inquiry." Nordicom Review 33, Special-Issue (December 1, 2012): 177–88. http://dx.doi.org/10.2478/nor-2013-0034.

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Abstract This article discusses experiences in teaching and learning communication processes oriented towards social change and development, specifically, using the approach known as community service learning (CSL). The relevance of CSL is that it mobilizes university students as communicators and seeks to develop global consciousness through transdisciplinary inquiry with local communities. Using the case of an undergraduate course at the University of Guelph (Canada) involving 33 CSL individual and team projects, this article reinforces the importance of experiential learning for teaching a
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Peseta, Tai. "Special Edition: Journal of University Teaching and Learning Practice Editorial 9.3." Journal of University Teaching and Learning Practice 9, no. 3 (July 1, 2012): 2–5. http://dx.doi.org/10.53761/1.9.3.1.

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This Special Edition of JUTLP is unique in that it examines a single university's approach to curriculum reform, providing insights from many of the people who were engaged in the process. At La Trobe University in Australia the mechanism for engaging in discussions at a university level has been encapsulated in an institutional strategy known as Design for Learning (DfL) (La Trobe University 2009). From 2007, former Deputy Vice-Chancellor (Academic) Belinda Probert and former Pro ViceChancellor (Curriculum and Academic Planning) Tom Angelo, led an exciting and edgy curriculum change initiativ
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Steffen, Heather. "Inventing Our University: Student-Faculty Collaboration in Critical University Studies." Radical Teacher 108 (May 31, 2017): 19–27. http://dx.doi.org/10.5195/rt.2017.370.

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In this article, Heather Steffen reflects on her recent participation in a student-faculty collaborative research project, All Worked Up: A Project about Student Labor, and her experience teaching critical university studies. She considers the questions: What does critical university studies offer to students? What can students contribute to critical university studies? And how might such exchanges lead us beyond scholarship, enable us to build solidarity, and empower us to invent a new university, our university, that serves students, scholar-teachers, and its diverse publics rather than the
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Canós Darós, Lourdes, Carlos Pons Morera, Cristina Santandreu Mascarell, and Pilar I. Vidal-Carreras. "Evaluation of teaching: some reflections." WPOM-Working Papers on Operations Management 8 (June 7, 2017): 67. http://dx.doi.org/10.4995/wpom.v8i0.7163.

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In this paper we present some reflections about the process of evaluation of teaching as a starting point for an improvement. Without information there cannot be change. Any improvement in the classroom requires dealing with information coming from, first, the students as counterpart in the university learning teaching process; second, other colleagues who give their professional opinion and; third, of ourselves as lecturers, so that a complete evaluation is made from all points of view.
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Clifford, Patricia, and Sharon Friesen. "Teaching and Practice." Harvard Educational Review 63, no. 3 (September 1, 1993): 339–59. http://dx.doi.org/10.17763/haer.63.3.y112450043270360.

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Patricia Clifford and Sharon Friesen are team teachers in an open-area classroom at University Elementary School in Calgary, Alberta, Canada. In this article, they capture their process of creating, with their students, a curriculum that takes its life from the interests and varied experiences of their classroom community. Using excerpts from their teaching journals, the authors recount their work with a classroom of six- and seven-year-olds, in which they continually question, challenge, and ultimately change fundamental assumptions about the education of young children. Through the voices an
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Long, Wo Yun. "Research on College Physics Teaching by Self-Exploration in Agricultural University." Advanced Materials Research 271-273 (July 2011): 1801–4. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1801.

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China is a big agricultural country, and training qualified agricultural talents relates to long-term development of our country. College physics is one of the important foundation courses in agricultural university, but the classroom teaching current faces severe challenges. To improve the efficiency of college physics teaching, we propose to a new type of teaching mode which explored independently by the students themselves. It can change the boring classroom atmosphere, and effectively stimulate students’ learning enthusiasm. So it can improve the teaching efficiency and promote agricultura
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Jeggels, June Deanna, A. Traut, and F. Africa. "TRAINED NURSE PRECEPTORS’ PERCEPTIONS OF A PRECEPTORSHIP TRAINING PROGRAMME OFFERED BY A UNIVERSITY IN THE WESTERN CAPE." Africa Journal of Nursing and Midwifery 16, no. 2 (January 21, 2015): 16–29. http://dx.doi.org/10.25159/2520-5293/29.

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The School of Nursing at the University of the Western Cape (UWC) and the Directorate of Nursing Services in the Western Cape Department of Health undertook a collaborative project to strengthen the clinical teaching skills of professional nurses in the province. A preceptorship training programme was developed by the school and professional nurses from public hospitals and higher education institutions attended the training. It was, however, unclear whether they perceived a change in clinical teaching skills following the training. The purpose of this research was to explore the trained nurse
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Barbato, Giovanni, Roberto Moscati, and Matteo Turri. "Is the role of academics as teachers changing? An exploratory analysis in Italian universities." Tuning Journal for Higher Education 6, no. 2 (May 29, 2019): 97–126. http://dx.doi.org/10.18543/tjhe-6(2)-2019pp97-126.

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University teaching is under pressure to evolve in line with the social, cultural and economic changes of modern society. This process inevitably affects the professional profile of academics since it creates an increasing tension between the traditional modes of teaching and the learning styles and professional expectations of students. This article analyses, both theoretically and empirically, the process of change of university teachers in the face of today’s challenges. The empirical analysis is based on the Italian university system, which has always been characterised by an overall reluc
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Webster, Ray, and Fay Sudweeks. "Personalization and learning: innovative approaches to teaching for e-learning." Psicologia Escolar e Educacional 11, spe (December 2007): 93–101. http://dx.doi.org/10.1590/s1413-85572007000300009.

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This paper suggests that for academics to be good teachers, especially in the context of e-Learning, they need to understand learning. This is especially important with the associated changes in higher education as we move towards the knowledge society. E-Learning is embedded in learning and, without an understanding of what learning encompasses, it can be difficult for academics to develop into good teachers. It is suggested that, although this may appear to be a simple aim, it is not necessarily understood or applied by university academics in their teaching. One inference is that university
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