Select an item by clicking its checkbox
Enhancement of Teaching Pilot Project
Proposal abstract :
A one-year pilot project to enhance the quality of teaching and learning based on a succesful American Association for Higher Education program to formalize peer mentoring among faculty and to create a culture which promotes commitment to strengthening faculty teaching skills.
Learning Abstract :
The program sought to conduct a one-year pilot project to enhance the quality of teaching and learning among the faculty at Hebrew Union College-Jewish Institute of Religion. This would include the following components: a) teaching as scholarship - - reflections on syllabi; b) capturing the particulars of classroom practice; c) putting the focus on student learning.
The pilot project was developed at the Los Angeles campus. Some of the issues raised included the following: the strengths and limitations of content coverage versus depth of knowledge; the tension between imparting practical, professionally oriented training and encouraging abstract, critical thinking and scholarly rigor; the relationship between academic learning and experience in the field; articulating expectations to learners effectively; and faculty assumptions about students' backgrounds, knowledge, needs, expectations, and habits of mind.
A one-year pilot project to enhance the quality of teaching and learning based on a succesful American Association for Higher Education program to formalize peer mentoring among faculty and to create a culture which promotes commitment to strengthening faculty teaching skills.
Learning Abstract :
The program sought to conduct a one-year pilot project to enhance the quality of teaching and learning among the faculty at Hebrew Union College-Jewish Institute of Religion. This would include the following components: a) teaching as scholarship - - reflections on syllabi; b) capturing the particulars of classroom practice; c) putting the focus on student learning.
The pilot project was developed at the Los Angeles campus. Some of the issues raised included the following: the strengths and limitations of content coverage versus depth of knowledge; the tension between imparting practical, professionally oriented training and encouraging abstract, critical thinking and scholarly rigor; the relationship between academic learning and experience in the field; articulating expectations to learners effectively; and faculty assumptions about students' backgrounds, knowledge, needs, expectations, and habits of mind.