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Scholarship
July 3, 2025
Rethinking Teaching in Higher Education: From a Course Design Workshop to a Faculty Development Framework
- Author
- Saroyan, Alenoush, and Cheryl Amundsen, eds.
- Publisher
- Stylus, Sterling, VA
- ISBN
- 1579220479
- Table of Contents
-
Tables
Figures
Preface
Acknowledgments
ch. 1 The Course Design and Teaching Workshop: Why and What? (Alenoush Saroyan)
ch. 2 Assumptions Underlying Workshop Activities (Alenoush Saroyan)
ch. 3 Analysis of Course Content (Cheryl Amundsen, Alenoush Saroyan, and Janet Donald)
ch. 4 Clarifying Learning (Janet Donald)
ch. 5 Designing Teaching for Student Learning (Cheryl Amundsen, Laura Winer, and Terry Gandell)
ch. 6 Evaluating Student Learning (Cynthia Weston and Lynn McAlpine)
ch. 7 The Final Step: Evaluation of Teaching (Alenoush Saroyan)
ch. 8 Impact of the Course Design and Teaching Workshop (Ralph Harris)
ch. 9 The Developers' Apprentices (Myron J. Frankman)
ch. 10 The Challenge to Unlearn Traditional Language (Richard Harris)
ch. 11 Teaching between the Cracks (Richard Janda)
ch. 12 Toward a Comprehensive Framework of Faculty Development (Lynn McAlpine and Alenoush Saroyan)
ch. 13 Development Activities: Case Descriptions from Management and Engineering (Lynn McAlpine, Alenoush Saroyan and Laura Winer)
Appendices
Index
About the Editors and Contributors
Teachers in higher education are constantly looking for ways to engage students and motivate them to respond creatively and actively to their disciplines -- but frequently lack the formal grounding in teaching to design effective courses and implement appropriate learning strategies.
This book reflects and incorporates McGill University's thirty years' experience developing teaching programs and workshops at its Centre for University Teaching and Learning.
Eight authors from the Centre, working as a coordinated team, here develop their most successful program into a portable workshop for anyone who is interested in improving their teaching knowledge and skills. The program in question is a week-long intensive workshop that offers professors in an opportunity to discuss their teaching, reflect on it, and put new strategies into practice to enhance the quality of student learning.
This book takes the reader through the process, walking him or her through the principles of course design and teaching, and providing concepts to frame them within the reader's disciplinary knowledge and expertise. The book also incorporates the perspectives of professors from a wide range of disciplines who participated in the program, and who offer their personal accounts of conceptual change about teaching and learning and their current involvement toward the improvement of student learning.
This book will appeal to new and seasoned teachers in higher education, as well as to graduate students planning an academic career and wanting to develop their teaching skills.
For faculty developers the book captures and reflects the thinking behind the development of this workshop, its evolution since it was first implemented in 1993, and constitutes a practical guide for designing and implementing similar workshops. (From the Publisher)
This book reflects and incorporates McGill University's thirty years' experience developing teaching programs and workshops at its Centre for University Teaching and Learning.
Eight authors from the Centre, working as a coordinated team, here develop their most successful program into a portable workshop for anyone who is interested in improving their teaching knowledge and skills. The program in question is a week-long intensive workshop that offers professors in an opportunity to discuss their teaching, reflect on it, and put new strategies into practice to enhance the quality of student learning.
This book takes the reader through the process, walking him or her through the principles of course design and teaching, and providing concepts to frame them within the reader's disciplinary knowledge and expertise. The book also incorporates the perspectives of professors from a wide range of disciplines who participated in the program, and who offer their personal accounts of conceptual change about teaching and learning and their current involvement toward the improvement of student learning.
This book will appeal to new and seasoned teachers in higher education, as well as to graduate students planning an academic career and wanting to develop their teaching skills.
For faculty developers the book captures and reflects the thinking behind the development of this workshop, its evolution since it was first implemented in 1993, and constitutes a practical guide for designing and implementing similar workshops. (From the Publisher)