Bøger i JB - Anker serien

This book records the story of how one professor at a research university used a form of active learning to change the way he taught-from traditional lecture and examinations to cooperative learning and student projects.

Faculty are often motivated to change the activities and design of their courses for reasons not based on data. In Meaningful Course Revision, the author seeks instead to illustrate how the appropriate use of multiple, direct measures of student-learning outcomes can lead to enhanced course development and revision.

What is the appropriate role of technology in teaching and learning environments? In this collection of essays, technology is described as an enabler. The contributing authors explain and analyze the ways in which they have incorporated interactive technologies into their instructional practices and curriculum.

Over recent decades, the evaluation of teaching has undergone dramatic change.

The development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development.

In recent years, new expectations of higher education from parents, employers, trustees, and government leaders have contributed to broad institutional changes. Recognizing that the quality of a university or college is closely related to that of its faculty members, many institutions have increased their efforts to support and enrich faculty work.

This book is a guide for the development and implementation of problem-based learning (PBL) in college-level courses.

The new edition of this bestselling book builds on the author's extensive administrative and consulting experience as well as scholarship on faculty rewards. It includes additional discussion of important foundational issues as well as practical forms and ideas gleaned from disciplinary groups and campuses throughout the nation.

An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.

This practical book shows instructors how to communicate the organization of their course to students in a graphic syllabus (a one-page diagram or concept map of the topical organization) and an outcomes map (a one-page flowchart of the sequence of learning objectives and outcomes).

Teaching large classes is a fact of life for professors at many institutions. In addition to pedagogy, instructors of these courses must also be concerned with legal, ethical, financial, technological, personnel, and management issues. Virtually all introductory courses are large ones, as are the popular intermediate courses at large institutions.

The Challenges and Joys of Juggling There has been growing demand for workshops and materials to help those in higher education conduct and use the scholarship of teaching and learning. This book offers advice on how to do, share, and apply SoTL work to improve student learning and development.

Many resources on implementing general education are available, but few are written to help those faculty and administrators responsible for general education with its evaluation.

In this stimulating collection of stories, ten academic leaders reflect from personal experience on leadership in place-an emergent mode of leadership that brings people together in order to effect organizational change.

Technology is continually changing the world. In higher education in particular, new technologies can be applied to great advantage by campus communities seeking to offer better services for students in more efficient ways.

This handbook provides a systematic, proven approach for developing a fair and consistent faculty evaluation system that can be adapted to the unique values, needs, missions, traditions, and overall culture of any institution.

This important book addresses the prevalence of faculty incivility, camouflaged aggression, and the rise of an academic bully culture in higher education. The authors show how to recognize a bully culture that may form as a result of institutional norms, organizational structure, academic culture, and systemic changes.

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 23 of To Improve the Academy is a collection of articles that explore the emerging climate of change is providing a backdrop for the concerns and constituents of higher education.

A joint publication from the American Association for Higher Education's New Pathways Project and Anker Publishing Company, this book is the second in a series on review, renewal, and vitality of tenured faculty. Discussed here is how to report the results of post-tenure review responsibly, accurately, and effectively.

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 22 of To Improve the Academy is a collection of articles that focus on the role of faculty, instructional, and organizational development in ensuring excellence in education.

This is a concise, easy-to-use guide for committee members involved in the review of faculty for tenure, post-tenure, promotion, or contract renewal. While the focus of these committees is somewhat different across institutions, the questions asked, the data collected, and the need for a high-quality, equitable process is consistent.

Academic administrators occupy a position that is highly complex and entails unrelenting demands such as managing heightened workloads, stretching ever-tightening budgets, and promoting collegiality among intensely driven individuals. At the same time, administrators are facing increased accountability for their job performances.

This innovative handbook provides a range of models for undergraduate student-assisted teaching partnerships to help faculty, faculty developers, and administrators make learning more student-centered, more effective, and more productive.

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 18 of To Improve the Academy is a collection of articles that reflect upon the changing priorities within faculty development.

This book is an ideal resource for those making the transition from graduate student to new faculty member in engineering and science. Developed through years of use with new faculty, it tackles the two themes that will be constant in a young faculty member's career: teaching and research.

With higher education's refocus over the last three decades on bringing greater recognition and reward to good teaching, the idea of peer review has gained popularity. One tool for documenting and reflecting on the quality of teaching and student learning is a course portfolio.

Successful service-learning programs offer college students valuable hands-on learning experiences as they partner with their communities in cooperative service efforts.

Since its original publication in 1997, this book has become a must-have resource for college faculty new and experienced, two-year and four-year, at institutions across the U.S. and Canada. Its learning-centered approach has proven highly successful.

Written by experts in teaching and administration, this guide offers practical, research-based information for faculty members and administrators in search of new approaches for assessing and improving faculty potential.

A fatal flaw in accountability programs is the fragmented university that leaves academic departments-the units most responsible for institutional results-out of the performance loop.