Faculty Development Centers : Confronting the disparities in the quality of classroom practice globally
| Autoři | |
|---|---|
| Rok publikování | 2015 |
| Druh | Uspořádání workshopu |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | The purpose of this symposium is to begin an ICET collective conversation about the mission and role of faculty development centers at our own institutions with the intention of fostering a collaborative research agenda focused on documenting the 3-way impact of such centers: 1.) effectiveness of the center; 2.) effectiveness of teaching; and 3.) enhancement of student learning. As universities around the world prepare for the increasing demand for data driven instructional decision-making coupled with proof of student learning against outcome-based learning objectives, the role of the faculty development centers (FDCs) on our campuses becomes more prominent. Many ICET institutions have such centers under various names with different structures, missions, and programs. In the 21st century, higher education faculties are perhaps the most critical factor in developing educational programs that support global socioeconomic sustainability. Not only do instructors have to fight to engage students but their programs must prepare graduates who can think critically, have the skills of lifelong learners who can adapt to rapid change, and, at the same time, be ready for the ever changing workplace, Higher education institutions face pressure from the consumer, the workplace, policy makers, and the media to prove that graduates have acquired the education required for society to maintain or improve its level of economic security. The recession of 2008 heightened the tensions. (Partnership Toward 21st Century Skills, 2007; Dolence and Norris, 1995). |
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