Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 938
Book Description
Mentoring Processes in Higher Education
Author: DeAnna M. LaverickPublisher: Springer
ISBN: 3319392174
Category : Education
Languages : en
Pages : 93
Book Description
This book portrays the various ways in which mentoring occurs in higher education. Targeting the stakeholders who benefit from mentoring, namely faculty, graduate and undergraduate students, and their professional colleagues, this book supports those who are involved in the mentoring process. It synthesizes the professional literature on mentoring and shares examples of effective practices that address the needs of mentors and their protégés. The book describes mutual benefits of mentoring, along with the characteristics of effective mentors and the ways in which they may support their protégés. The relationships discussed in Mentoring Processes in Higher Education surround mentoring new faculty; peer mentoring for professional development; mentoring through research, scholarship, and teaching opportunities; and mentoring through field experiences, athletics, and student organizations. The book shares the voices of mentors and their protégés as it illustrates how mentoring relationships form the basis for reflection, a transaction of ideas, and growth in knowledge and skills to ultimately advance the institution and field through a collaborative environment in which stakeholders thrive and are valued for their contributions. The cyclical effect of positive mentoring is illuminated through real-life examples that show how protégés eventually become mentors in a continual process of support.
Faculty Development in the Health Professions
Author: Yvonne SteinertPublisher: Springer Science & Business Media
ISBN: 9400776128
Category : Education
Languages : en
Pages : 446
Book Description
This volume addresses all facets of faculty development, including academic and career development, teaching improvement, research capacity building, and leadership development. In addition, it describes a multitude of ways, ranging from workshops to the workplace, in which health professionals can develop their knowledge and skills. By providing an informed and scholarly overview of faculty development, and by describing original content that has not been previously published, this book helps to ensure that research and evidence inform practice, moves the scholarly agenda forward, and promotes dialogue and debate in this evolving field. It will prove an invaluable resource for faculty development program planning, implementation and evaluation, and will help to sustain faculty members’ vitality and commitment to excellence. Kelley M. Skeff, M.D., Ph.D., May 2013: In this text, Steinert and her colleagues have provided a significant contribution to the future of faculty development. In an academic and comprehensive way, the authors have both documented past efforts in faculty development as well as provided guidance and stimuli for the future. The scholarly and well-referenced chapters provide a compendium of methods previously used while emphasizing the expanding areas deserving work. Moreover, the writers consistently elucidate the faculty development process by highlighting the theoretical underpinnings of faculty development and the research conducted. Thus, the book provides an important resource for two major groups, current providers and researchers in faculty development as well as those desiring to enter the field. Both groups of readers can benefit from a reading of the entire book or by delving into their major area of interest and passion. In so doing, they will better understand our successes and our limitations in this emerging field. Faculty development in the health professions has now received attention for 6 decades. Yet, dedicated faculty members trying to address the challenges in medical education and the health care delivery system do not have all the assistance they need to achieve their goals. This book provides a valuable resource towards that end.
The Question of Competence
Author: Brian D. HodgesPublisher: Cornell University Press
ISBN: 0801465362
Category : Medical
Languages : en
Pages : 239
Book Description
Medical competence is a hot topic surrounded by much controversy about how to define competency, how to teach it, and how to measure it. While some debate the pros and cons of competence-based medical education and others explain how to achieve various competencies, the authors of the seven chapters in The Question of Competence offer something very different. They critique the very notion of competence itself and attend to how it has shaped what we pay attention to—and what we ignore—in the education and assessment of medical trainees. Two leading figures in the field of medical education, Brian D. Hodges and Lorelei Lingard, drew together colleagues from the United States, Canada, and the Netherlands to explore competency from different perspectives, in order to spark thoughtful discussion and debate on the subject. The critical analyses included in the book’s chapters cover the role of emotion, the implications of teamwork, interprofessional frameworks, the construction of expertise, new directions for assessment, models of self-regulation, and the concept of mindful practice. The authors juxtapose the idea of competence with other highly valued ideas in medical education such as emotion, cognition and teamwork, drawing new insights about their intersections and implications for one another.
Faculty Development and Student Learning
Author: William CondonPublisher: Indiana University Press
ISBN: 0253018862
Category : Education
Languages : en
Pages : 172
Book Description
Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students' learning is affected by faculty members' efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.
Competence Assessment in Education
Author: Detlev LeutnerPublisher: Springer
ISBN: 3319500309
Category : Education
Languages : en
Pages : 491
Book Description
This book addresses challenges in the theoretically and empirically adequate assessment of competencies in educational settings. It presents the scientific projects of the priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes,” which focused on competence assessment across disciplines in Germany. The six-year program coordinated 30 research projects involving experts from the fields of psychology, educational science, and subject-specific didactics. The main reference point for all projects is the concept of “competencies,” which are defined as “context-specific cognitive dispositions that are acquired and needed to successfully cope with certain situations or tasks in specific domains” (Koeppen et al., 2008, p. 62). The projects investigate different aspects of competence assessment: The primary focus lies on the development of cognitive models of competencies, complemented by the construction of psychometric models based on these theoretical models. In turn, the psychometric models constitute the basis for the construction of instruments for effectively measuring competencies. The assessment of competencies plays a key role in optimizing educational processes and improving the effectiveness of educational systems. This book contributes to this challenging endeavor by meeting the need for more integrative, interdisciplinary research on the structure, levels, and development of competencies.
Transfer of Learning from a Modern Multidisciplinary Perspective
Author: Jose P. MestrePublisher: Information Age Publishing
ISBN: 9781593111649
Category : Education
Languages : en
Pages : 393
Book Description
Foreword, Robert Dufresne, Jose Mestre and James M. Royer. Re-Framing the Evaluation of Education: Assessing Whether Learning Transfers Beyond the Classroom, Susan M. Barnett and Stephen J. Ceci. How Far Can Transfer Go? Making Transfer Happen Across Physical, Temporal, and Conceptual Space, Diane Halpern and Milt Hakel.
Research in Education
Author: Instructional Design Competencies
Author: Dennis C. FieldsPublisher:
ISBN: 9780937597521
Category : Employee training directors
Languages : en
Pages : 207
Book Description
In 1986, the International Board of Standards for Training, Performance, and Instruction (IBSTPI) published the first edition of "Instructional Design [ID] Competencies: The Standards." It was the culmination of work that began in 1978. In this third edition, IBSTPI presents its latest view of the competencies of instructional designers. It is a greatly expanded view that reflects the complexities of current practice and technology, theoretical advancements, and the social tenor of the times. The level of proficiency described in the 1986 Competencies was taken to represent an instructional designer who would probably have at least three years of experience in the field beyond entry-level training. The current revision takes this notion considerably further in two ways. First, it discriminates between the essential and the advanced levels. Second, it discriminates between competencies which are universally recognized as required of all practitioners and those which have broad but not universal support. The current edition has added a section called "Professional Foundations." This section explicitly recognizes the importance of a knowledge base for ID and the professional responsibility practitioners have for career-long learning and update of that knowledge base. This recognition of knowledge as a foundation to practice was left implicit in the first version. The current revision has also found a way to recognize the importance of technological competence for the practitioner while continuing to recognize both the volatility and the context-specificity of expertise with any particular technology. The section now called "Implementation and Management" represents a considerable strengthening of the intent of the original. This represents both a better awareness of the role these competencies play in ID and also the increasing importance of ID in the success of knowledge-based enterprises, especially in business environments. Chapters are: (1) "Instructional Design Competence"; (2) "The 2000 IBSTPI Instructional Design Competencies"; (3) "The ID Competencies: Discussion and Analysis"; (4) "The Role and Use of ID Competencies"; (5) "The Competencies and ID Specialization"; and (6) "The Competency Validation Research." Appendices include the 1986 ID Competencies and Performance Statements, a glossary, bibliography, IBSTPI Code of Ethical Standards for Instructional Designers, and list of organizations participating in Competency validation. (Contains 48 references.) (AEF)
Handbook of Research on Professional Development for Quality Teaching and Learning
Author: Petty, TeresaPublisher: IGI Global
ISBN: 152250205X
Category : Education
Languages : en
Pages : 859
Book Description
As educational standards continue to transform, it has become essential for educators and pre-service teachers to receive the support and training necessary to effectively instruct their students and meet societal expectations. However, there is not a clear consensus on what constitutes teacher effectiveness and quality within the education realm. The Handbook of Research on Professional Development for Quality Teaching and Learning provides theoretical perspectives and empirical research on educator preparation and methods for enhancing the teaching process. Focusing on teacher effectiveness and support provided to current and pre-service educators, this publication is a comprehensive reference source for practitioners, researchers, policy makers, graduate students, and university faculty.
Developing Effective 16-19 Teaching Skills
Author: John ButcherPublisher: Routledge
ISBN: 113433463X
Category : Education
Languages : en
Pages : 180
Book Description
Developing Effective 16-19 Teaching Skills aims to enhance the competence of student- teachers in secondary schools and FE college as they confront sixteen to nineteen teaching for the first time. Based around the new standards set out in Qualifying to Teach and the Fento standards, the book will help student- teachers address the different teaching strategies needed to teach post-sixteen students. The book will also appeal to practising teachers who are looking for a fresh perspective. Full of case studies and questions for reflection, this comprehensive textbook includes chapters on: sixteen to nineteen teaching contextualized effectiveness defined avoiding preconceptions sixteen to nineteen: planning for differentiation subject expertise assessment sixteen to nineteen active learning in the sixteen to nineteen classroom the importance of the tutor role in sixteen to nineteen teaching learning with colleagues: developing a career in sixteen to nineteen teaching. Emphasizing the minimal attention given to sixteen to nineteen teaching in the Standards for Secondary QTS, the book is organized to prompt trainee teachers to draw more fully on sixteen to nineteen evidence and enhance their competence and confidence in teaching that phase. Trainee college teachers are also given a route to meeting the FENTO standards.