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Faculty Learning Communities: Chancellor's Learning Scholars for Student Success (en Inglés)
Galle, Jeffery W. ; Domizi, Denise Pinette (Autor)
·
Rowman & Littlefield Publishers
· Tapa Blanda
Faculty Learning Communities: Chancellor's Learning Scholars for Student Success (en Inglés) - Galle, Jeffery W. ; Domizi, Denise Pinette
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Origen: Estados Unidos
(Costos de importación incluídos en el precio)
Se enviará desde nuestra bodega entre el
Viernes 19 de Julio y el
Viernes 02 de Agosto.
Lo recibirás en cualquier lugar de España entre 1 y 5 días hábiles luego del envío.
Reseña del libro "Faculty Learning Communities: Chancellor's Learning Scholars for Student Success (en Inglés)"
This book offers a game plan for developing faculty expertise in student success pedagogies across disciplines through hundreds of supported faculty learning communities (FLC). Using the FLC as a foundation and offering support and training for individual faculty moderators/facilitators, the program establishes systemwide conversations around selected topics and pedagogies. The topics have been selected as evidence-based practices that can be used across the disciplines to inform faculty and support student success in undergraduate coursework. These pedagogies include: transparency in learning and teaching (TiLT), inclusive pedagogy, course redesign, mindset, High Impact Practices, strategies from neuroscience, Small Teaching, and SoTL. The program is set in motion by nominations for facilitators (Chancellor's Learning Scholars, CLS) from institutional academic leaders, an individual application, and confirmation. Training for the CLS is provided by the system's Office of Faculty Development and supported by directors of the institutional teaching centers. The formation of each FLC, the identification of course products and changes emerging from the FLC, and the full story of each FLC is contained in the annual report. All told, the program has involved 2500 faculty and thousands of course changes. Finally, the book offers evaluation of three types--by USG office, by system's teaching center directors, and by the analysis of the final reports submitted each year.
