Faculty development and student learning : assessing the connections / William Condon [and four others] ; foreword by Mary Taylor Huber ; afterword by Richard Haswell.

Format:

Book

Author/Creator:

Condon, William, 1950- author.

Contributor:

Huber, Mary Taylor, 1944- writer of foreword.

Haswell, Richard, 1893-1972, writer of afterword.

Series:

Scholarship of teaching and learning.

Scholarship of Teaching and Learning

Language:

English

Subjects (All):

College teachers--In-service training.

College teachers.

Physical Description:

1 online resource (172 p.)

Edition:

1st ed.

Place of Publication:

Bloomington, Indiana ; Indianapolis, [Indiana] : Indiana University Press, 2016.

Language Note:

English

Summary:

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.

Contents:

Cover; Contents; Foreword: Pathways from Faculty Learning to Student Learning and Beyond; 1 Connecting Faculty Learning to Student Learning; 2 Sites of Faculty Learning; 3 Seeking the Evidence; 4 Faculty Learning Applied; 5 Spreading the Benefits; 6 Reaching Students; 7 Faculty Development Matters; Afterword: Afterward; Acknowledgments; Appendix 1. Guide to Rating Critical Thinking; Appendix 2. Methodologies in the Study at Carleton; Appendix 3. History of the Critical Thinking Rubric; Appendix 4. Rating Forms; Notes; References

Notes:

Description based upon print version of record.

Includes bibliographical references.

Description based on print version record.

ISBN:

9780253018861

0253018862

OCLC:

928626426