POGIL is an acronym for Process Oriented Guided Inquiry Learning. It is a student-centered, group-learning instructional strategy and philosophy developed through research on how students learn best
The website is a resource on capstone curriculum, units and courses across the disciplines, developed as part of a National Senior Teaching Fellowship funded by the Australian Government Office for Learning and Teaching (OLT) in 2013-2015.
he Teaching Commons website is where all members of the Stanford community find resources, consider solutions, and explore strategies curated from across the university to enhance their teaching and learning practices.
Aligned with Stanford University’s Presidential IDEAL initiative—Inclusion, Diversity, Equity, and Access in a Learning Environment—and CTL’s core mission to support evidence-based and inclusive instruction, the program is designed for instructors and departments and programs enrolling Stanford undergraduate and graduate students, across schools and disciplines.
The CU Science Education Initiative was
a university-supported, 10-year, $5M project to improve how we teach science to all undergraduate students. The SEI centered on department-based Discipline-Based Education Specialists (DBESs); disciplinary experts with training in the science of teaching and learning who serve as catalysts of change within departments. The initiative completed in 2013.
The Carl Wieman Science Education Initiative (CWSEI) has dramatically improved undergraduate science education through its participating UBC Science faculty members adopting evidence-based, interactive teaching methods. Over 200 course projects were undertaken, leading to substantial improvements in over 100 courses, reaching over 16,000 UBC undergraduates each year (about three-quarters of student enrolment in the Faculty of Science). A key aspect of the model for change was the embedding of Science Teaching and Learning Fellows in departments to support a four-step, scientific approach to teaching:
Establish what students should learn
Scientifically measure what students are actually learning
Adapt instructional methods and curriculum and incorporate effective use of technology and pedagogical research to achieve desired learning outcomes
Disseminate and adopt what works
This Web site presents the findings and outcomes of Sally Kift’s Australian Learning and Teaching Council (ALTC) Senior Fellowship, Articulating a Transition Pedagogy to Scaffold and to Enhance the First Year Student Learning Experience in Australian Higher Education to Enhance Transition. We hope you will find this site useful.
Au sein de l’Université de Liège, le LabSET est un centre d’expertise, de recherche et de formation dédié aux questions d’apprentissage. Il aide les formateurs, les enseignants, les entreprises et les institutions à placer les technologies au service de l'apprentissage.
L’équipe du LabSET crée avec ses partenaires des dispositifs de formation qui exploitent efficacement ces synergies. Elle évalue également des programmes de formation et développe des outils pédagogiques. Elle est spécialisée dans le développement professionnel des formateurs et des enseignants.
The Transparency in Learning and Teaching project aims to improve higher education teaching and learning experiences for faculty and students through two main activities:
1Promoting students' conscious understanding of how they learn
2Enabling faculty to gather, share and promptly benefit from current data about students' learning by coordinating their efforts across disciplines, institutions and countries
The Teaching Practices Inventory (formerly called the "Teaching Practices Survey") was designed to characterize the teaching practices used in undergraduate science and mathematics courses. The inventory requires 10-15 minutes to fill out and provides a detailed characterization of practices used in all aspects of a "lecture" course (it is not suitable for use with courses that are primarily laboratories, seminars, or project courses). It has been tested with several hundred faculty members at UBC and refined over a 6-year period.
Ako Aotearoa is a government-funded organisation committed to supporting the country’s tertiary sector teachers, trainers and educators be the best they can be for the learners' success.
The framework identifies the diverse range of teaching and support roles and environments. These are reflected and are expressed in the Dimensions of Professional Practice. The UKPSF clearly outlines the Dimensions of Professional Practice with HE teaching and learning support
The Career Framework for University Teaching is designed to guide and support the career progression of academics on the basis of their contribution to teaching and learning. Offering both a structured pathway for academic career progression and an evidence base on which to demonstrate and evaluate teaching achievement, the Framework provides a resource that universities can adapt to their academic career structures and progression points. It can be used at each stage of the academic career, including appointment, professional development, appraisal and promotion.
The Institute’s mission is to help law schools meet those obligations through its work to improve the quality of teaching and learning in legal education.
THE INSTITUTE'S GOALS ARE TO:
provide national leadership on effective teaching and learning in law schools through its conferences, training programs, and consulting services;
maintain a national reputation for quality programs, responsiveness to law teachers' needs, and innovation in law teaching;
support student-centered curriculum reform;
serve as a clearinghouse for resources on improving the quality of legal education; and
support research and development of materials to enhance teaching and learning in law schools.
A framework that provides universities and their academic staff with a practical and flexible guide for clarifying what constitutes quality teaching and how it can be evidenced.