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.
Problem-Based Learning (PBL) offers you a different way of learning from traditional university education. You work in small tutorial groups, engage in hands-on training and attend (far) fewer lectures. Under the supervision of a tutor, you team up with ten to fifteen students to tackle real-life challenges. PBL is an active way of learning that gives you better retention of knowledge, enhances your motivation and encourages you to develop skills that are essential for the labour market in the 21st century. In short: PBL is all about you, your tutors are very approachable and you learn together in a dynamic way, helping form you into an assertive professional.
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 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.
The Faculty Resource Library is a joint project of NASPA's Faculty Council and ACPA's Commission on Professional Preparation. The goal is to avoid duplication of efforts and provide one site for faculty to begin their search for resources related to teaching, learning, and program coordination.
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.
The goal was to bring the science of learning into the classroom and kickstart the development of easy-to-use professional development materials. We also wanted to collaborate with teachers, and learn from them what was effective, or not, when implementing science-based practices. In other words, we were interested in listening to teachers about implementing the research, rather than telling them what they “should do.”
SEDA is publishing online both on its website and on its blog one of Graham Gibbs' '53 Powerful Ideas All Teachers Should Know About', with the intention of prompting debate about the underlying basis of our work. Graham has also invited a number of well respected international thinkers and writers about university teaching, and how to improve it, to each contribute one idea to the '53 Powerful ideas' collection. To comment on and discuss these ideas, have a look at our blog. Once all 53 ideas have been published, the intention is to hand over to our community and publish one idea from members each week, to continue the debate.
This site is an archive of the important publications and presentations during my career as a university professor. Please contact me for lectures or consulting.
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving — Designing — Implementing — Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering.