## Abstract Although there is a need for continued pedagogical advancement in science undergraduate education, what is needed more urgently is more widespread adaptation of pedagogical practices that research has already shown to promote learning. Those practices include interactive engagement peda
Assessing faculty learning communities
β Scribed by Harry Hubball; Anthony Clarke; Andrea L. Beach
- Publisher
- John Wiley and Sons
- Year
- 2004
- Tongue
- English
- Weight
- 80 KB
- Volume
- 2004
- Category
- Article
- ISSN
- 0271-0633
- DOI
- 10.1002/tl.136
No coin nor oath required. For personal study only.
β¦ Synopsis
Abstract
Evaluation and assessment are critical to the success of FLCs, and authentic assessment has the potential to contribute greatly to the quality of FLC experiences in terms of both process and outcomes.
π SIMILAR VOLUMES
## Abstract Faculty learning communities have many attributes that can contribute to the successful preparation of graduate students as future faculty members.
## Abstract Faculty learning communities create connections for isolated teachers, establish networks for those pursuing pedagogical issues, meet earlyβcareer faculty expectations for community, foster multidisciplinary curricula, and begin to bring community to higher education.
## Abstract This chapter reports the results of a series of surveys that investigated the locations and attributes of FLCs, including type of institution and FLC sizes, budgets, participants, and activities.
## Abstract As FLC programs expand, there is an increasing need to use technology and diplomacy to manage the details of multiple concurrent FLCs.
## Abstract Faculty members' productivity may shift over time, not as a function of age but as a function of the amount of time a senior faculty member spends with colleagues (Bland and Bergquist, 1997). This chapter shows how faculty learning communities can provide the opportunities and connecti