Professional and Organizational Development Network in Higher Education
Date of this Version
2008
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2008) 26
doi: 10.3998/tia.17063888.0026.018
Abstract
This chapter describes how we incorporated project-based learning into a yearlong faculty development program at a research-intensive private university located in the Midwest. This inquiry-based approach fosters critical reflection on teaching and promotes learner-focused teaching in a manner that encourages deeper student approaches to learning. We use case studies, drawn from critical accounts of faculty projects, to illustrate a model that depicts how faculty understand improvement in their teaching and to identify key program elements that facilitated the adoption of learning-focused teaching practices by our participants.
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Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND