高等教育中的教育发展【英文】
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-> many definitions throughout history of faculty support
Definition of academic development
• Academic development = all initiatives taken -both at the central as at the ‘local’ level- in order to support faculty members to fulfil their different roles (teaching, research, …) throughout their academic career • Focus in this workshop on ‘formal’ training of faculty members with regard to their teaching
=> academic development = instrument for qualiacademic development
• Commonly accepted approach to high quality teaching in Higher Education: student-centred approach (<-> teachercentred approach)
Workshop: Academic development in Higher Education
Mieke Clement & Sari Lindblom Ylä nne
Tempus Project Strategic Management of Staff Development at University Dubrovnik March 2005
– origins: new insights about learning (Shuell, 1988) – conceptual basis: teaching conceptions (Kember, 1997)
Objectives of academic development: new insights about learning
Designing academic development: crucial issues
Objectives of academic development
• ‘Holistic’ approach (Brew & Boud, 1996)
– focus on individual needs and career development – focus on organisational needs
Objectives of academic development: importance of teaching conceptions
• Teaching conceptions = specific meanings attached to phenomena which mediate our response to situations involving these phenomena (Pajares, 1992) • Two broad orientations: teacher-centred / contentoriented and student-centred / learning-oriented • Relationship between conceptions, approaches to teaching and quality of student learning
• Learning = constructive, active, cumulative, goal-oriented • Learning involves 3 kinds of processes: cognitive, meta-cognitive and affective
=> The ultimate aim of teaching is to facilitate learning
Our background
• Research based academic development • Scholarship of teaching
Definition of academic development
• What does academic development encompass according to you? • Literature: staff development, faculty development, academic development, educational development …
Designing academic development
• Think back of your ‘student’ time: what were the characteristics of the courses that meant most for you! How did they help you to develop your expertise? • Report on the characteristics that were most powerful
Expectations
• What do you expect of this workshop? • What questions would you like to be answered?
Our objectives
• Clarify current definitions of academic development and come to shared understanding • Discuss issues with regard to academic development • Reflect systematically on elements involved in designing academic development in your institution: objectives, target groups, organisation, evaluation of impact
Definition of academic development
• Academic development = all initiatives taken -both at the central as at the ‘local’ level- in order to support faculty members to fulfil their different roles (teaching, research, …) throughout their academic career • Focus in this workshop on ‘formal’ training of faculty members with regard to their teaching
=> academic development = instrument for qualiacademic development
• Commonly accepted approach to high quality teaching in Higher Education: student-centred approach (<-> teachercentred approach)
Workshop: Academic development in Higher Education
Mieke Clement & Sari Lindblom Ylä nne
Tempus Project Strategic Management of Staff Development at University Dubrovnik March 2005
– origins: new insights about learning (Shuell, 1988) – conceptual basis: teaching conceptions (Kember, 1997)
Objectives of academic development: new insights about learning
Designing academic development: crucial issues
Objectives of academic development
• ‘Holistic’ approach (Brew & Boud, 1996)
– focus on individual needs and career development – focus on organisational needs
Objectives of academic development: importance of teaching conceptions
• Teaching conceptions = specific meanings attached to phenomena which mediate our response to situations involving these phenomena (Pajares, 1992) • Two broad orientations: teacher-centred / contentoriented and student-centred / learning-oriented • Relationship between conceptions, approaches to teaching and quality of student learning
• Learning = constructive, active, cumulative, goal-oriented • Learning involves 3 kinds of processes: cognitive, meta-cognitive and affective
=> The ultimate aim of teaching is to facilitate learning
Our background
• Research based academic development • Scholarship of teaching
Definition of academic development
• What does academic development encompass according to you? • Literature: staff development, faculty development, academic development, educational development …
Designing academic development
• Think back of your ‘student’ time: what were the characteristics of the courses that meant most for you! How did they help you to develop your expertise? • Report on the characteristics that were most powerful
Expectations
• What do you expect of this workshop? • What questions would you like to be answered?
Our objectives
• Clarify current definitions of academic development and come to shared understanding • Discuss issues with regard to academic development • Reflect systematically on elements involved in designing academic development in your institution: objectives, target groups, organisation, evaluation of impact