256 pages
152 x 227mm
ISBN-10: 1 57922 047 9
ISBN-13: 978 1 57922 047 1
Pub date: March 2004
Published by Stylus Publishing, LLC
Subject: Higher Education
Description:
"This book is a window into the world of instructional improvement. Through their analysis of a week-long course development workshop and other activities coordinated by a teaching center, as well as the testimony of the faculty who have participated in these programs, the authors show us how teaching can be transformed. The book will be useful to faculty developers seeking to articulate a conceptual framework for what they do and understand how to assess their impact, administrators wanting to know why and how to support teaching development, and faculty interested in course redesign. The careful and reflective chapters reveal much about the work of teaching improvement, which is often shrouded in mystery and routine practices. The field will benefit immensely from this work."-Nancy Chism, Associate Vice Chancellor for Professional Development and Associate Dean of the Faculties at IUPUI
"An essential read for everyone with an interest in building teaching and learning capacity in higher education."-K. Lynn Taylor, Director, Centre for Learning and Teaching, Dalhousie University
Editors: Alenoush Saroyan is Associate Professor at the Centre for University Teaching and Learning and the Department of Educational and Counselling Psychology at McGill University.
Cheryl Amundsen is Associate Professor in the Faculty of Education, Simon Fraser University.
Reviews:
"The staff of McGill University's Centre for University Teaching and Learning have done a wonderful job documenting a highly successful, week-long workshop for faculty that they've fine-tuned over the years. At the same time they've done what is often so difficult for us as faculty developers: describe in a very compelling way the impact of the workshop on their institution using the voices of faculty themselves. In the early chapters the volume provides a roadmap to the workshop, but then expands in scope considerably in later chapters, taking on the broader implications of faculty development." - Virginia S. Lee, Faculty Center for Teaching & Learning, North Carolina State University
"For some years the McGill workshops on course design have been the definitive guide to planning new university courses. This book sets out the process for all to share, and is an invaluable resource for faculty who wish to scrutinize and enhance the quality of what they teach as well as how they teach. An impressive example and case study of reflection on teaching in practice!" - Christopher Knapper, Professor Emeritus, Queen's University, Canada