scholarly journals Partnering with Teaching and Learning Centers for Curricular Assessment: A Case Study of Best Practices

2018 ◽  
Vol 2018 (155) ◽  
pp. 21-29
Author(s):  
Tracy Bartholomew ◽  
Mary C. Wright ◽  
Charlie Michaels
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
Learning Centers ◽  
Teaching And Learning Centers

The Scholarship of Teaching Engineering

2009 ◽  
pp. 439-453 ◽  
Author(s):  
A.K. Haghi
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Technological Education ◽  
Learning Centers ◽  
Academic Challenges ◽  
Learning And Teaching ◽  
Pedagogical Training ◽  
Teaching And Learning Centers

In this book chapter, the authors summarize their retrospections as an engineering educator for more than 20 years. Consideration is given to a number of educational developments to which the author has contributed during his career in academia and the contribution made to engineering and technological education. Increasing emphasis is being placed on establishing teaching and learning centers at the institutional level with the stated objective of improving the quality of teaching and education. The results of this study provide information for the revision of engineering curricular, the pedagogical training of engineering faculty and the preparation of engineering students for the academic challenges of higher education in the field. The book chapter provides an in-depth review of a range of critical factors liable to have a significant effect and impact on the sustainability of engineering as a discipline. Issues such as learning and teaching methodologies and the effect of E-development; and the importance of communications are discussed.

Adapting Engineering Education to the New Century

2010 ◽  
pp. 30-41 ◽  
Author(s):  
A. K. Haghi ◽  
B. Noroozi
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Technological Education ◽  
Learning Centers ◽  
Academic Challenges ◽  
Learning And Teaching ◽  
Pedagogical Training ◽  
Teaching And Learning Centers

In this book chapter, the authors summarize their retrospections as engineering educators for more than 20 years. Consideration is given to a number of educational developments to which the authors have contributed during their career in academia and the contribution made to engineering and technological education. Increasing emphasis is being placed on establishing teaching and learning centers at the institutional level with the stated objective of improving the quality of teaching and education. The results of this study provide information for the revision of engineering curricula, the pedagogical training of engineering faculty and the preparation of engineering students for the academic challenges of higher education in the field. The book chapter provides an in-depth review of a range of critical factors liable to have a significant effect and impact on the sustainability of engineering as a discipline. Issues such as learning and teaching methodologies and the effect of E-development; and the importance of communications are discussed.

scholarly journals Directors of University teaching and learning centers : an examination of leadership challenges based on administrative policies and institutional culture

2015 ◽  
Author(s):  
◽  
Bruce E. Richards
Keyword(s):  
Organizational Development ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Institutional Culture ◽  
University Teaching ◽  
Learning Centers ◽  
Academic Leaders ◽  
Leadership Challenges ◽  
Staff Members ◽  
Teaching And Learning Centers

This study focused on leaders of teaching and learning centers, typically faculty, who have developed a strong teaching and research portfolio, and are respected by their peers. The researcher conducted a mixed-methods study to understand how academic leaders of teaching and learning centers (the middle managers), could utilize Stewart's (1976) leadership theory of demands, constraints, and choices. Understanding the effect institutional culture and administrative policies can have on their leadership of a faculty TLC, will better inform them as to the challenges they face in performing and leading. Data acquisition was accomplished through a survey sent to the members of the Professional and Organizational Development (POD) Network comprising leaders of TLCs, supervisors of the leaders, and faculty/staff members of the TLCs. The survey was created and administered using the Qualtrics Survey platform. The findings from this research has strong implications for these leaders as it is important for them to be mentored, trained, and guided to be competent within their TLC and educational institution. A weakness found in the findings was the absence of documentation in training for leaders of TLCs, how to address administrative policies and politics, and understanding the effect of institutional culture on their leadership.

Rethinking Education Delivery for the 21st Century

2021 ◽  
pp. 95-119
Keyword(s):  
School Leadership ◽  
21St Century ◽  
Teaching And Learning ◽  
Physical Space ◽  
Significant Feature ◽  
Learning Centers ◽  
Education Delivery ◽  
21St Century Schools ◽  
Rethinking Education

Designing schools as learning centers is more than just about restructuring the physical space of schools. There are many variables that need to be considered when rethinking education delivery for the 21st century. Schools seem to just keep constructing buildings that merely reinforce an obsolete paradigm that will not prepare students for real-world challenges. The focus of this chapter asks the question: What does re-thinking education mean at the school leadership level? Numerous stakeholders, from policymakers to providers to end users affect the structure, content, and delivery of K-12education systems. A case study exploring the effect of district and school leadership styles on teaching and learning prompted by the question, Were the principals in High Scoring Schools (HSS) engaged in different instructional leadership practices than those in the Low Scoring Schools (LSS)? A significant feature of this study is the sizeable database that incorporated nine states, 43 school districts, and 180 elementary, middle, and secondary schools.

Creating and sustaining teaching and learning centers: US models of resources and support, lessons learned, and building a culture of teaching and learning excellence

2016 ◽  
pp. 71-83
Author(s):  
Joellen E. Coryell
Keyword(s):  
Teaching And Learning ◽  
The United States ◽  
Lessons Learned ◽  
Learning Centers ◽  
Learning And Development ◽  
Teaching And Learning Centers ◽  
Inclusive Learning ◽  
Culture Of Teaching ◽  
The Common ◽  
Practice Literature

This article represents an expanded discussion of a presentation on teaching and learning centers (TLCs) to an Italian national conference on the components of a research project entitled, Preparazione alla professionalitŕ docente e innovazione didattica (PRODID). The article aims to highlight an overview of findings from the research and practice literature regarding TLCs across their history in the United States, including the common structures and roles of these centers. Finally, the author provides theoretical underpinnings from organizational learning and development that are recommended for practice in creating and sustaining effective TLCs including the importance of co-creating value for teaching and learning excellence, building an inclusive learning culture within institutions of higher education, and managing and sustaining organizational change. Suggestions for further research are also provided.

scholarly journals COVID-19: A MOTIVATOR FOR CHANGE IN ENGINEERING EDUCATION?

2021 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Faculty Development ◽  
Instructional Practices ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Learning Centers ◽  
Post Secondary ◽  
Teaching And Learning Centers ◽  
Learner Centered ◽  
Key Factor ◽  
Stem Teaching

Despite recent research and initiatives, learner-centered instructional practices have not made their way into post-secondary Science, Technology,Engineering and Math (STEM) classrooms, even though there is clear evidence showing the benefits include increased grades, higher student engagement, and deeper learning. STEM educators rank the barriers associated with active learning higher than their colleagues in other disciplines, and identify the inability to cover all the content as a key factor in their decision to adhere to didactic practices. Insights and instructional strategies and methods garnered from teaching-related faculty development opportunities are often tried, but their use is not generally sustained unless a personal experiencedrives that change in practice.  Unquestionably, COVID-19 has had an immediate, global impact on higher education. Educators have been forced to alter their teaching practices to accommodate the switch to remote learning. Most Teaching and Learning Centers offered myriad workshops to facilitate this change. This quantitative study set out to determine if COVID-19 precautions created the personal experience necessary to initiate a change in STEM teaching practices. Using educator-related threshold concepts as a framework, it analyzed institutional registration records to determine the type of faculty development opportunitieschosen by engineering educators, and the extent to which they participated in those related to learner-centered instructional practices for remote delivery.Analysis shows that engineering educators participated proportionally less than their colleagues in other disciplines, and there is an indication that the pandemic may facilitate an ongoing change in the teaching practices of engineering educators.  Opportunities for enhancing faculty development practices for engineering educators are proposed.

scholarly journals 5: The Roles of Teaching and Learning Centers

2004 ◽  
Vol 23 (20201217) ◽  
Author(s):  
Alan C. Frantz ◽  
Steven A. Beebe ◽  
Virginia S. Horvath ◽  
JoAnn Canales ◽  
David E. Swee
Keyword(s):  
Teaching And Learning ◽  
Learning Centers ◽  
Teaching And Learning Centers
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