scholarly journals Understanding Educational Transformation: Findings from a Survey of Past Participants of the Physics and Astronomy New Faculty Workshop

2014 ◽  
Author(s):  
Melissa H. Dancy ◽  
Charles R. Henderson ◽  
Julian H. Smith
Keyword(s):  
New Faculty ◽  
Educational Transformation ◽  
Faculty Workshop

Short and Long-Term Impacts of the Cottrell Scholars Collaborative New Faculty Workshop

2015 ◽  
Vol 92 (9) ◽  
pp. 1466-1476 ◽  
Author(s):  
Marilyne Stains ◽  
Matthew Pilarz ◽  
Devasmita Chakraverty
Keyword(s):  
New Faculty ◽  
Short And Long Term ◽  
Faculty Workshop

scholarly journals Cottrell Scholars Collaborative New Faculty Workshop: Professional Development for New Chemistry Faculty and Initial Assessment of Its Efficacy

2014 ◽  
Vol 91 (11) ◽  
pp. 1874-1881 ◽  
Author(s):  
Lane A. Baker ◽  
Devasmita Chakraverty ◽  
Linda Columbus ◽  
Andrew L. Feig ◽  
William S. Jenks ◽  
...  
Keyword(s):  
Professional Development ◽  
Initial Assessment ◽  
New Faculty ◽  
Faculty Workshop

Educational Transformation through Online Learning: To Be or Not to Be

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Anthony G Picciano ◽  
Jeff Seaman ◽  
I. Elaine Allen
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Instructional Quality ◽  
The United States ◽  
American Education ◽  
Institutional Mission ◽  
Educational Transformation ◽  
Related Research ◽  
Student Access ◽  
K 12

The purpose of this article is to examine online learning at the macro level in terms of its impact on American K-12 and higher education. The authors draw on six years of data that they have collected through national studies of online learning in American education as well as related research to do a critical and balanced analysis of the evolution of online learning in the United States and to speculate where it is going. Their collection of data represents some of the most extensive research examining online learning in the totality of K-20 education. Issues related to the growth of online learning, institutional mission, student access, faculty acceptance, instructional quality, and student satisfaction are explored. Of particular importance is an attempt to determine if online learning is in fact transforming American education in its essence and to speculate on the future.

Teaching Music Theory

2020 ◽  
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Music Theory ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Real Life ◽  
Aural Skills ◽  
New Faculty ◽  
Music Therapist ◽  
Starting Point ◽  
Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

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