Advancing the culture of teaching on campus : how a teaching center can make a difference

By:

Cook, Constance E

Contributor(s):

Material type: Text

TextPublication details: Sterling Stylus Publishing 2011Description: xi, 258pISBN:

9781579224806 (pbk.)

Subject(s):

DDC classification:

378.12 COO

Summary: Written by the director and staff of the first, and one of the largest, teaching centers in American higher education – the University of Michigan’s Center for Research on Learning and Teaching (CRLT) – this book offers a unique perspective on the strategies for making a teaching center integral to an institution’s educational mission. It presents a comprehensive vision for running a wide range of related programs, and provides faculty developers elsewhere with ideas and material to prompt reflection on the management and practices of their centers – whatever their size – and on how best to create a culture of teaching on their campuses. Given that only about a fifth of all U.S. postsecondary institutions have a teaching center, this book also offers a wealth of ideas and models for those administrators who are considering the development of new centers on their campuses

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Holdings
Item type	Current library	Collection	Call number	Status	Date due	Barcode
Book	Plaksha University Library	Social Science	378.12 COO (Browse shelf(Opens below))	Available		004007
Book	Plaksha University Library	Social Science	378.12 COO (Browse shelf(Opens below))	Available		004008

https://styluspub.presswarehouse.com/browse/book/9781579224806/Advancing-the-Culture-of-Teaching-on-Campus#desc

Written by the director and staff of the first, and one of the largest, teaching centers in American higher education – the University of Michigan’s Center for Research on Learning and Teaching (CRLT) – this book offers a unique perspective on the strategies for making a teaching center integral to an institution’s educational mission. It presents a comprehensive vision for running a wide range of related programs, and provides faculty developers elsewhere with ideas and material to prompt reflection on the management and practices of their centers – whatever their size – and on how best to create a culture of teaching on their campuses. Given that only about a fifth of all U.S. postsecondary institutions have a teaching center, this book also offers a wealth of ideas and models for those administrators who are considering the development of new centers on their campuses

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