Relevant bibliographies by topics / College teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'College teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "College teaching"

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Wen, Lanfang, and Xiaoyu Luo. "Experience Perception, Deepen Cognition." Humanities and Social Science Research 3, no. 1 (March 29, 2020): p10. http://dx.doi.org/10.30560/hssr.v3n1p10.

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As an indispensable part of higher education in China, independent colleges bear the responsibility of talent training in the new era. Optimizing college English teaching environment in independent colleges is important for the healthy growth of college students. To explore new ideas of college English teaching in independent colleges, this paper applies the cognitive teaching model to the entire process of college English teaching, By deepening their cognition and comprehension with the flexibility of the cognitive teaching model, this enhances college students’ experience of English learning.
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Li, Fanghua. "Some Thoughts about the Construction of Individualized College English Teaching Mode." Journal of Educational Theory and Management 6, no. 1 (June 9, 2022): 1. http://dx.doi.org/10.26549/jetm.v6i1.10076.

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Individualized college English teaching is an important practice for colleges and universities to carry out college English teaching reform. Starting from the analysis of the connotation of individualized college English teaching, this paper summarizes the significant characteristics of individualized college English teaching, and puts forward the idea of constructing an individualized college English teaching mode, in the hope that provides some reference for the comprehensive implementation of the current college English teaching reform.
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Li, Baochi, and Weiqing Pan. "Application of online and offline hybrid teaching in college physics experiment." Journal of Education and Educational Research 2, no. 1 (February 21, 2023): 66–68. http://dx.doi.org/10.54097/jeer.v2i1.5355.

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With the development and progress of network technology, the teaching mode of college physics experiment is also increasing, which speeds up the pace of experimental teaching reform. After analyzing the feasibility of online and offline hybrid teaching, combined with the characteristics of college physics experiment teaching, the online and offline hybrid teaching mode is applied to college physics experiment. The experience of online experimental teaching is summarized, and the online and offline mixed teaching mode is reflected and prospected. The mixed teaching is gradually and widely applied to the network teaching in colleges and universities, which can effectively make up for the shortcomings of the current traditional classroom teaching in colleges and universities, and promote the reform of the teaching mode in local colleges and universities.
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Li, Nan. "A Fuzzy Evaluation Model of College English Teaching Quality Based on Analytic Hierarchy Process." International Journal of Emerging Technologies in Learning (iJET) 16, no. 02 (January 26, 2021): 17. http://dx.doi.org/10.3991/ijet.v16i02.19731.

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The evaluation of English teaching quality in colleges mainly faces two problems: the evaluation index system (EIS) is incomplete, and the evaluation model cannot easily handle complex fuzzy indices. To solve the problems, this paper explores deep into the fuzzy evaluation of college English teaching quality, and establishes a fuzzy evaluation model of college English teaching quality based on analytic hierarchy process (AHP). Firstly, theoretical analysis was combined with model calculation to create an improved multi-angle EIS for college English teaching quality. From both quantitative and qualitative analyses, a college English teaching quality evaluation model was constructed to handle fuzzy indices. Implementation results show that the proposed EIS and fuzzy evaluation model can effectively assess the quality of English teaching in colleges. The research results greatly promote the quality improvement of college English teaching.
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Xia, Nan, and Yanan Yang. "Comprehensive Evaluation for Teaching Quality of College Faculty." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (September 20, 2021): 156. http://dx.doi.org/10.3991/ijet.v16i18.25663.

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The fair, objective, scientific, and comprehensive evaluation of teaching quality helps college teachers improve the quality of teaching, and enables colleges to realize their goals of talent training. Therefore, it is important to find a way to comprehensively evaluate the teaching quality of college teachers. Drawing on the theories of analytic hierarchy process (AHP), this paper sets up an evaluation index system (EIS) for teaching quality of college teachers, and determines the weight of each index. Taking the teachers of a college for example, the multi-level fuzzy comprehensive evaluation (FCE) was carried out to quantify the teaching quality of these teachers. The results show that AHP and FCE can quantify and qualify the teaching quality at the same time. The combined use of the two techniques is applicable to comprehensive evaluation of teaching quality, and the assessment of a single factor, offering a complete understanding of the teaching quality of college teachers. The research provides a scientific way to evaluate the teaching quality of college teachers, and a realistic tool to enhance the teaching quality in colleges.
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Wang, Yingping, and Guang Zheng. "Application of Artificial Intelligence in College Dance Teaching and Its Performance Analysis." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (August 28, 2020): 178. http://dx.doi.org/10.3991/ijet.v15i16.15939.

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Artificial intelligence (AI) has not been widely and deeply implemented in dance teaching of colleges. To solve the problem, this paper identifies the problems with the AI in college education and dance teaching, theoretically discusses the application strategies of the AI in dance teaching of colleges, and demonstrates the promotive effect of AI in college dance teaching. Next, a performance analysis model was established based on fuzzy interval num-ber, grey system theory, and analytic hierarchy process (AHP), and adopted to evaluate the performance of the AI application in college dance teaching. The research results shed a new light on the application of cutting-edge tech-niques in college education.
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Hu, Chunhua. "The Application of Multimodal Discourse Analysis in College Business English Teaching." Advances in Higher Education 3, no. 4 (December 19, 2019): 54. http://dx.doi.org/10.18686/ahe.v3i4.1533.

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<p>Business English is an English teaching model based on the business use and with some certain value. In the process of college business English teaching, college business English teaching based on multimodal discourse has become the mainstream of education. In the college business English teaching in colleges and universities, we should pay attention to the innovation of teaching mode and re-examine the value of business English teaching. This paper discusses the application of multimodal discourse analysis in college business English teaching, expounding the concept of multimodal discourse analysis and introducing its application in college business English teaching.</p>
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Ma, Yingming, Yidi Dai, and Dongjin He. "The Application of Inquiry-based Teaching Method in College Tennis Teaching." Academic Journal of Management and Social Sciences 5, no. 3 (December 10, 2023): 165–68. http://dx.doi.org/10.54097/xh6nl9mq.

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With the continuous development of physical education in colleges and universities, the reform of teaching methods has become one of the important ways to improve students' comprehensive literacy. This study aims to deeply explore the application of inquiry-based teaching method in college tennis teaching, and provide innovative teaching ideas for college tennis teaching through theoretical analysis and countermeasure suggestions. Firstly, the thesis reviews the limitations of traditional teaching method in tennis teaching, and introduces the basic concept of inquiry-based teaching method and its successful application in other disciplines. Secondly, through literature review and theoretical analysis, the potential advantages of inquiry-based teaching method in cultivating students' independent learning ability, teamwork spirit and problem-solving ability are explored. Finally, specific countermeasures for implementing inquiry-based pedagogy in college tennis teaching are proposed, including suggestions for instructional design, teacher training, and assessment mechanisms. Through this study, we expect to provide useful references for the reform and innovation of college tennis teaching.
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Zhang, Xiaoming, and Chenjie Ma. "Intelligent Development of College Physical Education Teaching Mode Based on “Internet+”." International Journal of Web-Based Learning and Teaching Technologies 19, no. 1 (March 20, 2024): 1–13. http://dx.doi.org/10.4018/ijwltt.340724.

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With the rapid development of information technology and the popularization of the internet, physical education teaching in colleges and universities is facing more and more opportunities and challenges. This paper takes the intelligent development of “Internet +” college physical education teaching mode as the theme, introduces the “Internet +” college physical education teaching mode and expounds the intelligent development of “Internet +” college physical education teaching mode, and then looks forward to the intelligent development of college physical education teaching modes future. The research shows that the intelligent development of college physical education teaching mode can give full play to the advantages of Internet technology and intelligent equipment, improve teaching effect and student experience, and promote the innovation and development of college physical education teaching.
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Xu, Chang. "A Probe into the Integration Concept of Blended Teaching Mode of College English in Application-Oriented Universities." International Education Forum 2, no. 1 (February 27, 2024): 35–40. http://dx.doi.org/10.26689/ief.v2i1.6602.

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Blended teaching is the product of the organic combination of classroom teaching and online learning. The practice of college English teaching in application-oriented colleges shows that the construction of the integration concept of blended teaching mode will play a good role in promoting the quality of college English teaching. The organization and implementation of the blended teaching mode of college English should pay more attention to the integration of all elements of college English core literacy and online teaching resources, and establish a sense of integration in teaching concept, content, mode, and evaluation, so as to further promote the course reform of college English and realize the goal of cultivating English talents with emphasis on application practice.
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Dissertations / Theses on the topic "College teaching"

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McGinty, Courtney Kristine. "Interpersonal Goals in College Teaching." Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734676.

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The instructor-student relationship is an important predictor of students' attitudes, motivation, and learning. Students benefit when they believe their instructor cares about them and instructors demonstrate caring for their students by supporting their needs. Instructors can support students' emotionally or academically. However, little is known about instructor characteristics that influence instructors' responsiveness to students.

Compassionate and self-image goals are powerful predictors of relationship dynamics because of their association with responsiveness (Canevello & Crocker, 2010). Compassionate goals, or goals focused on supporting others out of genuine concern for others' well-being (Crocker & Canevello, 2008), initiate positive relationship cycles. I proposed two types of compassionate goals, focused either on supporting students' learning or supporting students' emotions. I hypothesized that instructors' compassionate goals to support students' learning would be most beneficial to students. Self-image goals, or goals focused on creating and maintaining a desired impression in others' eyes (Crocker & Canevello, 2008), undermine healthy relationships. I proposed two types of self-image goals, focused on appearing either likable or competent and hypothesized that both forms of self-image goals would undermine the instructor-student relationship.

The present work was the first investigation of the association between college instructors' compassionate and self-image goals and students' experiences in the class. In Study 1, I created a scale to measure instructors' compassionate and self-image goals for teaching. In Study 2, college instructors' compassionate and self-image goals for teaching were used to predict end-of-semester student evaluations. In Study 3, students' interpretations of their instructors' goals were measured and used to predict student evaluations.

Results indicated that that students respond most positively to instructors' goals to compassionate goals to support their learning. Instructors' compassionate goals to support students' emotions are largely unrelated to students' experiences in the class. Surprisingly, instructors' self-image goals are unrelated to student evaluations.

Overall, this research advances research in several domains. It advances understanding of effective teaching by indicating that instructors' compassionate and self-image are important components of the college classroom. This research also advances theory on interpersonal goals, as this is the first time that a non-relationship compassionate goal has been identified.

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McGinty, Courtney. "Interpersonal Goals in College Teaching." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372168428.

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Ho, Suk-ping Angela. "Changing teachers' conceptions of teaching as an approach to enhancing teaching and learning in tertiary education /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263508.

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Haokip, Haokhongam. "Increasing awareness of Jesus' teaching methodology to enhance teaching by the faculty of Eastern Bible College /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3150438.

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Murray, Christina. "Teaching College Athletes Social Media Appropriateness." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3733.

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It may come as no surprise that Twitter is the most popular social media platform where student athletes, particularly men, post inappropriate content. Male student athletes’ inappropriate tweets have become such a problem for universities, athletic departments, and the NCAA that coaches are forced to place a ban on their players’ social media usage or hire third party monitoring systems. Unfortunately, these reactive responses have not alleviated the problem of athletes differentiating what content is appropriate or inappropriate to tweet on their Twitter accounts. Analysis of the data collected from scholarly journal articles, textbooks, and popular press articles revealed that social media education would be the most effective prevention method to lessen student athletes’ inappropriate tweets. This project uses Dr. Mark Robinson’s approach to Personal Player Development in constructing its two resources—multimedia workshops and an interactive Canvas site. The purpose of this project is for student athletes to be more aware of their social media content by knowing how to post appropriate tweet messages on their personal Twitter accounts in order to enable athletes, especially men, to comprehend why certain tweet messages are classified as inappropriate and, therefore, should never be made public. This project is significant because it proposes a preventative method based on increased social media awareness, as opposed to typical reactionary measures.
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Fremont, Kimberly Miller. "Technology, Learning, and College Teaching Evaluations." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216570.

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Educational Psychology
Ph.D.
College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and type of technology use, individual instructor demographics, and ratings of instructor effectiveness were measured using formal student evaluations of teaching (SETs). The findings suggest that significant differences in technology use exist between instructors of varying rank and experience. Additionally, the results suggest that students identify technology as a tool that contributes to their learning, but that technology is not sufficient in and of itself to impact ratings of instructor effectiveness and self-reported student learning. Rather, students identify instructor variables and instructional approach more frequently as important contributors to their learning. Future research should expand on these results by exploring the specific types of technology that students attend to in the classroom and by investigating how best to incorporate technology while maintaining strong pedagogical approaches.
Temple University--Theses
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Mumpower, Lee F. "College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.

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The purpose of the study was to examine what teaching methods new college teachers received and which ones they believed were important. New college faculty were asked questions on teaching methods to determine which, if any, were made available to them before they entered college teaching. The research questions under study were: (1) What type(s) of methodological preparation do/does higher education faculty receive? (2) What methodological preparation would be beneficial to new higher education faculty? (3) How do new higher education faculty learn methodological preparation? (4) What strategies could be developed to assist new higher education faculty in the development of instructional skills? (5) Are there differences between faculty who teach at institutions classified according to the Carnegie Classifications (1987) regarding the importance of methodological preparation and the amount of training received? The conclusions of the study were that new faculty were not prepared for the overall duties of the career as college teacher, except for being knowledgeable in their subject area. New college faculty also indicated a large difference between what they should know prior to beginning their college teaching and what they actually know. There were differences between faculty at two year colleges and at four year colleges, both in what was perceived as important to know and in the amount of training received. The recommendations of the study were that training programs for new college faculty should prepare these faculty in more than content; that as more non-traditional students return to college, faculty need to know more about how adults learn, different student learning styles, and how to increase student motivation; colleges should include training mechanisms for new faculty, such as how to teach, developing mentoring relationships, or creating internships; and orientation programs should be set up for newly hired faculty.
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Merriman, Carolyn S. "Teaching Intensive." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8419.

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Jordan, Laurn R. Dr. "An Examination of Standards-based Practices in College Algebra in the First Two Years of College." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/msit_diss/114.

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Instructional practices in mathematics courses at two-year colleges include lecture as the predominant instructional form in 78% of two-year colleges, with class sizes averaging about 26 students (AACC, 2005). The National Assessment of Educational Progress (NAEP) indicates that there is a need for change in the practices of mathematics teachers because students are not being served well by the traditional pedagogical approaches (Burrill & Hollweg, 2003). The standards-based reform movement has had a positive impact on pedagogy but there are ongoing issues of alignment of teaching strategies to more student-centered practices (Barrington, 2004). This study examined the standards-based teaching practices of college mathematics faculty in the first two years to answer the research questions: What alignment exists between two-year college mathematics instructor’s knowledge and the instructional standards published by the American Mathematical Association of Two-Year Colleges in Beyond Crossroads? What are the components that characterize the instructional practices of two-year college instructors? What relationship exists between the alignment of Two-Year College mathematics faculty instructional practices with Beyond Crossroads? An interpretative qualitative methodology with an embedded survey was applied to examine how the American Mathematical Association of Two Year Colleges standards are currently being aligned with instruction in the first two years of college. An analysis of the data revealed that standards-based teaching strengthens instructor delivery and accommodates diverse learning styles. Mathematics faculty use technology as a teaching tool and use a variety of student-centered activities to engage students to help them make meaningful connections. Findings from the study suggest there exist a strong relationship between the American Mathematical Association of Two Year College standards and instructor practice in the first two years. The findings indicate that mathematics faculty struggled in changing their instructional practice to meet the needs of their students. Furthermore, findings suggest that those invested in the mathematics education in the first two years constantly adjust their teaching through professional development opportunities. Additionally, mathematics faculty modified the curriculum to customize their instruction to align with standards-based teaching practices as their knowledge and awareness of standards develops as a professional.
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Pearce, Jane. "Teacher identity in university classrooms: reflexivity and professional learning." Thesis, Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/251/.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.
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Books on the topic "College teaching"

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Seldin, Peter. Improving college teaching. Bolton, MA: Anker Pub. Co., 1995.

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L, Erickson Bette, and Strommer Diane W, eds. Teaching college freshman. San Francisco, CA: Jossey-Bass, 1991.

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1935-, Strommer Diane Weltner, ed. Teaching college freshmen. San Francisco: Jossey-Bass Publishers, 1991.

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O'Banion, Terry. Teaching & learning in the community college. Washington: Community College Press, 1994.

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Greive, Donald. Teaching strategies & techniques. Cleveland, Ohio: Info-Tec, Inc., 1986.

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O'Neil, Carol. Recording teaching accomplishment: A Dalhousie guide to the teaching dossier. 2nd ed. Halifax, N.S: Office of Instructional Development and Technology, Dalhousie University, 1992.

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O'Neil, Carol. Recording teaching accomplishment: A Dalhousie guide to the teaching dossier. 3rd ed. Halifax, Nova Scotia: Office of Instructional Development and Technology, Dalhousie University, 1992.

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1928-, Devine Thomas G., ed. Handbook on college teaching. Durango, Colo: Hollowbrook Pub., 1993.

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R, Miller Wilbur. Handbook for college teaching. 2nd ed. Sautee-Nacoochee, GA: PineCrest Publications, 2003.

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R, Miller Wilbur. Handbook for college teaching. Sautee-Nacoochee, GA: PineCrest Publications, 1997.

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Book chapters on the topic "College teaching"

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Harrison, Laura M. "Making College Better." In Teaching Struggling Students, 97–118. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13012-1_6.

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Lieberg, Carolyn. "Teaching Intentionally." In Teaching Your First College Class, 9–25. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447481-2.

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Hoy, Anita Woolfolk. "College teaching and learning." In Encyclopedia of psychology, Vol. 2., 179–81. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-067.

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Mellow, Gail O., Diana D. Woolis, Marisa Klages-Bombich, and Susan G. Restler. "Taking College Teaching Seriously." In Taking College Teaching Seriously - Pedagogy Matters!, 89–102. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447269-7.

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Chávez, Alicia Fedelina, Susan Diana Longerbeam, and Joseph L. White. "Culture in College Teaching." In Teaching Across Cultural Strengths, 61–96. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447344-2.

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Seligman, Ross A., and Adriane S. Mozzini. "Teaching Tips." In Becoming a Successful Community College Professor, 175–208. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003407461-8.

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Guo, Ying. "Reform of College Advertising Teaching." In Lecture Notes in Electrical Engineering, 321–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35470-0_39.

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Guo, Ying. "Reform of College Advertising Teaching." In Lecture Notes in Electrical Engineering, 67–75. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4853-1_10.

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Laden, Anthony Simon. "College Teaching, Indoctrination, and Trust." In Handbook of Philosophy of Education, 344–52. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003172246-33.

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Spence, Larry D. "Early Teaching Experiences in College." In Maybe Teaching is a Bad Idea, 22–35. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445951-3.

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Conference papers on the topic "College teaching"

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Tang, Qiang. "College Mathematics Teaching Based on HPS Teaching." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.127.

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Tian, Wenxiu, Hongxin Wang, and Yunfeng Bao. "College Physics Experiment Teaching in Application-oriented College." In ICIMTECH 21: The Sixth International Conference on Information Management and Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3465631.3465949.

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XU, JING, and LI FENG. "RESEARCH ON THE APPLICATION OF “PRODUCTION-ORIENTED APPROACH” BASED ON BLENDED TEACHING IN COLLEGE ENGLISH WRITING TEACHING IN PRIVATE UNDERGRADUATE COLLEGES." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35661.

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The “production-oriented approach” or POA theory believes that foreign language teaching should embrace such focus as “learning-centered”, “learning and use integration” and “key capabilities cultivation”. Besides, foreign language teaching should be designed as a process that starts with production and ends with production. In view of the merits of network resources and platforms in blended teaching mode as well as teaching process of “driving, facilitating, and evaluating” in POA, this paper explores the combination of POA and blended teaching to research on the feasibility and effectiveness of applying it to the teaching of college English writing in private undergraduate colleges. By analyzing the relevant research theoretical basis and research status, the author further elaborates on the specific implementation process of applying POA based on blended teaching in the college English writing teaching of private undergraduate colleges from the aspects of research significance research subjects, research methods, research content and data analysis. In terms of research content, the author specifically expounds the procedures from such detailed parts as before-class stage: production drive + online autonomous learning, in-class stage: input facilitating + offline classroom teaching, after-class stage: evaluation to promote learning + online correction and classroom display. This paper is expected to promote students’ writing interests and proficiency so as to provide a valuable reference for the reform of college English writing teaching methods.
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Xiao Qing, Hu. "Application of Case-Teaching to College Auditing Teaching." In 2014 International Conference on Economic Management and Social Science (ICEMSS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/emss-14.2014.56.

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Minch, Bradley A. "Teaching microelectronics at Olin College." In 2017 IEEE International Conference on Microelectronic Systems Education (MSE). IEEE, 2017. http://dx.doi.org/10.1109/mse.2017.7945074.

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Manli, Lu. "MOOCs and College English Teaching." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.17.

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Zhang, Liming. "College Cultural Inheritance and Innovation and College English Teaching." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.179.

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ZHANG, JING. "INVESTIGATION ON COLLEGE STUDENTS’ ENGLISH READING COMPETENCE IN INDEPENDENT COLLEGES." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35704.

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This paper studied college students’ English reading competence in independent colleges. Students’ reading competence were investigated basing on students’ reading scores of College English Test-4 from eight majors in Xingzhi College of Xi’an University of Finance and Economics. The results indicated that students’ English reading competence in independent colleges was low on the whole, and it differed among different majors. On the basis of the above analysis, teaching suggestions on how to improve college students’ reading competence were also proposed.
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Zhang, Siyou, and Chunli Liu. "Research on College English Curriculum Reform in Technical Colleges and Universities under the Guidance of College English Teaching Guide the Compilation of College English Teaching Materials." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.97.

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Wu, Liyun. "Study on Application of Blended Teaching in College English Writing Teaching in Higher Vocational Colleges." In Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hsmet-19.2019.65.

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Reports on the topic "College teaching"

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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, March 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)
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Aguero, Marisol. Effective Practices for Teaching Online Courses at Marshalltown Community College. Ames (Iowa): Iowa State University, January 2021. http://dx.doi.org/10.31274/cc-20240624-589.

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Christian, Alvin, Matthew Ronfeldt, and Basit Zafar. College Students and Career Aspirations: Nudging Student Interest in Teaching. Cambridge, MA: National Bureau of Economic Research, July 2024. http://dx.doi.org/10.3386/w32641.

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Fitzpatrick, Maria. Teaching, Teachers Pensions and Retirement across Recent Cohorts of College Graduate Women. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22698.

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Santiago, Ana, and Mariana Alfonso. Selection into Teaching: Evidence from Enseña Perú. Inter-American Development Bank, October 2010. http://dx.doi.org/10.18235/0008836.

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Having a good teacher is the most important school-related factor for student achievement, to the point of closing the gap between low and high-income students. However, the empirical literature is almost silent regarding teacher selection. This paper estimates a teacher selection model using recruitment data from Enseña Perú, a program that recruits top university graduates from all majors and places them in vulnerable schools. Our results suggest that candidates with volunteering experience and who finished their college degree in the top third of their class are significantly more likely to be selected into the program. Teacher recruitment policy that identifies these qualities, which might be related to leadership, high motivation, social commitment and deep content knowledge, could considerably improve the quality of the teaching force.
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Goss, John R., and III. Teaching at the United States Army War College. Philosophy, Practice, and Resources AY 2000. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada376297.

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Glennie, Elizabeth J., and W. Zach Smith. Rapid Changes in Teaching and Learning: The Response of Teachers and Students in Dual Credit Courses to Online Learning During the COVID-19 Pandemic. RTI Press, November 2023. http://dx.doi.org/10.3768/rtipress.2023.pb.0027.2311.

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In spring 2020, the COVID-19 pandemic forced schools to switch quickly to online learning. Before then, Hawaiʻi had been expanding its dual credit program, in which high school students could take courses that would yield both high school and college credits. These dual credit programs require partnerships between high schools and colleges. RTI International conducted a multi-method analysis to examine the effect of this COVID-19–based transition to online learning on the dual credit, analyzing data from the state longitudinal data system and conducting surveys and focus groups of the University of Hawaiʻi’s instructors, high school coordinators, and high school staff involved with program. From spring 2020 to fall 2020, students took some dual enrollment courses even though offerings and enrollment declined; offerings and enrollment rebounded by spring 2021. The percentage of course-takers earning both high school and college credit remained about the same during this transition. Examining outcomes for student and school subgroups shows that male students struggled more than female students did with enrollment during this transition, and students in rural schools had a steeper decline in the rate of earning both high school and college credits. However, both groups did begin to recover by spring 2021.
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Abdellatif, Nasser, and Andrew Akinmoladun. Upgrading the Teaching Laboratory of the Physics and Technology Department of the Bronx Community College. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada388760.

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Santiago, Ana, Alejandro Ganimian, and Mariana Alfonso. Calling Their Bluff: Expressed and Revealed Preferences of Top College Graduates Entering Teaching in Argentina. Inter-American Development Bank, September 2013. http://dx.doi.org/10.18235/0011502.

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Many school systems today are trying to attract top college graduates into teaching, but little is known about what dissuades this target group from entering the profession. This study randomly assigned applicants for a highly-selective alternative pathway into teaching in Argentina either to a survey about their motivations for applying to the program or to surveys that revealed information about their future pay or working conditions. The study finds that applicants who received information about pay or working conditions were much more likely to report that they intended to drop out of the selection process, but were no more likely to actually drop out. This can be explained by the temporary salience effects of the informational prompts. Applicants with higher undergraduate grade point averages and/or scores in the selection process, however, were both more likely to report that they will drop out and to actually do so.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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