Relevant bibliographies by topics / University teaching

Academic literature on the topic 'University teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'University teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "University teaching"

1

Benjamin, Martin, and Scot D. Yoder. "University Teaching." Teaching Philosophy 20, no. 4 (1997): 424–30. http://dx.doi.org/10.5840/teachphil199720451.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Heafner, Joe. "University Teaching Credential." Physics Teacher 44, no. 7 (October 2006): 406. http://dx.doi.org/10.1119/1.2353569.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Burnsed, Vernon. "University Teaching Tips." American String Teacher 62, no. 4 (November 2012): 76–77. http://dx.doi.org/10.1177/000313131206200415.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Trigwell, Keith. "Judging university teaching." International Journal for Academic Development 6, no. 1 (January 2001): 65–73. http://dx.doi.org/10.1080/13601440110033698.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

MacDonald, Ian. "The Teaching Community: Recreating university teaching." Teaching in Higher Education 6, no. 2 (April 2001): 153–67. http://dx.doi.org/10.1080/13562510120045168.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McKenzie, Jo. "Enhancing University Teaching with Teaching Enhancement Teams." Innovations in Education & Training International 35, no. 2 (May 1998): 140–49. http://dx.doi.org/10.1080/1355800980350208.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cartelli, Antonio, and Leila DeVito. "Teaching at the University." International Journal of Digital Literacy and Digital Competence 8, no. 1 (January 2017): 1–21. http://dx.doi.org/10.4018/ijdldc.2017010101.

Full text
Abstract:
The paper reports the results of an investigation on teaching supported by digital equipments in an Italian university. The opportunity for the study arises from the creation of a particular training activity for first employed teachers (called TFA), and it aims at analyzing the teaching styles adopted by professors when the use of digital technologies is proposed to support didactics. Two main results emerge from the collected data: first, most part of professors have a common view of the use of digital technology in teaching, based on the support that tools can give to their work; second, university professors usually have little or no consciousness of the positive influence that virtual environments can have on teaching and how e-learning can help students in autonomously building and develop their knowledge.
APA, Harvard, Vancouver, ISO, and other styles
8

Cannon, John. "Teaching History at University." History Teacher 22, no. 3 (May 1989): 245. http://dx.doi.org/10.2307/492864.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wimsatt, Leslie Adams, and James J. F. Forest. "University Teaching: International Perspectives." Journal of Higher Education 72, no. 4 (July 2001): 503. http://dx.doi.org/10.2307/2672893.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wimsatt, Leslie Adams. "University Teaching: International Perspectives." Journal of Higher Education 72, no. 4 (July 2001): 503–6. http://dx.doi.org/10.1080/00221546.2001.11777110.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "University teaching"

1

Coleman, James Alexander. "University language learning and teaching." Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343378.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Coloma, Manrique Carmen Rosa. "New challenges for university teaching." En Blanco y Negro, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117006.

Full text
Abstract:
The article points how the knowledge society provides an opportunity to review the orientation and strategy of teaching methods in academia. It puts forward that "it is not only a matter of being leaders in the generation of new knowledge, scientific and technological production, transference of knowledge and innovation", but also that we need university to be the "critical consciousness of society, a hub for reflection, analysis and prospective about the evolution of society itself". Thus, it meditates on the goal of university and argues that it must focus its ability to transform the learning process on developing competences in students, not specifically for the labor market, but rather to achieve the students' full development as well as peace, social well-being and prevent inequity.
El presente artículo, en el contexto de la sociedad del conocimiento, señala la oportunidad de revisar la orientación y estrategia de enseñanza en el ámbito universitario. Se afirma que “no  solo  se  trata  de ser líderes en la generación de conocimiento o producción de científica y tecnológica, la transferencia del conocimiento y la innovación”, sino que además se requiere que la universidad debe ser “conciencia crítica de la sociedad, centro de reflexión, análisis y prospectiva sobre la evolución de la propia sociedad”. En tal sentido se hace una reflexión sobre la finalidad de la universidad, que debe centrar su función transformadora de aprendizaje para desarrollar en los estudiantes competencias, no tanto para el mercado laboral sino para lograr su desarrollo pleno, la paz, el bienestar social y evitar desigualdades.
APA, Harvard, Vancouver, ISO, and other styles
3

Koch, Meg. "University supervisors and culturally responsive teaching." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.

Full text
Abstract:

Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The purpose of this study was to understand how White supervisors talk about race and culture in the classroom, and in regard to their role of preparing pre-service teachers. Because supervisors’ work is grounded in student teachers’ classrooms, they are uniquely positioned to respond to specific incidents in the student teacher’s experience and thereby have a primary role in shaping teachers’ instructional practices.

This dissertation research examined 12 White university supervisors. Prior to this study, supervisors participated in professional development offered by the college aimed at raising awareness of culturally responsive teaching. The professional development was part of Griffin, Watson, and Liggett’s (2014) initial study, and offered opportunities for supervisors to discuss topics of race, culture, ethnicity, class, and gender, and to engage in reading Gay’s (2010) text: Culturally Responsive Teaching: Theory, Research, and Practice. Griffin et al. collected data, including a pre- and post-survey, a November interview, and artifacts from the professional development. Their study established the starting point for this research.

All 12 supervisors were interviewed following participation in the professional development. Findings indicated supervisors defined and described culturally responsive teaching by relying on elements congruent with the literature. Even when supervisors used language similar to Gay (2010), they held misconceptions and formed incomplete definitions about culturally responsive teaching. Other findings indicated supervisors lacked a clear vision in their role in supporting culturally responsive teaching. Lastly, supervisors used hegemonic understandings when talking about race and culture. The results of this study suggest supervisors need more opportunities to talk about race and culture, and their role in preparing culturally responsive teachers.

APA, Harvard, Vancouver, ISO, and other styles
4

Viirman, Olov. "The function concept and university mathematics teaching." Doctoral thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31205.

Full text
Abstract:
This thesis concerns the teaching of mathematics at university level, with a particular focus on the teaching of the function concept. The main aim of the thesis is describing and analysing the teaching practices of university mathematics teachers regarding the function concept, and how this concept is constituted through these practices. To this end, video recordings of lectures by seven mathematics teachers at three Swedish universities were analysed using a discursive perspective, Sfard’s commognitive framework. The observed teaching was traditional in form, with teachers using “chalk talk” – simultaneously talking and writing on the board. The results show that the teaching practices of the teachers belong to two distinct but intertwined discourses – a mathematical discourse, and a discourse of mathematics teaching. Classifications of important aspects of these discourses are presented, and it is found that the teachers’ discursive practices, while sharing overall form, still display considerable differences. Other results include an analysis of the levels of objectification displayed by the teachers in their discursive constitution of the function concept. The study contributes to a small but growing body of empirical research on university mathematics teaching practice.
APA, Harvard, Vancouver, ISO, and other styles
5

Moreno, María Teresa, and Gonzalo Cobo. "Competency-based curriculum management and university teaching." En Blanco y Negro, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117302.

Full text
Abstract:
Competency-based approaches are expanding ever more broadly in the academic world. The present article briefly describes the history and evolution of such approaches, and theorizes on how they are currently being regarded at our university. Finally, it presents the main consequences of a competency-based approach to curricula in university teaching.
En  el  mundo  universitario  se  extienden  cada  vez con mayor amplitud los enfoques curriculares por competencias. El presente texto describe brevemente la evolución histórica de  estos  enfoques.  Asimismo, se formulan algunas ideas acerca de cómo se está comprendiendo en la PUCP el enfoque curricular por competencias. Finalmente, se presentan las principales implicancias de un enfoque por competencias para la docencia universitaria.
APA, Harvard, Vancouver, ISO, and other styles
6

Hum, Gregory. "Determining University Professors' Practical Teaching Knowledge Constructs in Exemplary Incidents of Teaching." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95603.

Full text
Abstract:
This study delineates practical knowledge bases that university professors draw upon during exemplary Critical Incidents of teaching. One hundred and eight full-time, tenure track, university professors from departments of Biology, Chemistry, Economics, Engineering, English, History, Math, and Philosophy across the G-13 universities participated. Professors rated Likert scale items with reference to an exemplary incident of teaching they described. Theorized factor constructs, and items, were developed based upon a conceptual framework from a previous study. An exploratory factor analysis and oblique rotation yielded 5 factors/knowledge constructs: Pedagogical Knowledge,Delivery and Management, Content Knowledge, Monitoring and Reflection, and, Knowledge of Students. These factors closely matched 5 of 6 of the theorized factors, and showed strong correspondence with existing literature on teaching knowledge. These factors, along with their inter-correlations form an empirical and objective model of practical university teaching knowledge, demonstrating that exemplary university teaching is informed by a network of inter-related knowledge bases.
Cette étude trace les connaissances que les professeurs universitaires utilisent au cours d'Incidents Critiques exemplaire d'enseignement. Cent huit professeurs du G-13 ont participé. Les professeurs ont évalué, en utilisant l'échelle de Likert, un exemple d'incident d'enseignement qu'ils ont décrit. Des items et des facteurs de constructions théorisés ont été développés sur la base d'un cadre conceptuel d'une étude précédente. Une analyse factorielle exploratoire ainsi qu'une rotation oblique ont rapporté 5 facteurs/connaissances de constructions: la connaissance pédagogique, la livraison et gestion, la connaissance du contenu, la surveillance et réf1exion ainsi que la connaissance des étudiants. Ces facteurs étaient fortement liés à 5 des 6 facteurs théorisés, et ont démontré une forte correspondance avec la littérature. Ces facteurs, ainsi que leurs intercorrélations, forment un modèle empirique et objectif de la connaissance d'enseignement universitaire pratique, ce qui démontre qu'un réseau de connaissance inter-reliées est à à la base de l'enseignement universitaire exemplaire .
APA, Harvard, Vancouver, ISO, and other styles
7

Dallas, Bryan. "ATTITUDES OF TEACHING FACULTY TOWARD INCLUSIVE TEACHING STRATEGIES AT A MIDWESTERN UNIVERSITY." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/456.

Full text
Abstract:
This study measured postsecondary faculty attitudes toward academic accommodations and an inclusive teaching method called Universal Design for Instruction (UDI). The purpose of the study was to help determine a readiness for change among faculty with regard to implementing UDI principles, compare differences between faculty groups, as well as add to the postsecondary UDI research agenda. UDI requires faculty instructional design and has the potential to reduce the need for individualized academic accommodations and increase the retention and graduation rates of students with disabilities. The study included an online survey e-mailed to 1,621 faculty at Southern Illinois University Carbondale (SIUC). Independent variables included: amount of teaching experience, teaching status (i.e., full-time, part-time), academic discipline, and amount of prior disability-related training. Results showed significant differences among faculty based upon amount of teaching experience, prior disability-related training, and academic discipline. Generally, faculty with more teaching experience and prior disability-related training had more favorable attitudes toward accommodations and UDI concepts. Faculty in the colleges of Applied Sciences and Arts (ASA), Education, and Mass Communication and Media Arts had more favorable attitudes toward multiple means of presentation than the colleges of Science and Liberal Arts. Faculty in the college of Education had more favorable attitudes toward providing accommodations than the college of ASA. The study effectively started a dialogue with SIUC faculty on their willingness to use UDI principles. Overall, faculty reported mostly positive attitudes toward UDI concepts and traditional academic accommodations. Results could be utilized when proceeding with targeted training for faculty on UDI in postsecondary settings.
APA, Harvard, Vancouver, ISO, and other styles
8

Polydorou, Nikoletta. "Exploring approaches to teaching music history at university." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/exploring-approaches-to-teaching-music-history-at-university(0a7d95fa-5623-421d-a890-b2fd16bce397).html.

Full text
Abstract:
Music history is a core requirement for most undergraduate music degrees. The purpose of this study is to investigate the status of music history teaching in music degrees in Higher Education (HE) in four different countries (Cyprus, the Czech Republic, Greece and England). It also aims to evaluate a new music history teaching model that was developed for a university in Cyprus. The new model consists of approaches focused on a student-centred learning method that introduces the use of primary sources and cooperative learning. Three studies were conducted: a qualitative study (Study 1), a mixed methods study (Study 2) and a qualitative evaluation study (Study 3). In Study 1, music history teachers (N=6) were recruited from universities in Cyprus. Study 1 employed Interpretative Phenomenological Analysis (IPA) using the data from semi-structured interviews. In Study 2, music history teachers (N=11) were recruited from the Czech Republic, Greece and England to participate in a qualitative study, and their thinking was compared to a further sample of undergraduate music students (N=86) who were recruited from the Czech Republic, Greece and England. Study 3 designed and tested an intervention in Cyprus evaluating a new approach to teaching music history. The study was evaluated through a pre-test and a post-test questionnaire. Engeström’s culturalhistorical activity theory was used to analyse the findings of all three studies. Results revealed that the most frequent teaching approaches used in music history courses are lectures, the use of audio and audiovisual materials and discussion. While teachers from the Czech Republic, Greece and Cyprus use a teacher-centred learning approach, most teachers from England apply student-centred learning approaches to music history courses. Students from the participating countries generally perceive music history as having relatively little value and they are not satisfied with the existing teaching approaches. A number of them further question traditional approaches to teaching music history. Upon completion of the qualitative evaluation study in Cyprus, students gained a more positive opinion of music history and approved of the new teaching approaches that were used.
APA, Harvard, Vancouver, ISO, and other styles
9

Gilliland, Charles Jordan 1979. "The paperless classroom : tablet PCs in university teaching." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28411.

Full text
Abstract:
Thesis (M. Eng. and S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.
Includes bibliographical references (p. 302-307).
by Charles Jordan Gilliland.
M.Eng.and S.B.
APA, Harvard, Vancouver, ISO, and other styles
10

Sander, Paul. "Understanding the learner for more effective university teaching." Thesis, Cardiff Metropolitan University, 2004. http://hdl.handle.net/10369/6355.

Full text
Abstract:
Understanding the learner for more effective university Teaching. To teach students efficiently and effectively, it is helpful to understand their conceptions of teaching and learning. Given the higher proportion of school leavers entering Higher Education and greater undergraduate diversity, this is more imperative. With the greater likelihood of large class sizes, more formalised means of understanding students must be sought. Whilst using small group work as part of undergraduate teaching can help, some explicit attempts to collect profile information on students can help teachers offer better learning experiences. Student Expectation Research: The research programme started with a piece of action research (Stevenson, Sander and Naylor, 1996; Stevenson and Sander, 1998) with distance learning students, by collecting their expectations through both a telephone survey and a postal questionnaire. Action Research has very limited generalisability, but the principle of surveying students' expectations was promising and extended. The USET survey (Sander et al, 2000) found mismatches between the teaching that students hoped for and expected. Expectations do not have to be met, although there may be some merit in doing so (Stevenson, Sander and Naylor, 1997). Expectations may also be managed (Hill, 1995). One finding from the USET study was that different groups of students had different reasons for disliking student presentations, perhaps due to different levels of academic confidence. Students' reasons for disliking presentations were pursued through re-analysis of the USET qualitative data (Stevenson and Sand er, 2002, Sander and Stevenson, 2002). However, that students dislike presentations is worrying given their effectiveness (Sander, Sanders and Stevenson, 2OO2). Academic Confidence Research: To explore the possibility of a link between academic confidence and reasons for not liking student presentations, the Academic Confidence Scale was developed and validated (Sander and Sanders, 2003). ln addition to finding the hypothesised group differences in confidence, a startling drop in academic confidence during the first year was detected.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "University teaching"

1

Cox, W. Guidelines for university teaching. Birmingham: Aston University, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

University teaching and learning. Frederiksberg: Samfundslitteratur, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

F, Forest James J., ed. University teaching: International perspectives. New York: Garland Pub., 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Elton, L. R. B. Is university teaching researchable?. [London]: Lewis Elton, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rupp, Robert, Chiara Dold, and Jens Bucksch. Physically Active University Teaching. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38679-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Khan, Inayat. Distance teaching. Delhi: Amar Prakashan, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mohanty, Sunil Behari. Improving university and college teaching. New Dehli: A.P.H., 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

The art of university teaching. Calgary, Alta: Detselig Enterprises, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nicolson, R. I. Guidelines for effective university teaching. [Sheffield]: [University of Sheffield Enterprise Unit?], 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Coleman, James A. University language learning and teaching. Portsmouth: University of Portsmouth, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "University teaching"

1

Trigwell, Keith. "Measuring Teaching Performance." In University Rankings, 165–81. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1116-7_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Coulson, Jonathan, Paul Roberts, and Isabelle Taylor. "Central Learning and Teaching Buildings." In University Trends, 126–39. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429293238-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Senior, Kim, and Bianca Hill. "Visiting the university." In Teaching to Learn, 51–57. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-720-7_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"University Teaching." In Teaching, Learning, and Other Miracles, 63–85. Brill | Sense, 2007. http://dx.doi.org/10.1163/9789087901660_008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Elton, Lewis. "University Teaching." In Handbook of Quality Assurance for University Teaching, 65–75. Routledge, 2018. http://dx.doi.org/10.4324/9781315187518-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Peer review of teaching." In University Teaching, 33–41. Routledge, 2012. http://dx.doi.org/10.4324/9780203120606-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"Lecturing." In University Teaching, 42–55. Routledge, 2012. http://dx.doi.org/10.4324/9780203120606-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Discussion as an approach to teaching." In University Teaching, 56–67. Routledge, 2012. http://dx.doi.org/10.4324/9780203120606-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"Theory and practice in student learning." In University Teaching, 68–77. Routledge, 2012. http://dx.doi.org/10.4324/9780203120606-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"Students past and present." In University Teaching, 78–86. Routledge, 2012. http://dx.doi.org/10.4324/9780203120606-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "University teaching"

1

Fieldsend, Jonathan E. "University staff teaching allocation." In GECCO '17: Genetic and Evolutionary Computation Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3071178.3071230.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lawson, Brian. "Teaching CAAD at Sheffield University." In eCAADe 1986: Teaching and Research with CAAD. eCAADe, 1986. http://dx.doi.org/10.52842/conf.ecaade.1986.078.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Polednáková, Anna. "UNIVERSITY TEACHING METHODS AND FINANCIAL LITERACY." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.022.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Katreničová, Ivana, and Jozef Čabala. "ONLINE TEACHING GEOMETRY AT UNIVERSITY." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1163.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Xinxia, Yu. "University teaching management reform mindset." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013821.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hansen, Miriam, Lisette Scholz, and Regina Jucks. "Intercultural communication in university teaching." In the 3rd international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1841853.1841883.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ferriol, María, Hugo Merle Farinós, Alfonso Garmendia Salvador, Jaime Cebolla-Cornejo, María José Díez, Cristina Esteras, Miguel Leiva-Brondo, et al. "BOTANY TEACHING RESOURCES IN UNIVERSITY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1289.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sedova, Natalia, and Maria Zhukova. "TEACHING WRITING SKILLS AT UNIVERSITY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0746.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Yavuz, Mustafa, and Deniz Gülmez. "UNIVERSITY STUDENTS DESCRIBES: HOW I LEARNED THE BEST?" In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.023.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bjekić, Dragana, and Milica Stojković. "University Teachers’ Resilience." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.462b.

Full text
Abstract:
This research focuses on resilience and perceived stress as important components of university teachers’ well-being. Resilience is generally conceptualized as a process and an outcome of successfully adapting to difficult / challenging life experiences and perceived stress as individual feelings or thoughts about the level of stress a person is experiencing at a given time period. In the context of the teaching profession and the current pandemic circumstances, we investigated university teachers’ resilience and perceived stress. The Brief Resilience Scale and Perceived Stress Scale in digital format as Google Forms surveys are used in this study. The sample consisted of 100 university teaching staff (university teachers and university teaching assistants). The results show that the resilience of the university teaching staff is at a medium-high level. Perceived stress is low. The correlation between resilience and perceived stress of university teaching staff is negative and relatively high. University teaching assistants perceive more stressful situations and stress feelings than university teachers. There are no differences in resilience and perceived stress between university teaching staff from different educational and research fields. This study introduces new research topics and considerations in the contexts of teacher education and university activities aimed at enhancing university teaching staff resilience, stress management, and well-being
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "University teaching"

1

Chandler, Angela. Iowa State University Horse Teaching Farm. Ames (Iowa): Iowa State University, January 2004. http://dx.doi.org/10.31274/ans_air-180814-702.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

McMahon, Michael. Reflections on Teaching in a Research-intensive University. Bristol, UK: The Economics Network, November 2010. http://dx.doi.org/10.53593/n1191a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada164827.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sterle, Jodi A. Iowa State University Department of Animal Science Undergraduate Teaching Update. Ames (Iowa): Iowa State University, January 2018. http://dx.doi.org/10.31274/ans_air-190411-001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lozano Ascencio, Carlos, and Miguel Vicente Mariño. University Teaching of Communication Theory in Europe and Latin America. Revista Latina de Comunicación Social, 2010. http://dx.doi.org/10.4185/rlcs-65-2010-898-255-265-en.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

van Puffelen, E. A. M., T. M. Stevens, S. K. Banihashem, H. J. A. Biemans, O. Noroozi, N. S. M. Raeven, and P. J. den Brok. Covid-19 forced remote teaching and university education after it. Reykjavík: Reykjavík University, 2022. http://dx.doi.org/10.18174/578186.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dames, K. Matthew. Using Copyrighted Works in Teaching: A Guide for Syracuse University Faculty. Syracuse University Library, August 2012. http://dx.doi.org/10.14305/00-00.rt.2012.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Dames, K. Matthew. Using Copyrighted Works in Teaching: A Guide for Syracuse University Faculty. Syracuse University Libraries, December 2013. http://dx.doi.org/10.14305/00-00.rt.2013.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Christian, Allen. Iowa State University Swine Teaching Farm—A Farrow to Finish Farm. Ames (Iowa): Iowa State University, January 2004. http://dx.doi.org/10.31274/ans_air-180814-910.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.

Full text
Abstract:
The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'University teaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography