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Relevant bibliographies by topics / University teaching change

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Academic literature on the topic 'University teaching change'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "University teaching change"

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Nordlund, Lina Mtwana. "Teaching ecology at university—Inspiration for change." Global Ecology and Conservation 7 (July 2016): 174–82. http://dx.doi.org/10.1016/j.gecco.2016.06.008.

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Diab, Gehan Mohammed, Sanaa M. Safan, and Huda M. Bakeer. "Organizational change readiness and manager' behavior in managing change." Journal of Nursing Education and Practice 8, no. 7 (March 7, 2018): 68. http://dx.doi.org/10.5430/jnep.v8n7p68.

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Background and objective: Organizational readiness refers to organizational members’ change commitment and change efficacy to implement organizational change and confidence in their accumulative abilities to do so. The aim of the study was to assess the nurse managers’ behavior in managing change, and the level of the organizational change readiness at selected hospitals at Menofia Governorate.Methods: Design: A descriptive cross-sectional design was used. Setting: The study was conducted at two hospitals, namely University Hospital and Shebin El-Kom Teaching Hospital, in Menofia Governorate, Egypt. Subjects: It consisted of two groups, Group 1: A convenience sample of 136 staff nurses (67 staff nurses from Menofia University Hospital, and 69 from Shebin El-Kom Teaching Hospital), Group 2: All nurse manager available on the time of the study (31 from Menofia University Hospitals, and 30 from Shebin El-Kom Teaching Hospital). Tools: a) Tool one: Change management process Questionnaire, b) Tool two: Change Readiness Assessment Scale.Results: More than half of the nurse managers reported that they have a good behavior in managing change in the organization, while the staff nurses reported that their managers had a bad behavior during the change process. Organizational readiness level was higher in University hospitals than in Teaching hospital as perceived by the study subjects.Conclusions: The nurse managers and staff nurses reported that the organization had a bad readiness level to change. Additionally there was a positive correlation between organizational readiness and manager behavior in managing change. Recommendations: Organization should have a readiness for change to support the change process by possessing the right resources and conditions, a clear insights and goals for the intended change and have the inventiveness, behavior to participate with the change and develop work. Also, agents of change chiefs and management must need to drive a strong reaction for change from the stakeholders that leads to highest performance improvement.

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Akbulut, Yavuz, Abdullah Kuzu, Colin Latchem, and Ferhan Odabaşi. "Change Readiness among Teaching Staff at Anadolu University, Turkey." Distance Education 28, no. 3 (November 2007): 335–50. http://dx.doi.org/10.1080/01587910701611351.

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Gratz, Erin, and Lisa Looney. "Faculty Resistance to Change." International Journal of Online Pedagogy and Course Design 10, no. 1 (January 2020): 1–14. http://dx.doi.org/10.4018/ijopcd.2020010101.

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This study explored university faculty members' willingness to teach online in relation to their resistance to change. Researchers examined whether a relationship exists between resistance to change and motivators or barriers to teaching online. Participants were 131 faculty members of all ranks from a private, comprehensive university in the greater Los Angeles area. Participants reported such barriers as their discipline not being suited to online teaching, an absence of time for online course preparation, and a lack of skills or confidence in teaching online. Reported motivators included financial incentives, increased flexibility, and keeping current with various modes of delivery. Reported barriers were positively correlated with faculty's resistance to change, demonstrating that faculty who were reluctant to change their routines, had negative reactions to the presence of change, and saw short-term change as inconvenient were more likely to see barriers to teaching online. Faculty rank was related to certain study variables. Implications for these findings are discussed.

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Scott, Sue M., Donna M. Chovanec, and Beth Young. "Philosophy-in-Action in University Teaching." Canadian Journal of Higher Education 24, no. 3 (December 31, 1994): 1–25. http://dx.doi.org/10.47678/cjhe.v24i3.183253.

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Fourteen professors expressed their "traditional," "humanist," and "critical" philosophies about teaching and learning when they engaged in dialogue with us and each other. The relationship between their philosophy of teaching and their practice in the classroom is the research question. Four themes that elaborate these philosophies-in-action emerged from a grounded-theory approach to data analysis. One theme, "Expert vs. Co-learner" describes these professors' views of themselves as teachers. A second theme, "The Relationship of Comfort to Critique, " outlines some of the tensions that arise from attempting to create a comfortable classroom environment while also encouraging critical thought. "Learning for Change, " the third theme, is about the differing forms of change in the learner that these professors seek as evidence that learning is taking place. Finally, in the section called "Coping with Constraints, " our study participants identify institutional issues that have made it difficult for them to enact their particular teaching-learning philosophies in university classes.

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Glaister, Paul. "University Teaching - recognition and reward." MSOR Connections 14, no. 2 (February 11, 2016): 20. http://dx.doi.org/10.21100/msor.v14i2.252.

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Teaching in universities has increased in importance in recent years which, in part, is a consequence of the change in funding of universities from block grants to student tuition fees. Various initiatives have been made which serve to raise the profile of teaching and give it greater recognition. It is also important that teaching is recognised even more fully and widely, and crucially that it is rewarded accordingly. We propose a mechanism for recognising and rewarding university teaching that is based on a review process that is supported by documented evidence whose outcomes can be fed into performance and development reviews, and used to inform decisions about reward and promotion, as well as the review of probationary status where appropriate.

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念, 肖. "The Institutional Change of Teaching Decision-Making in Chinese University." Advances in Education 04, no. 02 (2014): 21–27. http://dx.doi.org/10.12677/ae.2014.42004.

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Frost, Susan H., and Daniel Teodorescu. "Teaching Excellence: How Faculty Guided Change at a Research University." Review of Higher Education 24, no. 4 (2001): 397–415. http://dx.doi.org/10.1353/rhe.2001.0007.

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Clemente, Mariana Vilela Duarte, and Isabel-Maria Ferrandiz-Vindel. "Self-Assessment Of The University Teaching Staff Functions." Contemporary Issues in Education Research (CIER) 5, no. 5 (December 19, 2012): 367. http://dx.doi.org/10.19030/cier.v5i5.7470.

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The Higher Education institutions should offer excellence teaching and qualification opportunities for the university teaching staff. La Facultad Integrada de Pernambuco (FACIPE) (the Integrated School of Pernambuco) in Brazil, following the global trend, has been involved in implementing changes to help improve the quality of education in our universities. The aim of this paper is to show how the teachers themselves, the core of this change, perceive their continuing training and how it can help in their upgrade process as a university lecturer. Thus, we use the teaching staff self-assessment as a tool to develop a FACIPE teaching staff profile and a strategy to foster self-reflection to discover and identify the "real" needs for the Comisin Propia de Evaluacin (CPA) (The Own Commission of Assessment) to be able to arrange Continuing Education seminars, courses and / or workshops.

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Johnson, David W., and Roger T. Johnson. "Social interdependence theory and university instruction - Theory into practice." Swiss Journal of Psychology 61, no. 3 (September 2002): 119–29. http://dx.doi.org/10.1024//1421-0185.61.3.119.

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University teaching has not changed significantly for hundreds and perhaps thousands of years. The many attempts to reform university teaching have often demonstrated positive effects but have then been discontinued. One explanation for the resistance of teaching to change is that instructors fail to apply the same scientific rigor to their teaching as they do to their research. Professors as scientists and intellectuals typically ask for proof when a colleague presents a scientific conclusion, yet when it comes to what constitutes good teaching, professors often accept uncontested folklore and mythology. Many of the recommendations made about teaching, furthermore, are based more on stories and promising ideas rather than conclusions from rigorous research. What is lacking is the successful application of theory and research to instructional methods. This article presents cooperative learning as one example of theory validated by research applied to instructional practice.

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Dissertations / Theses on the topic "University teaching change"

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McKenzie, Jo A. "Variation and change in university teachers' ways of experiencing teaching /." Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040726.154757/index.html.

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Renou-Kirby, N. H. "Engaging with change in a post-Bologna teaching university in the Netherlands." Thesis, Open University, 2011. http://oro.open.ac.uk/54222/.

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Change is endemic in modern society, and the educational systems that operate in it. In Higher Education societal trends such as globalization and economic rationalism are impacting on teachers. Changes in the student population, new educational methods derived from shifting perspectives on the role of knowledge and re-structuring of the organizations within which teachers work have also led to transformation of the professional context. At European level policy initiatives such as the Bologna Declaration (1999) have necessitated an overhaul of educational provision. This research project attempts to focus on these wide ranging changes through the lens of teacher autonomy in order to establish what is changing in the working lives of teachers in a Dutch university, how they are responding to these changes and how they can be helped to respond to change effectively and discriminatingly. This is an insider research project, using case study and semi-structured interviewing to yield data that is subjected to thematic linguistic analysis. It was piloted in 2006, and interviewing was resumed in February 2007. Findings indicate the contested nature of teacher autonomy, and suggest that professional autonomy can impede as well as facilitate teachers in processes of engaging with change. The team - operating as a community of practice - is identified as the location where change agency can operate most effectively. Distributed leadership - specifically perceived in the activities of team leaders and teacher change agents - is seen as crucial to processes of embedding change in educational practice.

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Bender-Slack, Delane Ann. "Teaching texts for social justice : English teachers as agents of change /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1183419335.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.
Advisor: Holly Johnson Title from electronic thesis title page (viewed Dec.10, 2007). Includes abstract. Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs Includes bibliographical references.

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Watson, Ken. "Documenting pedagogical change : the teaching of literature in NSW secondary schools, 1990-2001, with special reference to the teaching of Shakespeare /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031223.105259/index.html.

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Thesis (Ed.D.) -- University of Western Sydney, 2003.
"A portfolio submitted to the University of Western Sydney in fulfilment of the requirements for the award of the degree of Doctor of Education" Bibliography : leaves 217-220.

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Lines, Robyn Laraine, and robyn lines@rmit edu au. "Discourse and Power: A Study of Change in the Managerialised University in Australia." RMIT University. Management, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060308.102930.

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The literature concerning work identities within universities is limited and focussed upon the ways academic staff construct their identities and the impacts these have upon their approaches to change. Similar studies for the range of differentiated roles that characterise the newly managerialised university are not available. The first stage of the research, therefore, was to develop a categorisation of the ways in which senior managers, line managers, support staff and academic staff construct their identities at work. This categorisation was created by bringing together the experiences of change of fifty three staff from five similar Australian universities, reported in interviews, with a review of the discourses widely available within the university sector (Deetz 1992; du Gay 1996a; Knights & Morgan 1991; Marginson 2000; Readings 1996) to produce thirteen different classifications associated with different roles. These categories described as case study one provide an initial framework for making sense of the different viewpoints expressed by staff in interviews and a language for understanding w hat particular actions might mean to the organisational members making them. As such it provides a starting point or tool for analysis and makes an original contribution to understanding change within universities. The second stage of this research examined the dynamics of a teaching change project and the interactions between differently constructed work identities it entailed. This was undertaken through an ethnographic study of a change project in process. The ethnography was supplemented by interviews with participants at the conclusion of the project. The analysis of the ethnography combined the first theoretical focus on constructed identity with concepts of power and their forms within organisations (Foucault 1998; Clegg 1989a; Callon 1986) to take account of the hierarchical organisation of the university and the differentiated organisational roles of participants in the change project.

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Hakim, Badia. "Facing change : understanding reactions to ICT adoption in teaching English for specific purposes at King Abdulaziz University." Thesis, Goldsmiths College (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497783.

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Horsley, Mike. "Activist professionals and profession-led change /." View thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051019.162923/index.html.

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Hockings, Christine Susan. "Swimming against the tide : an action research case study of one university lecturer's struggle to change his conceptions and practice of teaching (statistics) within a traditional teaching environment." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396534.

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Li, Ling. "Culture as inhibitors of change : an ethnographic study on the impact of culture on teachers' ICT adoption in a university faculty in China." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709258.

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Avanaki, Hussein Jamshidi. "University teacher-training in change : the English and Iranian experience : English language teaching in the two systems with ESL/ESP as a case study." Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/14896/.

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This study critically examines teacher education in the English system and in Iran so as to compare the two systems with the aim of identifying effective English language teaching strategies that are applicable to the Iranian system. - The reason for examining this topic was the problem that I faced for many years during my teaching in Iranian universities. The main problem was the lack of the use of spoken English by the Iranian university students and graduates. In addition, the context of ESL/ESP in Iranian universities was investigated because little research in Iran has been conducted to explore the influence of oral discourse analysis to improve fluency. The reason is that I believe teacher education, teaching approaches and related issues, such as textbooks and teacher-student relationships, are not separate issues and can be studied as one package. This study includes a critical literature review on methodological elements so as to reach a more practical and effective English language teaching approach in Iran, in particular for the use of English. I was able to identify the central problems of the study, in particular the improvement of speaking skills through, oral discourse analysis. The study has shown how university students can make use of effective strategies through oral discourse analysis introduced to improve their English speaking. The students' needs, the English textbooks, context of situation and the relationships between the students and teachers as well as a critical literature review are studied. Issues such as the need for a more fluent discourse and exchanging views, building on teaching experience, preventing past mistakes, and utilising fully the available resources and the provision of required educational aids are introduced. In this study I shall also present the barriers to innovation and offer suitable solutions. To facilitate the research I employed two types of questionnaires: an English teachers' and students' questionnaire. Twelve interviews were also carried out as a supplementary research instrument to the nine sessions of teaching. The critical literature review, interviews, and the analyses of questionnaires and the teaching sessions supported my initial subjective experience regarding how to resolve the problems of Iranian English Language Teaching. This also resulted in significant improvement of fluency of the participant students. The general discussions, conclusion and recommendations are provided at the end of the study.

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Books on the topic "University teaching change"

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Filho, Walter Leal. Universities and climate change: Introducing climate change to university programmes. Heidelberg [Germany]: Springer, 2010.

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Towards teaching in public: Reshaping the modern university. New York, NY: Continuum, 2012.

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Michaud, André. Our bankrupt elite: State of university teaching in 1999. Québec: SRP Books, 1999.

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F, Allison Robert, and Munson Fred C, eds. Governing university hospitals in a changing environment. Ann Arbor, Mich: Health Administration Press, 1986.

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McCormick, James P. Rah for the engineers!: A century of change. Tucson, Ariz: College of Engineering and Mines, University of Arizona, 1986.

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Changing academic work: Developing the learning university. Buckingham [England]: Society for Research into Higher Education & Open University Press, 1999.

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Garrison, Guy. A century of library education at Drexel University: Vignettes of growth and change. [Philadelphia?]: Drexel University, College of Information Studies, 1992.

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Conference, Council of Educators in Landscape Architecture. Conference proceedings: Change : learning in landscape architecture; Council of Educators in Landscape Architecure ; August 3-6, 2000, University of Guelph. Guelph: Council of Educators in Landscape Architecture, 2000.

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Staton, Pat. Educating for social change through the arts: Selected annotated resources for college and university teachers. Toronto, ON: Green Dragon Press, 2000.

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Council, Human Sciences Research, ed. Community, self and identity: Educating South African university students for citizenship. Cape Town, South Africa: HSRC Press, 2012.

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Book chapters on the topic "University teaching change"

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Carruthers, Glen. "Provocations for change in higher music education." In Teaching and Evaluating Music Performance at University, 239–48. [1.] | New York : Routledge, 2020. | Series: ISME global perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9780429328077-17.

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Bailey, Bambi. "Choosing a Teaching University: A Change in Identity?" In Women’s Experiences in Leadership in K-16 Science Education Communities, 35–46. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2239-4_4.

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Waghid, Yusef, Faiq Waghid, Judith Terblanche, and Zayd Waghid. "The University, Power and Social Change Towards a Period of Post-Massification." In Higher Teaching and Learning for Alternative Futures, 51–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75429-7_5.

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Rowan, Leonie. "University Teaching as Situated Work: Imagining, Experimenting, and Working for Change." In Higher Education and Social Justice, 125–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-05246-1_5.

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Mitchell, Sally, and Alan Evison. "Exploiting the Potential of Writing for Educational Change at Queen Mary, University of London." In Teaching Academic Writing in UK Higher Education, 68–84. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_5.

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Khalaim, Oleksandra, Tatjana Tambovceva, Lovísa Eiríksdóttir, and Shepherd Urenje. "Change Project Approach for Reorienting University Teaching Towards the Implementation of Sustainability Principles." In World Sustainability Series, 253–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63399-8_17.

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Rowlands, Kate E., and Christopher J. Rees. "Organisational Change and Workplace Stress in Teaching and Learning Settings: Case Study Evidence from a Public Sector University in the UK." In Change Management and the Human Factor, 167–78. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07434-4_11.

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Coronado-Marín, A., M. J. Bautista-Cerro, and M. A. Murga-Menoyo. "Students and University Teachers Facing the Curricular Change for Sustainability. Reporting in Sustainability Literacy and Teaching Methodologies at UNED." In World Sustainability Series, 1021–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26759-9_60.

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Olfos, Raimundo, and Masami Isoda. "Japanese Lesson Study for Introduction of Multiplication." In Teaching Multiplication with Lesson Study, 103–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.

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"To be or not to be: technological change in the University of the South Pacific: Richard Wah." In Changing University Teaching, 134–45. Routledge, 2012. http://dx.doi.org/10.4324/9780203046074-16.

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Conference papers on the topic "University teaching change"

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Sandland, Jessica, and Mary Ellen Wiltrout. "The Digital Learning Laboratory Model to Catalyze Change in University Teaching and Learning." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11038.

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This paper outlines a unique model catalyzing change in teaching and learning known as the Digital Learning Laboratory (DLL) model that a large research university in the northeastern United States currently employs. We focus here on the MOOC work that the individuals in the DLL lead that have spread to improvements in teaching practices and learning experiences across departments beyond MOOCs. We discuss the MOOC development process and the ways in which this process can differ greatly from the development of an in-person course creating the initial and continued need for the DLL. Then, we describe the Digital Learning Laboratory, a community of practice of academics with advanced degrees in their field of specialization and housed in the relevant departments across our university. Finally, we discuss potential advantages of this model, including having a person with subject-matter expertise leading MOOC and hybrid projects and thereby not requiring a different tenure-track faculty member to learn MOOC development skills for each new course.

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Griffin, R. B., L. Everett, and D. Lagoudas. "Development of a sophomore year engineering program at Texas A&M University." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.632705.

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Nikou, Shahrokh, and Seongcheol Kim. "Students’ Satisfaction with e-Learning Systems During the COVID-19 Pandemic—An International Comparative Study." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.8.

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t In response to the global COVID-19 situation, quarantine measures have been implemented at the educational institutions around the world. This paper aims to determine the antecedent factors predicting the university students’ satisfaction with e-learning systems during the COVID-19 situation. We used structural equation modelling (SEM) and evaluated a conceptual model on the basis of a sample of university students from Finland (n = 131) and South Korea (n = 114). The SEM results showed that the COVID-19 related factors, i.e., COVID19 awareness, perceived challenges during COVID-19 and the educational institutions’ preparedness indirectly influence the satisfaction with e-learning systems. Moreover, we found a statistically significant moderating effect of course design quality, and instructor’s teaching style between the COVID-19 related factors and the satisfaction with e-learning systems. The implications of these results for the management of e‐learning systems are discussed.

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Fernandes, Sandra Raquel Gonçalves, Paula Morais, Diana Mesquita, Marta Abelha, Sara Fernandes, and Ana Sílvia Albuquerque. "The Centre for Excellence in Teaching (CET) at Portucalense University: goals, strategies and expected outcomes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8257.

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This paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff in the achievement of this outcome. The objectives of the CET are to promote pedagogic training sessions for academic staff, to develop pedagogical resources and publications and to create a website for the dissemination of best practices and for the recognition of teaching quality at UPT. The preliminary results of the implementation of the activities developed by the CET reveal a positive participation and involvement of academic staff. Teachers showed interest in developing active learning strategies and openness to change their teaching practices. Some examples of the activities implemented by teachers, in the first semester of 2017/2018, are briefly presemted in this paper.

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Córdova Eguívar, Hector Reynaldo. "Teaching Operations research, the experience of the Catholic University in Bolivia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9397.

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The Catholic University of Bolivia undertook an experience to develop profesional competencies in students of Operations research and to position the tools of this specialty to help improve the management of private companies. The paper presents the implementation of a new methodology (Project Based Learning) for teaching the subject of Operations Research to a group of students from different fields at a national context during a period of 5 years. Students must perform a project on small companies in order to gain the competences related to the course of Operational Research. The paper analyzes the change of methods (from traditional ones based on the passive role of students to a participative model where student applies their knowledge to their daily activity) teaching mathematics in Bolivia. The company representatives play an active role monitoring and assessing the implementation process. The evaluation of the students shows that the competency has been developed to the expected level and Operations research has now a place in the management of small companies.

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Marsh, Harry, Robert Dominy, David Gregory-Smith, and Li He. "Integrated Gas Turbine Technology Education at Durham University." In ASME 1996 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-gt-192.

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Gas turbine technology is a major component in the teaching and research programmes at Durham University. In 1993, the change from the three-year degree course to the four-year Master of Engineering course provided an opportunity to strengthen the teaching of turbomachinery through closer integration of lectures, laboratory work, design, investigative project work and the use of computers for flow prediction. The undergraduate projects link with research in turbomachinery aerodynamics, secondary flows, and unsteady flows. The integrated approach provides graduates with a broad based education and a good understanding of turbomachinery. Wider aspects include the placement of students for a year of industrial training with a European turbine manufacturer and the organisation of an two-week course for industry on turbine technology. An unusual feature of the Durham approach is the development of turbomachinery based projects to introduce the challenge of engineering into schools and colleges.

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Franganillo, Jorge, Lydia Sánchez, M. Ángeles García Asensio, and Anna Marquès. "Breaking down the classroom walls: how to train future media professionals in an interdisciplinary and applied way while fostering social change." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11015.

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This paper describes an effective methodological strategy that the Consolidated teaching innovation group in Communication and Audiovisual Media (In-COMAV), composed of a multidisciplinary teaching team, has been developing since 2016 within the Audiovisual Communication degree program offered by the University of Barcelona. This strategy consists of promoting service-learning projects within the context of various courses. Here we present the viability criteria established for the acceptance of projects oriented toward collaboration with organizations outside the university, the critical success factors and the results that this initiative has had on students, teachers, the university and society. Such results are perceived positively, yet there are still challenges and limitations to be overcome to ensure the continuity, sustainability and effectiveness of service-learning projects in higher education.

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Zhang, GuisHan. "Role Change and Team Building for Embedded Subject Librarian of Teaching-research University in Embedded Subject Service Mode." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.320.

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Gill, Grandon, William Patterson, and Diane Williams. "The Increments and Transformations Institute at the University of South Florida: A Case Study." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3047.

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The paper presents a research case study that describes the three year history of the Increments and Transformations Institute (ITI) at the University of South Florida. The ITI's goal is to encourage faculty members from all disciplines to enhance the effectiveness of their teaching through the appropriate use of technologies and pedagogical strategies. Institute participation consists of a year-long cohort-based program of faculty development divided into three distinct phases. In Phase I, participating faculty members attend an intensive week-long workshop on teaching with technology. Phase II takes place during the fall semester that follows, during which time each participant must implement a single technology-based/pedagogically-informed change to one or more courses (a.k.a., an "increment"). During Phase III, in the spring, each participant must share his or her experiences with additional departmental and college colleagues in a formal setting. There is also an optional Phase IV, during which participants may return to the institute and act as facilitators for subsequent cohorts. Since it was established, the ITI's organization and approach has undergone two significant changes, moving from extensive reliance on outside facilitators to almost exclusive use of former participants and moving from traditional workshop activities to a structure based around teaching cases. The case study considers how these changes impacted outcomes and have led to an approach to faculty development that is both highly effective and increasingly self-sustaining.

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Herman, Geoffrey L., Laura Hahn, and Matthew West. "Coordinating College-Wide Instructional Change Through Faculty Communities." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51549.

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In February 2012, the College of Engineering created the Strategic Instructional Initiatives Program (SIIP) to transform and revitalize the core engineering courses at the University of Illinois at Urbana-Champaign. As SIIP has evolved, we have learned that in order to achieve these goals, we must first focus on creating collaborative teaching cultures. This effort has sparked the rapid spread of Research-Based Instructional Strategies across the college and created a thriving community of faculty invested in improving undergraduate instruction. In this paper, we describe the current policies and procedures that we use to direct SIIP. In particular, we will focus on the structure of the leadership team and how we have fostered deep collaborations among faculty developers, education researchers, and engineering faculty. We conclude by presenting an evaluation of the program.

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