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Journal articles on the topic 'University teaching'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

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

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2

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

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3

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

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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.

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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.

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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.

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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.

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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.
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8

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

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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.

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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.

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11

RAVNSBORG, SISSEL. "Evaluation of University Teaching." European Journal of Engineering Education 15, no. 2 (January 1990): 101–4. http://dx.doi.org/10.1080/03043799008939465.

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12

Glaister, Paul, and Elizabeth M. Glaister. "Standards of university teaching." MSOR Connections 13, no. 2 (November 2013): 61–65. http://dx.doi.org/10.11120/msor.2013.00011.

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13

Saikia, Dhruba J., and Rowena Robinson. "India: Overhaul university teaching." Nature 509, no. 7499 (May 2014): 164. http://dx.doi.org/10.1038/509164c.

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14

Dupras, A. "Teaching sex at university." Sexologies 21, no. 4 (October 2012): 169–70. http://dx.doi.org/10.1016/j.sexol.2012.09.003.

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15

Lindblom-Ylänne, Sari, Anne Nevgi, and Keith Trigwell. "Regulation of university teaching." Instructional Science 39, no. 4 (June 19, 2010): 483–95. http://dx.doi.org/10.1007/s11251-010-9141-6.

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16

Berbegal-Mirabent, Jasmina, Dolors Gil-Doménech, and Doming E. Ribeiro-Soriano. "Fostering university-industry collaborations through university teaching." Knowledge Management Research & Practice 18, no. 3 (July 7, 2019): 263–75. http://dx.doi.org/10.1080/14778238.2019.1638738.

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17

Hamdani, Beny. "TEACHING READING THROUGH RECIPROCAL TEACHING METHOD." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 7, no. 1 (June 25, 2020): 23. http://dx.doi.org/10.22219/celtic.v7i1.11936.

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This paper aims to investigate whether the university students who are taught reading through Reciprocal Teaching Method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. The design of this study is a quasi-experimental, non-randomized control group, pretest-posttest since it is conducted in a classroom setting that the subjects have been organized into classes. The subject of the study was the fourth term of university students of English education study program consisting 30 university students. The instrument of this research was a test as Pre-test and Post-test in the form of reading comprehension questions. The data analysis used Independent T-Test. Based on the result of the calculation of post-test from experimental and control groups, the alternative hypothesis (Ha) was accepted. The result of the study shows that the use of the Reciprocal Teaching Method can improve the university students’ reading ability. It proves the hypothesis of the study that students who are taught reading through the Reciprocal Teaching method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. Based on this result, it can be concluded that the Reciprocal Teaching Method can be used as an alternative method to teach reading, so that the students are able to understand the texts comprehensively. It also makes the university students more active in the teaching learning process and can improve their ability as well.
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18

M.B, Ganihanova, Qurbanova M.M, and Saydivalieva B.S. "ASPECTS OF TEACHING FOREIGN LANGUAGES AT A TECHNICAL UNIVERSITY." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 1843–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201292.

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19

Z.T, Imamova, Gataulina G.A, and Nazirova O.Z. "ASPECTS OF TEACHING FOREIGN LANGUAGES AT A TECHNICAL UNIVERSITY." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 1867–75. http://dx.doi.org/10.37200/ijpr/v24i4/pr201296.

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20

To’xtaxo’jaevna, Imamova Zulayxo, Gataulina Gulnara Aliaskarovna, and Nazirova Ozoda Zoxidqizi. "ASPECTS OF TEACHING FOREIGN LANGUAGES AT A TECHNICAL UNIVERSITY." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2038–46. http://dx.doi.org/10.37200/ijpr/v24i4/pr201313.

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21

PAZOS, Marta, Maria A. LONGO, and M. Angeles SANROMAN. "Experiences of Innovation Teaching in Bioprocess Engineering University Course." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 1 (June 30, 2013): 123–39. http://dx.doi.org/10.18662/rrem/2013.0501.09.

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22

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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23

Marcelo-García, Carlos, Carmen Yot-Domínguez, and Cristina Mayor-Ruiz. "University teaching with digital technologies." Comunicar 23, no. 45 (July 1, 2015): 117–24. http://dx.doi.org/10.3916/c45-2015-12.

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This research aims to analyze the level of use of technology by university teachers. We are interested by the frequency of their use in designing the teaching-learning process. The research questions were: what types of learning activities which include are designed by university teachers? What types of technologies do teachers use in the design of their instruction? What is the level of use of digital technologies in the learning designs? To respond to these issues, we designed an inventory of activities of learning technologies at the university which was completed by 941 Andalusian teachers. We have identified the type and frequency of use of technology by university lecturers in their different fields at the same time as studying learning activities that predominate in their learning designs. The results, first of all, reveal a poor integration of ICT in the teaching-learning processes which are, essentially, the teacher-centered learning activities. Secondly, we have identified four profiles which differentiate between d teachers depending on their level of use of ICT. The profile comprising an increased number of teachers makes making reference to the rare use of technology. There are teachers who use technology sparingly, and this is a very small range. Esta investigación tiene por objetivo analizar el nivel de uso que de las tecnologías hace el profesorado universitario, interesándose tanto por la frecuencia de uso de ellas, como por el tipo de actividades de aprendizaje en las que se utilizan. Los problemas de investigación se centraron en: ¿qué tipos de actividades de aprendizaje con tecnologías diseñan los docentes universitarios?, ¿qué tipo de tecnologías utilizan los docentes en el diseño de su enseñanza?, ¿cuál es el nivel de uso de las tecnologías digitales en los diseños del aprendizaje del profesorado universitario? Hemos diseñado el Inventario de Actividades de Aprendizaje con Tecnologías en la Universidad que fue respondido por 941 docentes andaluces. A través de él hemos identificado el tipo y frecuencia de uso que de la tecnología hace el profesorado universitario en sus materias al tiempo que hemos estudiado las actividades de aprendizaje que predominan en sus diseños del aprendizaje. Los resultados revelan una pobre integración de tecnologías en los procesos de enseñanza-aprendizaje los cuales se constituyen, esencialmente, de actividades de aprendizaje centradas en el docente. Hemos identificado cuatro perfiles diferenciados de docentes en función del nivel de uso que hacen de las TIC. De los cuatro, el perfil que mayor número de docentes agrupa es el que hace referencia a un uso poco frecuente de la tecnología; son docentes que emplean escasamente la tecnología y esta es de una gama muy reducida.
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24

Starikova, Aleksandra Viacheslavovna. "Cognitive barriers in university teaching." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2014): 106–14. http://dx.doi.org/10.51314/2073-2635-2014-1-106-114.

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In this article we consider teaching of social and economic geography in graduate education in terms of the cognitive barriers concept. Examples of such barriers and practical recommendations for their prevention and correction are provided. We emphasize the grate role of accurate learning materials development in the process of the barriers elimination. Technology of identifying and elimination the cognitive barriers out of the textbook is applied via detection of such barriers sources and via determination of compliance of educational information to “correctness” and “saturation” categories.
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25

Adams, Robert D. "Teaching Vibration to university undergraduates." Journal on Teaching Engineering 1, no. 1 (September 3, 2021): 40–93. http://dx.doi.org/10.24840/2795-4005_001.001_0003.

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This paper provides a description of an undergraduate course on vibration, given to second and third year students at Bristol university in the UK. The course, and my teaching philosophy, were developed over more than 30 years. The lectures were given in two 20-hour courses which were supported by an equal number of examples classes. Students were provided with a series of question sheets which contained questions from previous examination papers. In addition, laboratory classes were provided to give the students “hands on” experience on how to excite, control, measure, and to interpret various vibrating systems. The first set of lectures began with the analysis of a single degree of freedom system, adding different forcing functions and more degrees of freedom. The second set of lectures introduced continuous systems, consisting of bars, beams, and plates. The limitations of reality, particularly boundary conditions, was emphasized. Wherever possible, some artifact was taken to the lecture amplify the mathematics. I have interleaved into the presentation some of my teaching philosophy and how it is important in a heavily mathematical subject such as vibration to teach rather than to try and impress the students as to how clever is their lecturer. Finally, if the lecturer does not enjoy giving the lectures, the students will not receive that “extra” which distinguishes a good lecture from a bad lecture, and also distinguishes a good lecture from reading a text book.
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26

Ballantine, Jeanne. "University Teaching around the World." Teaching Sociology 17, no. 3 (July 1989): 291. http://dx.doi.org/10.2307/1318075.

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27

Samuels, Robert. "Introduction: Teaching Critical University Studies." Radical Teacher 108 (May 31, 2017): 1–4. http://dx.doi.org/10.5195/rt.2017.382.

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This issue of Radical Teacher focuses on why we should teach courses and collaborate with students in research in Critical University Studies (CUS)— a handy label, but please take “university” is a stand-in for many kinds of post-secondary institution.
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28

Day, Randal, David Schoem, Linda Frankel, Ximena Zuniga, and Edith A. Lewis. "Multicultural Teaching in the University." Family Relations 45, no. 4 (October 1996): 478. http://dx.doi.org/10.2307/585180.

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29

KADMON, Naftali. "Teaching Toponymy at University Level." Onoma 39 (December 31, 2004): 275–87. http://dx.doi.org/10.2143/ono.39.0.2020717.

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30

Leggett, Monica, and Alison Bunker. "Teaching portfolios and university culture." Journal of Further and Higher Education 30, no. 3 (August 2006): 269–82. http://dx.doi.org/10.1080/03098770600802297.

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31

Alexandrou, Alex. "Reconstructing Professionalism in University Teaching." Journal of In-service Education 28, no. 2 (June 1, 2002): 375–400. http://dx.doi.org/10.1080/14759390500200423.

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32

Malcolm, Ian G. "Innovation in university language teaching." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 53–63. http://dx.doi.org/10.1075/aralss.12.04mal.

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33

Gassin, June. "Innovations in university language teaching." Language Teaching and Learning in Australia 9 (January 1, 1992): 19–32. http://dx.doi.org/10.1075/aralss.9.02gas.

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University language teaching in Australia has undergone significant changes over the past few years in spite of considerable constraints. Many institutions have responded positively to the changing needs of their students with new courses, study abroad programs and summer schools. This paper focuses on some recent innovations taking place in language teaching at the University of Melbourne. These relate to both policy and practice and include the establishment of a School of Languages. Taken as a whole these innovations constitute an important step in the development of a coherent university language policy and provide new directions in language teaching at this University.
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34

Guoqing Sun. "Physics teaching at Jilin University." Physics Teacher 31, no. 5 (May 1993): 296–98. http://dx.doi.org/10.1119/1.2343767.

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35

Sander, Paul, Keith Stevenson, Malcolm King, and David Coates. "University Students' Expectations of Teaching." Studies in Higher Education 25, no. 3 (October 2000): 309–23. http://dx.doi.org/10.1080/03075070050193433.

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36

Neumann, Ruth. "Disciplinary Differences and University Teaching." Studies in Higher Education 26, no. 2 (June 2001): 135–46. http://dx.doi.org/10.1080/03075070120052071.

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37

Hubackova, Sarka, and Marketa Ruzickova. "Motivation in University Students’ Teaching." Procedia - Social and Behavioral Sciences 83 (July 2013): 304–8. http://dx.doi.org/10.1016/j.sbspro.2013.06.059.

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38

McLellan, Evelyn. "Rethinking University Teaching, 2nd Edition." International Journal of Information Management 23, no. 4 (August 2003): 355–57. http://dx.doi.org/10.1016/s0268-4012(03)00057-4.

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39

Sturm, Sean. "University teaching: an introductory guide." Higher Education Research & Development 32, no. 6 (December 2013): 1054–55. http://dx.doi.org/10.1080/07294360.2012.756852.

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40

Weimer, Maryellen. "Assumptions that devalue university teaching." International Journal for Academic Development 2, no. 1 (May 1997): 52–59. http://dx.doi.org/10.1080/1360144970020106.

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41

Kustra, Erika. "University teaching: an introductory guide." International Journal for Academic Development 18, no. 2 (June 2013): 201–3. http://dx.doi.org/10.1080/1360144x.2013.802075.

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42

Haas, Peter J. "Teaching Jewish Ethics—: Vanderbilt University." Shofar: An Interdisciplinary Journal of Jewish Studies 9, no. 1 (1990): 71–77. http://dx.doi.org/10.1353/sho.1990.0015.

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43

Marineau, Josiah F. "Life at a Teaching University." Journal of Political Science Education 14, no. 2 (January 9, 2018): 270–75. http://dx.doi.org/10.1080/15512169.2017.1388173.

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44

Weusthof, Peter. "Quality Assurance for University Teaching." Higher Education Policy 8, no. 3 (September 1995): 69. http://dx.doi.org/10.1057/hep.1995.50.

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45

Bain, Linda L. "Feminist Teaching in University Physical." Journal of Physical Education, Recreation & Dance 62, no. 6 (August 1991): 56–57. http://dx.doi.org/10.1080/07303084.1991.10609895.

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46

Smeby, Jens-Christian. "Disciplinary differences in university teaching." Studies in Higher Education 21, no. 1 (January 1996): 69–79. http://dx.doi.org/10.1080/03075079612331381467.

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47

Garratt, PW, and G. Edmunds. "Teaching software engineering at university." Information and Software Technology 30, no. 1 (January 1988): 5–11. http://dx.doi.org/10.1016/0950-5849(88)90100-0.

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48

HOMMA, Riken. "Building the Kumamoto University Teaching Online for the Support of Teaching in the University." Journal of JSEE 61, no. 3 (2013): 3_90–3_93. http://dx.doi.org/10.4307/jsee.61.3_90.

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49

Dyomina, O. A., and I. A. Tepleneva. "Modification of Teaching/Learning Strategies of University Teaching Staff." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (July 29, 2020): 156–67. http://dx.doi.org/10.31992/0869-3617-2020-29-7-156-167.

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The paper considers the problem of changing the traditional model of higher education into the up-dated model of blended learning. The paper focuses on the problem of changing the teaching/learning strategies as the necessary condition for creating and improving the modified educational environment at Universities taking into consideration the advanced achievements in science and social development. The article dwells on the existing possibilities for a student-centered teaching/learning process where the student creates his individual educational track. The authors have considered the reimagining means of teaching/learning strategies for teaching staff by aiming at effective blended learning. Having analyzed the results of pilot studies, shortcomings of conventional teaching and statistical information on graduate employment, the authors have stated the fact that neither conventional teaching nor the so-called innovative educational technologies could close the gap between educational aims and results. The acute shortage of up-dated theoretical psychological and peda gogical knowledge as well as the lack of due consideration for reimagining of teaching/learning strategies have been suggested as the deep-rooted causes of this gap. The paper suggests the definition of teaching/learning strategies and the developed model of their application for University educational environment. The authors have shown the existed blended learning models and the experience of their implementation in the Russian Federation and abroad. The role of educational moderator at creating a new type of teaching/learning interaction by using a Tutorial FL Navigator has been justified and illustrated by FLT at University. The student turns into a member of academic community while entering the environment of Content and Language Integrated Learning Project (CLILP). The potential prospects of blended learning model have been analyzed using the project method in teaching foreign languages (Content and Language Integrated Learning Project). The conclusion of blended learning effectiveness for transformation the general foreign language teaching into expanded professional education has been drawn on the base of obtained empiric and statistical evidence.
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50

Hien, Le Thi Ngoc. "Communicative Language Teaching in Teaching ESL for University Students." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 49–57. http://dx.doi.org/10.32996/jeltal.2021.3.6.7.

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Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.
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