Invited address: Goodbye Dr. Chips, or when will college professors be required to teach no courses?

2011 ◽  
Author(s):  
Ludy T. Benjamin
Keyword(s):  
1962 ◽  
Vol 19 (2) ◽  
pp. 149-171 ◽  
Author(s):  
Adam Szászdi

The title of this article seems to give the impression that its author is a financial expert. Unhappily, this is not the case. But—for quite unknown reasons—college professors are apt to acquire some empirical knowledge of credit facilities. Besides, I do not intend to give practical advice to anybody. I shall only try to show, how people in Puerto Rico, a century and a half ago, managed to survive—and at times prosper—in the midst of what some people used to call, not very affectionately, the “money complex.”What makes the question interesting is the lack of banks or other credit institutions. Apparently, the first small savings banks did not appear until the 1870's. The paucity, if not the absolute absence, of liquid capital characterizes Puerto Rico until the period under study. Such a state of affairs had remote causes. Puerto Rico, as Spain's second colony in the New World, had had a prosperous start in the sixteenth century. Some gold was found, and the firstingeniowas set up. But in the 1520's an exodus was set off by the attraction of the fabulous mineral wealth of the continent that was being conquered, an exodus that the threat of the death penalty was not able to stop effectively. The lack of sufficient settlers was then the initial cause of Puerto Rico's economic stagnation. Naturally, the following two hundred years should have been more than sufficient to allow recovery, for—popular beliefs to the contrary—mineral wealth was not the only source of economic prosperity in the Spanish monarchy. As a sample, the Philippines exported Chinese goods, Central America cocoa and dyestuff, Venezuela cocoa and tobacco, Guayaquil cocoa and timber, Quito textiles, Peru wine and flour, Chile flour and timber, Tucumán mules, Buenos Aires hides, and Cuba sugar and tobacco.


1978 ◽  
Vol 2 (3) ◽  
pp. 235-243 ◽  
Author(s):  
Ellyn Kaschak

Fifty male and 50 female students were asked to evaluate the teaching methods of three male and three female professors in two traditionally male, two traditionally female, and two relatively non-sex-linked fields. Each method was attributed to a male professor on one form and a female on another. A descriptive paragraph for each of the six areas was followed by six bipolar ratings scales. The different ratings assigned as a function of the sex of student and professor are discussed in relation to previous findings.


2020 ◽  
Vol 11 (3) ◽  
pp. 315-330
Author(s):  
Karla D. Araujo Soares ◽  
Adriana Jeckel ◽  
Gabriel Silva ◽  
Victor Giovannetti ◽  
Kleber Mathubara

Teacher training in higher education has been relatively neglected in Brazilian universities because postgraduate programs are mainly focused on the research that students produce. However, these postgraduate students are expected to become the next university and college professors. Herein, we present the experience of the Zoology Summer Course, a university extension course organized by graduate students from the Zoology Graduate Program at the University of São Paulo, Brazil. This course was created aimed to provide graduate students with an opportunity to develop and practice their teaching skills. To understand the influences, motives, and legacy of the CVZOO on its organizers, we developed a questionnaire and evaluated the responses by focusing on elements of academic formation and prospects for a teaching career, using systematic content analysis procedures as parameters. Our results demonstrate the importance of CVZOO as a space of dialogue and interaction for professional teacher training, as well as an opportunity to exchange experiences and build professional identity. The course has also influenced other academic activities such as the organization of scientific events, mentoring experience, and publications. Lastly, we discuss the importance of teacher training in Brazilian graduate programs and propose initiatives to improve the training of future university teachers. Keywords: Graduation; Extension Course; Students; Biodiversity   Extensão universitária e formação docente no Brasil: o Curso de Verão em Zoologia   Resumo: A formação docente universitária tem sido bastante negligenciada em universidade brasileiras, uma vez que programas de pós-graduação focam majoritariamente na produção acadêmico-científica de seus alunos. No entanto, espera-se que os pós-graduandos sejam a próxima geração de professores universitários. Neste estudo, nós apresentamos a experiência do Curso de Verão em Zoologia da Universidade de São Paulo, Brasil. Este curso foi criado com o objetivo de proporcionar aos estudantes de pós-graduação a oportunidade de desenvolver e praticar suas habilidades para docência. No intuito de entender as influências, motivações e legado do CVZOO em seus organizadores, nós desenvolvemos um questionário e avaliamos as respostas buscando elementos da formação acadêmica e prospecção para a carreira docente, usando procedimentos de análise de conteúdo como parâmetros Os resultados demonstram a importância do CVZOO como um espaço de diálogo e interação com a prática docente bem como uma oportunidade para trocar experiências e construir uma identidade profissional. O curso tem influenciado em outras atividades acadêmicas, tais como organização de eventos científicos, orientação de alunos e publicações. Por fim, este artigo discute a importância da formação docente em programas de pós-graduação no Brasil e propõe algumas iniciativas para melhorar a formação dos futuros professores universitários. Palavras-chave: Pós-Graduação; Curso de Extensão; Estudantes; Biodiversidade


2011 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Joanne B. Sheridan ◽  
C. Randy Howard

During the past several years, the authors have devoted a great deal of time and energy in the pursuit of becoming effective college professors. After observing a number of excellent professors (and a number of less-than-excellent ones), the authors would like to share some of their observations and ideas.Although this article focuses specifically on effective classroom performance in a traditional lecture-based setting, many of the principles discussed can be applied to alternative styles of teaching such as seminar settings, individualized instruction, etc.


Sign in / Sign up

Export Citation Format

Share Document