scholarly journals 11. Peer Review: Structured, Informal, Confidential, Helpful!

2011 ◽  
Vol 4 ◽  
pp. 68 ◽  
Author(s):  
Alice Cassidy ◽  
Jack Lee
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Peer Review ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Peer Teaching ◽  
University Of British Columbia ◽  
Hands On ◽  
Peer Reviewers ◽  
The University

This paper 1 describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced Workshop for peer reviewers. We show the ways in which we actively involved Society for Teaching and Learning in Higher Education (STLHE) conference participants in a session to learn about the introductory workshop, and talk about peer review more generally. We briefly describe the Peer Teaching Network, created in the Faculty of Science, as an adaptation of the initial introductory workshop.

scholarly journals External Peer Review of Teaching (ExPeRT) Portfolios for Promotion

2018 ◽  
Author(s):  
Lee Partridge ◽  
Denise Chalmers
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Australian Context ◽  
External Expert ◽  
Peer Reviewers

This paper focuses on the role and purpose of external expert peer review of teaching portfolios for promotion, using institutional criteria. This is grounded in the recognition that higher education institutions typically struggle to identify suitably experienced, expert reviewers of teaching portfolios for promotion purposes. It considers the feasibility of establishing a ‘College of Peers’ who are endorsed and trained teaching and learning experts to carry out the reviews. A model of training expert peer reviewers was trailed.  While grounded in the Australian context, the issues and applications are international.

scholarly journals From Policy to Pedagogy: The Implications of Sustainability Policy for Sustainability Pedagogy in Higher Education

1969 ◽  
Vol 39 (1) ◽  
Author(s):  
Nora Timmerman ◽  
Amy Scott Metcalfe
Keyword(s):  
Higher Education ◽  
Policy Process ◽  
Teaching And Learning ◽  
Sustainability Education ◽  
University Of British Columbia ◽  
Sustainability Strategy ◽  
Sustainability Policy ◽  
The University ◽  
The Relationship

In response to the growing number of sustainability policies being enacted at higher education institutions, this article examines the relationship between policy and pedagogy, asking how policy texts can both enable and impede the implementation of sustainability pedagogy in higher education. To explore this question, we have undertaken a case study at the University of British Columbia, analyzing two campus-wide visionary policies that call for sustainability education: Trek 2010: A Global Journey and Inspirations and Aspirations: The Sustainability Strategy. We analyze these documents to show how the goals and strategies within them have the potential to affect the teaching and learning of sustainability across the university, directly and indirectly. Our analysis is coupled with a series of suggestions on how the policy process might be better executed in the future for more pedagogically effective sustainability policy.  

scholarly journals Mix and Match: Promoting Interdisciplinary Teaching, Learning, and Community through Classroom-level Partnerships

2014 ◽  
Vol 7 (2) ◽  
pp. 142 ◽  
Author(s):  
Joanne A Fox ◽  
Natalie Baloy ◽  
Allen Sens
Keyword(s):  
Teaching And Learning ◽  
Learning Opportunities ◽  
Faculty Members ◽  
Learning Activities ◽  
Interdisciplinary Learning ◽  
University Of British Columbia ◽  
Interdisciplinary Teaching ◽  
Teaching Learning ◽  
The University ◽  
Mix And Match

Developed at the University of British Columbia (UBC), UBC Mix creates interdisciplinary learning experiences for students by developing partnerships between existing courses, and between existing courses and other learning opportunities. UBC Mix connects faculty members interested in making their courses more interdisciplinary, and facilitates the creation of shared learning activities that “mix” students together. The UBC Mix project provides a model for facilitating interdisciplinary teaching and learning within existing courses and programs at colleges and universities.

Practices And Value Of A Professional Learning Community In Higher Education

2012 ◽  
Vol 5 (2) ◽  
pp. 71 ◽  
Author(s):  
Ann T. Hilliard
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Community Setting ◽  
Faculty Members ◽  
Definition Of ◽  
University Leaders ◽  
The University

It is important for leadership teams and faculty members in higher education to create an atmosphere of trust as new and improved ideas are addressed in a professional learning community setting. Prior to the past ten years, many faculty members at the university have been accustomed to working somewhat independently in their own discipline. However, today, more university leaders and faculty members are reaching out to one another to discuss issues or concerns within the organization. For the purpose of this research, emphasis will be placed on definition of a professional learning community, characteristics of a professional learning community, ways to improve teaching and learning, models of collaborative learning, effectiveness of professional learning communities and evaluating a professional learning community.

scholarly journals Faculty Members' Attitudes Towards Using Moodle at Palestine Technical Khadoorie (PTUK)

2019 ◽  
Vol 9 (2) ◽  
pp. 151 ◽  
Author(s):  
Reham A. Salhab
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Faculty Member ◽  
Teaching And Learning ◽  
Object Oriented ◽  
Learning Processes ◽  
Faculty Members ◽  
Dynamic Learning ◽  
Digital Education ◽  
Significant Difference

Digital education reshaped the teaching and learning processes in higher education worldwide. This studyinvestigates the attitudes of faculty members at Palestine Technical Khadoorie University (PTUK) towards usingModular Object Oriented Dynamic Learning Environment (MOODLE). A questionnaire was designed to conduct thepresent study at PTUK. A convenient sample of 41participants from two different colleges, Applied Science andHumanities colleges contributed in this study. Findings revealed that faculty members at PTUK had positive attitudestowards Moodle. Nevertheless, there was a significant difference between faculty member attitudes with regard to no.of training sessions offered by PTUK.

Advancing campus and community sustainability: strategic alliances in action

2014 ◽  
Vol 15 (2) ◽  
pp. 157-168 ◽  
Author(s):  
Leanne Bilodeau ◽  
Jackie Podger ◽  
Alaa Abd-El-Aziz
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Community Development ◽  
Lessons Learned ◽  
Content Type ◽  
Sustainable Community Development ◽  
University Of British Columbia ◽  
Societal Needs ◽  
Sustainability Initiatives ◽  
The University

Purpose – Universities can provide a leadership role to develop and mobilize knowledge to meet societal needs. In fulfilling this mission, universities can also serve as agents of sustainable development on campus and in communities they serve. The purpose of this article is to describe the drivers that have advanced the University of British Columbia Okanagan campus' operational and academic sustainability objectives; the initiatives and partnerships developed on campus and in the community in response to these drivers; and the outcomes and lessons learned. Design/methodology/approach – This article summarizes the experience of the University of British Columbia Okanagan campus in leveraging key drivers to develop sustainability initiatives and partnerships for greater operational efficiencies, cost savings, environmental stewardship and applied research. The university's leadership commitment to sustainability, economic opportunities and provincial legislative requirements are among the drivers discussed. This paper also provides an innovative partnership framework to support sustainable community development. Findings – Drivers of sustainability in higher education can contribute to the development of sustainability initiatives and partnerships that benefit institutions and communities and achieve operational and academic sustainability mandates. Practical implications – This article provides information that can be applied by institutions of higher education to advance sustainability within the context of current economic conditions and societal needs. Originality/value – The experience of the campus and the partnership framework presented in this paper is original. The framework provides a mechanism to engage students, faculty and the community in sustainable community development research. Key insights from multiple perspectives and lessons learned are shared.

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

scholarly journals Treasuring languages: an introduction

2020 ◽  
pp. 1-4
Author(s):  
Alessia Plutino ◽  
Kate Borthwick ◽  
Erika Corradini
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Annual Conference ◽  
Raising Awareness ◽  
The University ◽  
And Linguistics ◽  
Value Of Learning ◽  
Language Teaching And Learning

This volume collects selected papers from the 9th annual conference in the Innovative Language Teaching and Learning at University series (InnoConf), which was hosted by the Department of Modern Languages and Linguistics at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in Higher Education (HE)’. The conference aimed to address the consistent decline in recent years in applications to study languages at UK universities by igniting discussions and seeking innovative and creative approaches to raising awareness about the value of learning languages.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

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