The Changing Role of Faculty

2011 ◽  
pp. 224-230 ◽  
Author(s):  
Graham Shaw
Keyword(s):  
Research Productivity ◽  
Traditional Teaching ◽  
Faculty Culture ◽  
High Quality ◽  
Teaching Role ◽  
Changing Role ◽  
Large Groups ◽  
Previous Learning ◽  
Academic Content

The role of faculty within traditional teaching institutions worldwide has always been multidimensional, involving administrative duties, research responsibilities, and a commitment to community service in addition to teaching. In the majority of institutions, this teaching role of faculty has remained unchanged for decades; in fact, most faculty teach the way they themselves were taught using the tried and trusted transmission paradigm in which sections of academic content are divided into 50-minute lectures and delivered to often large groups of passive recipients. There is simply very little incentive to make alterations to a teaching model that has been in place for hundreds of years (Buckley, 2002). Present-day faculty culture often values research productivity and quality over high-quality teaching, and student evaluations tend not to reward faculty prepared to experiment and take risks with models of learning that differ from the students’ previous learning experiences.

The Changing Role of Faculty

2011 ◽  
pp. 266-272
Author(s):  
Graham Shaw
Keyword(s):  
Approaches To Learning ◽  
Learning Technologies ◽  
Text Messages ◽  
Course Management Systems ◽  
Teaching Role ◽  
Primary Means ◽  
E Learning ◽  
Changing Role ◽  
Large Groups

The role of faculty within traditional teaching institutions worldwide has always been multidimensional, involving administrative duties, research responsibilities, and a commitment to community service in addition to teaching. In the majority of institutions, this teaching role of faculty has remained unchanged for decades. In fact, most faculty teach the way they themselves were taught using the tried and trusted Socratic transmission paradigm in which sections of academic content are divided into 50 minute lectures and delivered to often large groups of passive recipients. There is simply very little incentive to make alterations to a teaching model that has been in place for hundreds of years (Buckley, 2002). Present day faculty culture often values research, productivity, and quality over high quality teaching and student evaluations tend not to reward faculty prepared to experiment and take risks with models of learning that differ from the students’ previous learning experiences. Things are changing and the use of “chalk and talk” as the primary means of content delivery is being replaced at some institutions by more collaborative, interactive approaches to learning that are supported by course management systems and the numerous recent innovations in e-learning technologies, such as electronic books, text messages, podcasting, wikis and blogs (Kim and Bonk, 2006).

From Broadcasting to Transforming

2013 ◽  
pp. 298-306
Author(s):  
Maria Antonietta Impedovo ◽  
Rosa Iaquinta
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Situated Learning ◽  
Traditional Teaching ◽  
Constructivist Approach ◽  
Approach To Learning ◽  
Construction Of Knowledge ◽  
School Year ◽  
Changing Role

This chapter discusses the construction of knowledge as an innovative approach to traditional teaching. This topic is treated via the presentation of a project about lawfulness that was realized in the Calabria region during the 2010/2011 school year. The study aims to identify within the project central elements that enable students to progress from the mere acquisition of information to a transformation of knowledge, where through applying the teaching, in a constructivist approach to learning, they are able to articulate it in their own language and not that of the teacher as in broadcasted learning environments typical of past generations. The main project-related aspects are investigated, and the role of situated learning and experiential learning is discussed. The changing role of the teacher and the increasing need to understand artifacts, such as tools and signs, are explored.

The changing role of the dental dean

1969 ◽  
Vol 33 (3) ◽  
pp. 355-360
Author(s):  
JA DiBiaggio
Keyword(s):  
Changing Role

Convergence of Corporate Governance Models

2004 ◽  
pp. 129-140 ◽  
Author(s):  
M. Tretyakov
Keyword(s):  
Corporate Governance ◽  
Institutional Environment ◽  
Driving Forces ◽  
Commodity Markets ◽  
Legal Systems ◽  
National Institutions ◽  
Governance Models ◽  
Changing Role

The article focuses on the analysis of the process of convergence of outsider and insider models of corporate governance. Chief characteristics of basic and intermediate systems of corporate governance as well as the changing role of its main agents are under examination. Globalization of financial and commodity markets, convergence of legal systems, an open exchange of ideas and information are the driving forces of the convergence of basic systems of corporate governance. However the convergence does not imply the unification of institutional environment and national institutions of corporate governance.

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