scholarly journals The Continuing Education of Faculty as Teachers at a Mid-sized Ontario University

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Lorraine M Carter ◽  
Bettina Brockerhoff-Macdonald
Keyword(s):  
Literature Review ◽  
Focus Groups ◽  
Continuing Education ◽  
North American ◽  
Teaching Resources ◽  
University Teachers ◽  
The World ◽  
Groupes De Discussion ◽  
The University ◽  
Over Time

The findings outlined in this paper are the result of focus groups conducted with faculty at a mid-sized Ontario university. These nine faculty, all of whom have received awards of excellence from their university for their teaching, shared their insights about how they developed as teachers over time. More specific topics explored were as follows: how they first learned about teaching; how they continue to learn about teaching; resources that might have helped early in their teaching careers at the university; and advice they have about teaching for new university teachers, mid-career teachers, and teachers approaching retirement. While many of the observations offered here are specific to Ontario and some of the literature review is North American in focus, the paper offers valuable insights into how faculty learn to be teachers which may be helpful to universities around the world. Cet article présente les résultats d’entrevues menées avec des groupes de discussion composés de membres du corps professoral d’une université ontarienne de taille moyenne. Les 9 professeurs participant ont tous reçu des prix d’excellence de leur université pour leur enseignement. Lors de ces rencontres, ils ont expliqué comment ils ont évolué à titre d’enseignants au fil du temps. Les sujets particuliers suivants ont été abordés : leurs premiers apprentissages en matière d’enseignement; leurs apprentissages subséquents; les ressources qui les ont aidés tôt dans leur carrière d’enseignant à l’université; les conseils qu’ils ont à offrir aux enseignants universitaires qui viennent de débuter leur carrière, à ceux qui sont à mi-parcours et à ceux qui approchent de la retraite. L’article fournit un aperçu utile sur la façon dont les membres du corps enseignant apprennent à devenir des enseignants. Même si bon nombre des observations présentées sont spécifiques à l’Ontario et si une partie de la recension des écrits est d’origine nord-américaine, ces informations peuvent servir aux universités à l’échelle internationale.

The University of Groningen in the World

2021 ◽  
Author(s):  
Klaas Berkel ◽  
Guus Termeer
Keyword(s):  
The Netherlands ◽  
Academic Staff ◽  
The World ◽  
History Of ◽  
History Of The University ◽  
International University ◽  
Religious Reasons ◽  
The University ◽  
The Impact ◽  
Over Time

The University of Groningen has been an international university since its foundation in 1614. The first professors formed a rich international community, and many students came from outside the Netherlands, especially from areas now belonging to Germany. Internationalization, a popular slogan nowadays, is therefore nothing new, but its meaning has changed over time. How did the University of Groningen grow from a provincial institution established for religious reasons into a top-100 university with 36,000 students, of whom 25% come from abroad and almost half of the academic staff is of foreign descent? What is the identity of this four-century-old university that is still strongly anchored in the northern part of the Netherlands but that also has a mind that is open to the world? The history of the university, as told by Klaas van Berkel and Guus Termeer, ends with a short paragraph on the impact of the corona crisis.

scholarly journals The joy of teaching and learning in academia – teachers’ perspectives from three countries

2021 ◽  
Vol 343 ◽  
pp. 11007
Author(s):  
Alina Georgeta Mag ◽  
Sandra Sinfield ◽  
Tom Burns ◽  
Sandra Abegglen
Keyword(s):  
United Kingdom ◽  
Focus Groups ◽  
Teaching And Learning ◽  
University Teachers ◽  
University Of Calgary ◽  
The World ◽  
Free Writing ◽  
Reflective Questions ◽  
Teachers Perspectives ◽  
The Way

All over the world, the educational landscape has changed dramatically over the last year, impacting the way we teach and learn. It is time for reflecting and searching for new ways to support each other, during these pandemic times and beyond; time to co-construct creative partnerships and to innovate new ways to co-create. Change is an inevitable part of teaching and learning but the adaptations currently required are of unprecedented scale. How can we teach and learn with joy in today’s academia? How can we support each other, as teachers, in more creative ways? These two reflective questions were at the base of the study, which was conducted by university teachers from three countries: “Lucian Blaga” University of Sibiu, Romania; London Metropolitan University, United Kingdom; and University of Calgary, Canada. The methods used included interviews, focus groups and free writing with colleagues in each university. Findings revealed the challenges faced by each participant due to the emotional pressure caused in these supercomplex times, and the struggle to bring joy of teaching and learning in creative ways. This small ethnographic project reveals a need to shift our thinking about emotions and how we may facilitate the greatest success of all our students, by continually inventing new solutions and teaching with enthusiasm.

scholarly journals Pautas orientativas para la asistencia a la diversidad y la inclusión de personas sordas

2021 ◽  
Vol 2 (5) ◽  
pp. 6441-6452
Author(s):  
Roberto García Sánchez ◽  
Justo Pedro Hernández González
Keyword(s):  
Continuing Education ◽  
Sign Language ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Deaf People ◽  
Deaf Students ◽  
Sign Languages ◽  
Sign Language Interpreters ◽  
The World ◽  
The University

Comunidad  Sorda es aquella que participa de unos valores culturales y lingüísticos construidos en torno a la lengua de signos y a una concepción visual del mundo. Entre las personas sordas usuarias de la lengua de signos algunas aprendieron a signar en su infancia y otras siendo ya adultas; hay quienes son usuarias de audífonos o implantes cocleares y, entre ellas, hay quienes usan la lengua de signos y quienes no. También debemos mencionar a aquellas personas sordas que, a causa de un sistema educativo no inclusivo, tienen problemas de expresión y comprensión de textos escritos. Al igual que en el resto de la población, entre las personas sordas encontraremos niños, jóvenes, mayores, personas sordas con otra(s) discapacidad(es)... Todas y cada una de ellas con sus necesidades y demandas concretas. Es importante saber que, aun tratándose de un colectivo heterogéneo, todas las personas sordas, cualquiera que sea su tipo o grado de sordera, situación individual e independientemente de que sean o no usuarias de las lenguas de signos, comparten la necesidad de acceder a la comunicación e información del entorno sin barreras de ningún tipo. Por ese motivo es necesario desarrollar un servicio de orientación, asesoramiento y acción tutorial específico para el alumnado sordo que tenga en cuenta sus necesidades y dificultades y que evite cualquier tipo de discriminación o falta de accesibilidad al contenido universitario del tipo que sea. Por lo tanto, es necesario proporcionar este servicio con los recursos audiovisuales necesarios, intérpretes de lengua de signos española y formación continua a la comunidad universitaria. Es fundamental coordinarse con las asociaciones de personas sordas para cumplir los requisitos básicos que garanticen su inclusión, puesto que éstas son las que conocen mejor sus necesidades por la lucha de sus derechos, y orientar a la universidad para la consecución de dicha finalidad.   A Deaf Community is one that participates in cultural and linguistic values built around sign language and a visual conception of the world. Among the deaf people who used sign language, some learned to sign in their childhood and others when they were adults; there are those who use hearing aids or cochlear implants and, among them, there are those who use sign language and those who do not. We will also find deaf people who, because of a non-inclusive educational system, have problems of expression and comprehension of written texts. As in the rest of the population, among the deaf people we will find children, young people, elderly, deaf people with other disability(ies). . . Each and every one of them with their specific needs and demands. It is important to know that, even if it is a heterogeneous collective, all deaf people, whatever their type or degree of deafness, individual situation and regardless of whether or not they are users of sign languages, share the need to access the communication and information of the environment without barriers of any kind. For this reason it is necessary to develop a service of guidance, advice and specific tutorial action for deaf students that takes into account their needs and difficulties and avoids any type of discrimination or lack of accessibility to university content of any kind. Therefore, it is necessary to provide this service with the necessary audiovisual resources, Spanish sign language interpreters and continuing education to the university community. It is essential to coordinate with associations of deaf people to meet the basic requirements to ensure their inclusion, since they are the ones who best know their needs by fighting for their rights, and guide the university to achieve that goal.

scholarly journals ASPECTS OF ASSESSMENT OF STUDENTS’ ACTIVITY IN THE SEMINAR CLASSES: PROBLEMS AND SOLUTIONS

2021 ◽  
Vol IV (4) ◽  
pp. 63-74
Author(s):  
Natalia Burlacu ◽  
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Assessment Tool ◽  
University Teachers ◽  
Applied Study ◽  
Study Programs ◽  
Problems And Solutions ◽  
Analytical Research ◽  
The University ◽  
Methodological Guidelines

Given paper is presented as a theoretical-applied study that falls within the scientific dimensions of the theory and methodology of didactic evaluation. The author uses descriptive and analytical research methods; comes with the literature review relevant to the stated topic; describes a formative assessment tool based on applying criteria and descriptors that could be implemented in the educational activities specific to the seminar classes within the university study programs with specializations in the field of Computer Science and ICT, but not only. The research's aim is to provide the university teachers and, not only, some methodological guidelines that would support them in developing and implementing a personal, descriptive tool for measuring the activity of the learner in the stated didactical circumstances.

The Long ’68

2019 ◽  
Vol 15 (3) ◽  
pp. 303-314
Author(s):  
Isaac Kamola
Keyword(s):  
North American ◽  
Political Protest ◽  
University System ◽  
Student Protests ◽  
American Universities ◽  
The World ◽  
May 68 ◽  
A Site ◽  
The University

The decade-long revolution known as May ’68 is commonly framed as a political protest radiating out from European and North American universities. However, much is gained by instead viewing May ’68 within the context of both anticolonial struggle and the emergence of what Wallerstein terms “the world university system.” Understanding student protests within the context of anticolonial struggle, including within African universities, reveals the extent to which the neoliberal university we inhabit today is the product of a profound counterrevolution designed to undermine the promise of the university as a site of radical and anticolonial transformation.

The University Population in World Society and University Organizations

2020 ◽  
pp. 43-64
Author(s):  
David John Frank ◽  
John W. Meyer
Keyword(s):  
Modern Society ◽  
Knowledge System ◽  
Social Actor ◽  
Institutional Perspective ◽  
The World ◽  
General Capacity ◽  
Legitimate Interests ◽  
University Population ◽  
The University ◽  
Over Time

This chapter presents the exploding numbers and broadening capacities of students and professors that skyrocket over time, especially as the hyper-modern society assembles around the university-based knowledge system. It discusses how schooling is seen as relevant for more and more sorts of people and points out how the dimensions of people are activated and incorporated. It also looks at people that are involved and seen not simply as passive entrants but as executors of ever more legitimate interests and capacities that is above all the general capacity for empowered choice or actorhood. The chapter describes the properly schooled person that is imagined to be a dramatic social actor, fit to master and change the world and not simply to be a carrier of received culture. It applies a neo-institutional perspective to the expansion of the university populations of reconstructed individual people.

Another Cry of Heresy at Oxford: the Case of Dr John Holand, 1416

1969 ◽  
Vol 5 ◽  
pp. 99-113
Author(s):  
F. D. Logan
Keyword(s):  
Fifteenth Century ◽  
Academic Learning ◽  
Court Records ◽  
University Teachers ◽  
The World ◽  
The University

The legal historian can scarcely help but encounter the world of academic learning in his studies. He meets the university teachers among his auctores; he finds the mode of their writing often determined by university exercises; in court records and formulary books he encounters graduates holding offices in the courts; he even finds the occasional wayward student who because of his impecunious ways or his transgression of the peace has been cited to appear in court. It is from a formulary book that a case of more than passing interest has come to light concerning Oxford in the early fifteenth century.

scholarly journals Estrategias educativas utilizadas en la carrera de Contabilidad Pública y Auditoría

2012 ◽  
Vol 10 (1) ◽  
pp. 87-97
Author(s):  
Martha Irene Laguna González ◽  
Maricela Espinoza Valerio ◽  
Eugenio Casimiro López Mairena
Keyword(s):  
Literature Review ◽  
Focus Groups ◽  
Successful Implementation ◽  
Educational Strategies ◽  
Public Accounting ◽  
Study Program ◽  
The Public ◽  
Qualitative And Quantitative ◽  
Individual Interviews ◽  
The University

El estudio ha destacado la adecuada aplicación de las estrategias educativas desarrolladas por el personal docente en la carrera de Contabilidad Pública y Auditoría en la Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense (URACCAN) recinto Nueva Guinea. El enfoque fue cuali-cuantitativo. La recopilación de información se hizo a través de entrevistas individuales, grupos focales, observación, encuesta y revisión documental. Han existido dificultades en las estrategias educativas entre los docentes, por lo cual es importante efectuar una revisión del currículo de la carrera de Contabilidad Pública y Auditoria, lo que permitiría rediseñarlo por competencias e incorporar estrategias con el fin de fortalecer la educación de los futuros profesionales. Summary The study has highlighted the successful implementation of educational strategies developed by teachers in the career of Accounting and Auditing at the University of the Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN) campus New Guinea. The approach was qualitative and quantitative. The information collected was done through individual interviews, focus groups, observation, survey and literature review. The review of the Public Accounting and Auditing study program intended to define the difficulties faced by teacher in their educational strategies, so as to improve strategies and competences development among students.

scholarly journals Aligning Continuing Education Units and Universities: Survival Strategies for the New Millennium

2013 ◽  
Vol 27 (1) ◽  
Author(s):  
Nancy Petersen
Keyword(s):  
Focus Groups ◽  
Continuing Education ◽  
National Survey ◽  
Survival Strategies ◽  
Research Mission ◽  
Financial Benefits ◽  
Education Deans ◽  
The University ◽  
Level Of Importance ◽  
New Millennium

The goal of the study presented in this paper was to understand and to start to document the contributions that a continuing education unit (CEU) makes to the university. Although continuing education contributes in both financial and non-financial ways, the financial benefits are often the only recognized contribution. The non-monetary contributions are significant, however, and may be the most critical.A national survey of Canadian continuing education deans, conducted by the author, is discussed in this paper. Deans were asked to respond to a list of contributions that were identified by focus groups of continuing education programmers. Deans were also asked to rank each indicator as to its level of importance in gaining support for a CEU within the university. Outcomes were categorized on the basis of their financial contributions and on contributions to the teaching mission, the research mission, and the strategic directions and initiatives of the university. The findings provide evidence of significant contributions in all four categories, although the research contributions are ranked the lowest. CEUs may find the list of institutional outcomes identified in this paper useful in assessing their own contributions and in building support for their units.

scholarly journals Formación Continua De Los Docentes Universitarios: Formación Investigativa

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Concepción Elizabeth Marcillo García ◽  
Jimmy Alexandre Vásquez Zavala
Keyword(s):  
Continuing Education ◽  
Personal Development ◽  
University Teaching ◽  
Research Activity ◽  
Continuous Training ◽  
University Professors ◽  
Professional Performance ◽  
University Teachers ◽  
The University ◽  
Formación Docente

La universidad constituye el espacio de generación de conocimientos y el referente de desarrollo de la ciencia y la tecnología. En tales circunstancias, la responsabilidad de que la universidad cumpla con su misión se sustenta, en gran medida, en el desempeño de los docentes que ejercen la cátedra universitaria. Su formación es el soporte de la innovación, transformación y producción de los conocimientos. En este sentido, la investigación tuvo como objeto de estudio la formación continua del docente, precisando como campo la formación investigativa del docente universitario de los docentes de la Universidad Estatal del Sur de Manabí. Se planteó como objetivo profundizar en los sustentos que sirvieron de base en la fundamentación de las categorías analizadas. Para el desarrollo de este documento, se consideró el método de investigación documental. Se concluyó  que el proceso de formación continua  encuentra  sustentos  en  Declaraciones  Universales  y  legales,  su  estudio  se  ha realizado desde diferentes aristas, siendo caracterizada por la actualización, innovación, producción y transformación, así como el desarrollo personal, el desarrollo social y el desempeño profesional. Por otra parte, la investigación dejó  evidenciado los pobres aportes en los estudios sobre la formación investigativa de los profesores en este nivel.    Palabras claves: Desempeño docente, docente universitario, formación continua, formación docente, formación docente investigativa  Continuous training of university teachers: research activity   Abstract The university is a place for generating knowledge and the benchmark of the development of science and technology. In such circumstances, the responsibility that the university fulfills its  Formación continua de los docentes universitarios www.itsup.edu.ec/myjournal mission lies largely on the performance of teachers engaged in the university staff. Their formation is a support for the    innovation, transformation and production of knowledge. In this sense, the research object was to study the continuing formation of professors, stating as the field of research the researching formation of university professors in “ Universidad Estatal del Sur de Manabí, Ecuador. The objective was to deepen in the aspects that were the basis of the foundation of the categories analyzed. For the development of this work, the method of documentary research was considered. We concluded that the process of continuing education is found The Universal Statement Legal; their study was conducted from different angles, being  characterized  by  the  updating,  innovation,  production  and  processing,  as  well  as personal development, social development and professional performance. Moreover, the research showed clearly, that there is a poor contribution in the professor formation at this level.  Keywords: professor performance, university teaching, continuing education, professor formation, professor formation research

Sign in / Sign up

Export Citation Format

Share Document