When teachers think the best way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material.
Although faculty would like to think optimistically, most know that when it comes to student learning and how much content students take with them from a course, even one in their major, reality dashes optimism.
In 1989 the administration at Central Arizona College made a decision to move toward a competency-based curriculum for all of its courses and certificate and degree programs—a wise decision given all the changes taking place within the community college’s district and within higher education in general, says Linda Heiland, CAC’s associate vice president for institutional effectiveness and chief academic officer…
Despite increased external pressure on teaching and learning innovation, top-down, centralized strategic initiatives usually fail to produce large-scale transformational change. And the problem with smaller-scale
How do faculty approach their development as teachers? Gerlese S. Akerlind has been using a qualitative research method known as phenomenographic analysis to try to
