A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions

Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these c...

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Detalles Bibliográficos
Autores principales: Pelletreau, Karen N., Knight, Jennifer K., Lemons, Paula P., McCourt, Jill S., Merrill, John E., Nehm, Ross H., Prevost, Luanna B., Urban-Lurain, Mark, Smith, Michelle K.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2018
Materias:
Essay
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5998327/
https://www.ncbi.nlm.nih.gov/pubmed/29749849
http://dx.doi.org/10.1187/cbe.17-12-0260

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5998327/
https://www.ncbi.nlm.nih.gov/pubmed/29749849
http://dx.doi.org/10.1187/cbe.17-12-0260

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