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Burn, Helen E.; Mesa, Vilma; Wood, J. Luke; Zamani-Gallaher, Eboni – Office of Community College Research and Leadership, 2018
Transitioning Learners to Calculus in Community Colleges (TLC3) is a research project aimed at transforming institutional approaches to matriculating underrepresented racial minority (URM) students into and through Calculus II in the nation's 1,023 public associate degree-granting institutions (community colleges). The broader goal of the TLC3…
Descriptors: Community Colleges, College Faculty, Department Heads, Mathematics Teachers
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Liston, Delores D.; Hansman, Catherine A.; Kenney, Stephanie L.; Breton, Cherry C. – Journal on Excellence in College Teaching, 1998
After preparing their own teaching portfolios, four Georgia Southern University instructors designed a study to investigate what happens when neither follow-up workshops nor mentoring are provided by the institution. Results indicate that without institutional support, especially mentoring, faculty use teaching portfolios primarily for tenure and…
Descriptors: College Faculty, College Instruction, Faculty Development, Faculty Evaluation
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Stanford, Lois M. – New Directions for Higher Education, 1992
For one college teacher, the experience of reading "Information Literacy; Revolution in the Library" revealed a new and informative pattern in learning and teaching. This article examines information literacy and instructional development, classroom application, and student services. (Author/MSE)
Descriptors: College Faculty, College Instruction, College Students, Faculty Development
Petracek, Svatopluk, Ed.; Zlochova, Irina – 1983
A report is given of an international colloquy which offered the opportunity for representatives of 11 European countries to exchange views and experiences on further education and self-education of teachers. Discussions centered around five areas: (1) the science of education as a means of raising the effectiveness of the educational process and…
Descriptors: Cognitive Development, Educational Research, Educational Theories, Faculty Development