This research addresses a significant literature gap by investigating academic perceptions of delivering intensive teaching in higher education, contextualised to Victoria University's (VU) Block Model®. Through semi-structured interviews with nine participants, qualitative data was gathered to examine the benefits and challenges of block model…

The importance of reflection in higher education and across disciplinary fields is widely recognised and it is generally included in university graduate attributes, professional standards and programme objectives. Furthermore, reflection is commonly embedded into assessment requirements in higher education subjects, often without necessary…

There is a need for strategic thinking in higher education. Loyalty to a business school's values and need to differentiate lead one to reflect on the actions undertaken within the institution and how they align with the business school's aims. This article contributes to this issue through what is called strategic alignment, which is the…

Over the past decade, a small revolution has taken place at some of the world's leading universities, as they have started to provide free access to undergraduate course materials--including syllabi, assignments, and lectures--to anyone with an Internet connection. Yale offers high-quality audio and video recordings of a careful selection of…

Describes a hybrid approach to online learning, which employs the best characteristics of online education and the interactivity that typically characterizes face-to-face classroom instruction, and the lessons it offers for institutions entering the online arena. (EV)

Discusses the scholarship of teaching as a process comprised of reflection on experience-based knowledge and research-based knowledge on teaching. Concepts of content, process, and premise reflection are used to derive three domains of knowledge about teaching--instructional, pedagogical, and curricular. Concludes that scholarship in teaching is…

Discusses possible theoretical underpinnings of proposed courses in teaching and learning for higher education teachers. Proposes a model which draws upon the disciplinary perspectives of academics and conceives of three kinds of knowledge in dynamic relationship: public knowledge, personal knowledge, and knowledge derived from present…

This paper offers a new method of evaluating the Supplemental Instruction (SI) model as implemented in biology courses at National-Louis University in Chicago, Illinois. From 1990 through 1993, 14 classes of general biology were taught by the same instructor, using the same textbook and syllabus. An SI leader was available for five of the classes,…

A teacher education instructional model is presented and illustrated in which the student uses the auto-directional approach with contingency reinforcement to build from the principles of psychology a framework for teaching. He explores, analyzes, and evaluates skills, attitudes, emotions, and values that determine behavior for himself by…

Discusses the fact that despite a decade of changing ideas about student learning and instruction based on learner-centered education, most faculty still rely on lectures. Identifies individual and group dynamics that impede collaborative learning, considers the moral base of collaborative learning, and offers some guiding principles of…

The 11 chapters in this book, each contributed by a different author, are organized around the "3P model" of learning at the college level developed by John Biggs, which allows teachers to monitor and modify their teaching in light of students' learning. The 3P model includes presage (student and situational variables), process (how…

Two studies of the effectiveness of supplemental instruction (SI) for college-level calculus courses are reported. In each, achievement was compared for students whose discussion groups were conducted using the supplemental instruction (SI) model and those whose discussion groups were conducted with traditional content-only focus. In both cases,…

Based on a longer report with the same title, this digest summarizes what college faculty can do to improve their teaching. It maintains that faculty need to stop viewing college teaching as "covering the content" and start viewing it as "helping students learn." To help faculty achieve such an instructional transformation,…

This book offers successful teaching approaches based on college surveys and interviews with 30 professors who have received awards for teaching excellence. Chapter 1 is an overview of the challenges of college teaching. Chapters 2 and 3 consider agents for change, institutional inertia, and an historical evaluation of faculty development.…

The reflective inquiry model of teacher education uses case methods to develop a particular professional way of thinking characteristic of expert teachers. Teaching cases play an important role in preparing teachers emotionally as well as intellectually for the problems of multicultural classrooms, and in legitimizing the discussion of crucial…