This study explores the perceptions of early career STEM faculty about their teaching contexts and praxis after pursuing an accredited teaching and learning programme in an Irish university. A social ...realist approach using Archer's morphogenetic framework was employed to facilitate an exploration of their perceptions about teaching and the variegated responses that those perceptions produced. The study reveals the different ways in which faculty develops their teaching skills and how their work environment influences their development. The social realist approach provides a lens through which leaders of accredited programmes can understand the challenges and motivations of early career STEM faculty.
This article discusses the challenge of criticisms of the world religions paradigm to the design of teaching programmes in the academic Study of Religions, in general and with a particular focus on ...didactics-related courses as part of teacher training programmes. It uses the design of a particular Bachelor programme at a German university as an example for the general challenge of teaching about religion in an emancipatory framework that critically reflects its own presuppositions, both at university and school levels. Taking seriously recent criticisms of the world religions paradigm, it is argued, involves a shift of focus from the communication of supposedly given knowledge about religions to the communication of critical competences in analysing different types of discourse about religion, religions or "world religions."
Abstract
In accordance with the Bologna Declaration, modern languages and communication skills have a growing importance in all professions. With the prospect of Croatian membership of the EU and ...taking into consideration the conditions of the growing internationalization of law in general, knowledge of foreign languages represents an indispensable prerequisite for international com- munication within the legal profession. Thus, teaching foreign languages in the field of law, especially English and German, is necessary not only for the pro- fessional education of Croatian law students, but also for their mobility within the network of European universities. This paper presents a case-study of the current situation in teaching Legal English and Legal German in Croatian Law Schools. First, the status of foreign languages for specific purposes (FLSP) in the Higher Education System of the Republic of Croatia in general is analyzed. The main part of the paper is dedicated to teaching Legal English and / or Legal German as compulsory courses within the curricula of Croatian law faculties (status, syllabus design, teaching methods). Then some projects on teaching foreign languages to practicing lawyers will be presented. With the prospect of Croatian membership of the EU, specific education programmes for lawyer- linguists have been introduced by the Law Faculties of Zagreb and Osijek. These programmes, developed within the lifelong education project for lawyers, offer an opportunity for Croatian law students and young lawyers not only to im- prove their knowledge of Legal English and Legal German, but also to learn other languages of the EU, like French or Italian. These new programmes are the response of Croatian foreign language teachers to the current requirements of the European labour market and the challenges of the internationalization of the modern world.
This paper reports on a survey study exploring new lecturers' views on assessment design (using a questionnaire called the Assessment Design Inventory) with 586 newly qualified or still qualifying ...lecturers from UK universities. A factor analysis established two factors labelled 'desirable practice' and 'constraints'. Participants felt that their university teaching programmes had changed their views on assessment design and that assessment practices could be improved. Over 50 % agreed that there were practical restrictions on assessment design. Findings revealed a perception that there is little incentive to innovate in assessment and that students may not welcome such innovation in any case. Further statistical analysis specified the 'external' variables of institution and discipline to be important in shaping desirable practice and perception of constraints. 'Individual' variables of gender, length of teaching experience and qualification status showed a statistically significant effect. These analyses demonstrate some key influences on new lecturers' views of assessment design and suggest reasons why they do not always feel able to put what they learn about assessment into practice. (HRK / Abstract übernommen).
The American University of Beirut Faculty of Medicine (AUB-FM) strategy is to develop faculty members (fm) skills by sponsoring local and international scientific activities has been in place for ...over three decades, and remains dependent on individuals' efforts. In 2011-2012, Faculty Development Program (FDP) was introduced to develop faculty leadership, business skills in medicine, fulfill personal and professional goals, followed by a five-year plan to cover five themes: Management/Leadership, Marketing, Finance, Strategic Planning and Communications with the purpose of integrating these themes in medical practice.
A survey was sent to all departments at AUB-FM in 2011 to assess needs and determine themes. Nine workshops were conducted, followed by post-workshop evaluation.
117 fm responded to needs assessment surveys. Respondents had on average 15 years in clinical practice, 50% with extensive to moderate administrative experience; 71% assumed administrative responsibilities at least once, 56% in leadership positions. Faculty attendance dropped midway from 69 to 19, although workshops were rated very good to excellent.
Although faculty were interested in FDP, the drop in attendance might be attributed to: challenges to achieve personal and professional goals while struggling to fulfill their roles, satisfy promotion requirements and generate their income.
FDP has to be aligned with FM strategic goals and faculty objectives, be complimentary to a faculty mentoring program, provide rewards, and be supported by a faculty progression tool.
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