Take a look at our teaching In Higher Education books. Shulph carries a great selection of teaching In Higher Education books, and we are always adding more.
This volume examines how universities and colleges around the world are developing innovative ways to provide doctoral education, including new theories and models of doctoral education and the impact of changes in government and/or accreditation policy on practices in doctoral education.
Specifically, this volume looks at the emerging trends in student selection practices, research topic selection, supervision practices, and dissertation review and approval process across a range of disciplines across different institutional types across different countries. Seeking to understand
the current landscape of how universities are preparing the next generation of researchers, scholars, scientists, and university faculty, Emerging Directions in Doctoral Education is a must-read for faculty, researchers, accreditation agencies, doctoral students and policymakers.
Inquiry-based learning (IBL) is a learner-centered and active learning environment where deep learning is cultivated by a process of inquiry owned by the learner. IBL has its roots in a constructivist educational philosophy and it is oriented around at least three components: 1) exploration and
discovery (e.g., problem-based learning), 2) authentic investigations using contextualized learning (e.g., field studies), and 3) research-based approach (e.g., research-based learning). IBL encourages more self-regulated learning because the primary responsibility is on the learners to determine
the issues and research questions and the resources they need to address the questions. In this way, learning occurs across all learning domains (affective, cognitive, and social) because different types of knowledge are acquired though experience with complex, real-life problems. This volume covers
the many issues and concepts of how IBL can be applied to faculty and institutional development, serving as a conceptual and practical resource and guide for educators offering practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.
Inquiry-based learning (IBL) is a learner-centered active learning environment where deep learning is cultivated by a process of inquiry owned by the learner. It has roots in a constructivist educational philosophy and is oriented around three components: 1) exploration and discovery (e.g.
problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g. field studies, case studies), and 3) research-based approach (e.g. research-based learning, project-based learning). IBL begins with an authentic and contextualized problem scenario where
learners identify their own issues and questions and the teacher serves as guide in the learning process. It encourages self-regulated learning because the responsibility is on learners to determine issues and research questions and the resources they need to address them. This way learning occurs
across all learning domains. This volume covers many issues and concepts of how IBL can be applied to STEM programs. It serves as a conceptual and practical resource and guide for educators, offering practical examples of IBL in action and diverse strategies on how to implement IBL in different
contexts.
From the world’s first completely flipped institution, the authors address the socio-economic and socio-technical nature of today's world and how this impacts what is needed from the education sector, outlining how and why they adopted Flipped Learning as the transformative approach required
to meet these needs, and definitively describe the organizational design process needed to establish a Flipped institution, from physical and geographical infrastructure, to human and intellectual capital. Included in this book are chapters in which administrators, pedagogical and technical
support staff, instructors and students share their experiences and lessons learned in the first year and how the Flipped approach has impacted their education experience. These experiences are then used to develop performance improvement initiatives for leadership, institutional commitment, the
infrastructure, and instructor and student support and development.
This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfill their missions and visions. University partnerships not only include collaborations between universities but also include university-school
(basic education) collaborative partnerships to improve local school systems. The increasing pressures to remove access and participation barriers, and the increasing pressures to mitigate practices restricting free flow of education across borders have created a growing global space for educational
services of all types. As a result, traditional institutional boundaries have expanded to better respond to increasing pressures on them by the growing demand for higher education services. The boundaries between educational institutions and other entities such as government, business, and
non-profit organizations have become more fluid and this has resulted in increased involvement by institutions, faculty, and students in activities outside the traditional boundaries of the classroom. This edited volume will specifically explore university partnerships for academic and program
development.
This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfil their missions and visions. University partnerships not only include collaborations between universities but also university-school (basic
education) collaborative partnerships to improve local school systems. The increasing pressures to remove access and participation barriers, and to mitigate practices that restrict the free flow of education across borders, have created a growing global space for educational services of all types.
As a result, traditional institutional boundaries have expanded to better respond to the increasing pressures placed on them by the growing demand for higher education services. The boundaries between educational institutions and other entities such as government, business, and non-profit
organizations have become more fluid which has resulted in increased involvement by institutions, faculty, and students in activities outside the traditional boundaries of the classroom. This edited volume will specifically explore university partnerships for community and school system development.
This volume examines the diverse ways universities and colleges around the world are partnering and collaborating with other institutions to fulfill their missions and visions. University partnerships not only include collaborations between universities but also include university-school (basic
education) collaborative partnerships to improve local school systems. The increasing pressures to remove access and participation barriers, and the increasing pressures to mitigate practices that restrict the free flow of education across borders have created a growing global space for educational
services of all types. As a result, traditional institutional boundaries have expanded to better respond to increasing pressures placed on them by the growing demand for higher education services. The boundaries between educational institutions and other entities such as government, business, and
non-profit organizations have become more fluid and this has resulted in increased involvement by institutions, faculty, and students in activities outside the traditional boundaries of the classroom. This edited volume will specifically explore university partnerships for international development.