University Teacher Training in Japan

par Kaori Kato
Publié 2013

The impact of university teachers’ training: Methodological issues and proposals for future research

par Ann Stes, Peter Van Petegem
Publié 2015

Faculty writing groups: The impact of protected writing time and group support

par Patchareeya P. Kwan, Shannon Sharp, Sarah Mason, Carrie L. Saetermoe
Publié 2021

Zones of Agency: Understanding Online Faculty Experiences of Presence

par Anita Samuel
Publié 2020

From emergency remote teaching to hybrid NUflex: a collaborative approach to developing faculty into learning designers

par Rachel Plews, Michael Sweet, Lindsey Sudbury, Will Malan, Clair Waterbury, Jesse Savage, Erin Provensal, Kelsey Rose-Sinclair, Maximo Chavez
Publié 2021

Going the Distance: Towards a new professionalism for full-time distance education faculty at the University of the Philippines

par Patricia Arinto
Publié 2007

Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents

par Alex Moroz, Anna King, Baruch Kim, Heidi Fusco, Kristin Carmody
Publié 2019

Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

par Carl D Westine, Beth Oyarzun, Lynn Ahlgrim-Delzell, Amanda Casto, Cornelia Okraski, Gwitaek Park, Julie Person, Lucy Steele
Publié 2019

I-PASS Mentored Implementation Handoff Curriculum: Champion Training Materials

par Jennifer K. O'Toole, Amy J. Starmer, Sharon Calaman, Maria-Lucia Campos, Jennifer Hepps, Joseph O. Lopreiato, Shilpa J. Patel, Glenn Rosenbluth, Jeffrey L. Schnipper, Theodore C. Sectish, Rajendu Srivastava, Daniel C. West, Clifton E. Yu, Christopher P. Landrigan, Nancy D. Spector
Publié 2019

Active Learning on Center Stage: Theater as a Tool for Medical Education

par Wendy L. Hobson, Krista Hoffmann-Longtin, Sana Loue, Linda M. Love, Howard Y. Liu, Christine M. Power, Susan M. Pollart
Publié 2019

ERASE-ing Patient Mistreatment of Trainees: Faculty Workshop

par Kirsten M. Wilkins, Matthew N. Goldenberg, Kali D. Cyrus
Publié 2019

Best Practices for Building and Supporting Effective ACGME-Mandated Program Evaluation Committees

par Jessica Greenfield, Elias I. Traboulsi, Krista Lombardo-Klefos, S. Beth Bierer
Publié 2020

Student and Faculty Perceptions of OpenStax in High Enrollment Courses

par C. Edward Watson, Denise P. Domizi, Sherry A. Clouser
Publié 2017

e-Tutor: A Multilingual Open Educational Resource for Faculty Development to Teach Online

par Christian Rapp, Yasemin Gülbahar, Müge Adnan
Publié 2016

Faculty Development Workshop for Endoscopic Teaching Techniques

par Kamron Pourmand, Satish Nagula, Laurie Keefer, Brijen Shah
Publié 2020

Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty

par Peter Shea, Alexandra Pickett, Chun Sau Li
Publié 2005

Providing Diverse Trainees an Early and Transparent Introduction to Academic Appointment and Promotion Processes

par Edward J. Callahan, Michael Banks, Jose Medina, Kenny Disbrow, Maria Soto-Greene, John P. Sánchez
Publié 2017

Group Self-Reflection to Address Burnout: A Facilitator's Guide

par Marshall Fleurant, Karen E. Lasser, Lisa M. Quintiliani, Jane Liebschutz
Publié 2017

A collaborative clinical case conference model for teaching social and behavioral science in medicine: an action research study

par Junichiro Miyachi, Junko Iida, Yosuke Shimazono, Hiroshi Nishigori
Publié 2021

Shadowing as peer experiential learning for faculty instructional development strategy: A case study on a computer science course

par Rodolfo M. Vega, Enrique Peláez, Bhiksha Raj
Publié 2021