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dc.contributor.author Mather, Jennifer A.
dc.date.accessioned 2019-08-30T21:16:49Z
dc.date.available 2019-08-30T21:16:49Z
dc.date.issued 2009
dc.identifier.citation Mather, J. A. (2009). What do professors want to learn to improve their teaching? Collected Essays on Learning and Teaching, 2, 8-14. https://doi.org/10.22329/celt.v2i0.3196. en_US
dc.identifier.uri https://hdl.handle.net/10133/5542
dc.description Open access article. Creative Commons Attribution 4.0 International License (CC BY 4.0) applies en_US
dc.description.abstract This paper recounts the author’s experience with giving a Needs Assessment for improvement by university teachers. Subjects were from the University of Lethbridge and the 2008 Society for Teaching and Learning in Higher Education (STLHE) conference session. Teachers at the University (n=77) indicated they could spend 5-15 hours in teaching development per semester and wanted a variety of information access but favoured quick one-hour workshops. STLHE participants (n=34) were willing to attend three-hour workshops and spend more time per semester (over 20 hours) improving their teaching. Topics that both groups wanted to hear about were teaching efficiently, using student feedback, fostering critical thinking, and marking fairly. STLHE participants were more interested in fostering group work, student writing, and dealing with student disabilities and diversity, whereas the University sample cared more about preventing cheating and presenting the results of their teaching for promotion and tenure. All in all, there were many things that teachers wanted to learn. en_US
dc.language.iso en_US en_US
dc.publisher University of Windsor en_US
dc.subject University teachers en_US
dc.subject Teaching development en_US
dc.subject Needs assessment
dc.subject.lcsh College teachers--Training of
dc.title What do professors want to learn to improve their teaching en_US
dc.type Article en_US
dc.publisher.faculty Arts and Science en_US
dc.publisher.department Department of Psychology en_US
dc.description.peer-review Yes en_US
dc.publisher.institution University of Lethbridge en_US


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