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Article: A case study in engaging academics in research-based professional development
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TitleA case study in engaging academics in research-based professional development
 
AuthorsDoherty, I
 
KeywordsScholarship
Teaching
Learning
Professional
Development
 
Issue Date2012
 
PublisherKwantlen Polytechnic University. The Journal's web site is located at http://www.kwantlen.ca/TD.html
 
CitationTransformative Dialogues: Teaching and Learning Journal, 2012, v. 5 n. 3 [How to Cite?]
 
AbstractIn this paper I outline a strategically important project to provide academics with multiple pathways to engage in research-based professional development for teaching. These pathways include engaging in reflective teaching, scholarly teaching and the scholarship of teaching in order to enhance and improve teaching practice. I discuss the rationale for offering multiple approaches to professional development and detail how we aligned this project with Faculty strategic priorities and academics’ career progression. I conclude the paper by discussing our evaluation plan for determining the utility of the various professional development resources.
 
ISSN1918-0853
 
DC FieldValue
dc.contributor.authorDoherty, I
 
dc.date.accessioned2012-08-16T06:19:37Z
 
dc.date.available2012-08-16T06:19:37Z
 
dc.date.issued2012
 
dc.description.abstractIn this paper I outline a strategically important project to provide academics with multiple pathways to engage in research-based professional development for teaching. These pathways include engaging in reflective teaching, scholarly teaching and the scholarship of teaching in order to enhance and improve teaching practice. I discuss the rationale for offering multiple approaches to professional development and detail how we aligned this project with Faculty strategic priorities and academics’ career progression. I conclude the paper by discussing our evaluation plan for determining the utility of the various professional development resources.
 
dc.description.naturepublished_or_final_version
 
dc.identifier.citationTransformative Dialogues: Teaching and Learning Journal, 2012, v. 5 n. 3 [How to Cite?]
 
dc.identifier.hkuros203166
 
dc.identifier.issn1918-0853
 
dc.identifier.issue3
 
dc.identifier.urihttp://hdl.handle.net/10722/160764
 
dc.identifier.volume5
 
dc.languageeng
 
dc.publisherKwantlen Polytechnic University. The Journal's web site is located at http://www.kwantlen.ca/TD.html
 
dc.publisher.placeCanada
 
dc.relation.ispartofTransformative Dialogues: Teaching and Learning Journal
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.subjectScholarship
 
dc.subjectTeaching
 
dc.subjectLearning
 
dc.subjectProfessional
 
dc.subjectDevelopment
 
dc.titleA case study in engaging academics in research-based professional development
 
dc.typeArticle
 
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<date.issued>2012</date.issued>
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<identifier.issn>1918-0853</identifier.issn>
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<description.abstract>In this paper I outline a strategically important project to provide academics with multiple pathways to engage in research-based professional development for teaching. These pathways include engaging in reflective teaching, scholarly teaching and the scholarship of teaching in order to enhance and improve teaching practice. I discuss the rationale for offering multiple approaches to professional development and detail how we aligned this project with Faculty strategic priorities and academics&#8217; career progression. I conclude the paper by discussing our evaluation plan for determining the utility of the various professional development resources.</description.abstract>
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<subject>Scholarship</subject>
<subject>Teaching</subject>
<subject>Learning</subject>
<subject>Professional</subject>
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<title>A case study in engaging academics in research-based professional development</title>
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