| Autor: |
Elrick, R.M., Jenkinson, G.M., Thomas, R.L. |
| Zdroj: |
Journal of Natural Resources & Life Sciences Education; March 1996, Vol. 25 Issue: 1 p71-74, 4p |
| Abstrakt: |
Universities consider collegial exchange and review essential in research. The same is not true of teaching. These fundamental differences in teaching and research make it possible for teaching to be little more than a faculty member reiterating a discipline's base. But content driven teaching is widely criticized. Reforms in undergraduate education will require that, like research, teaching receives collegial nurturing and critical attention. We explore the myths and realities of university teaching that impede change and offer examples—the case method, problem-based learning, interdisciplinary courses—of teaching faculty working together. When teaching has collegial exchange and review, it becomes possible to develop a curriculum that enhances students' capability to think critically and solve problems. |
| Databáze: |
Supplemental Index |
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