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Librería: World of Books (was SecondSale), Montgomery, IL, Estados Unidos de America
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Librería: World of Books (was SecondSale), Montgomery, IL, Estados Unidos de America
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Idioma: Inglés
Publicado por Stylus Publishing, LLC, 2004
ISBN 10: 1579220479 ISBN 13: 9781579220471
Librería: Better World Books, Mishawaka, IN, Estados Unidos de America
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Añadir al carritoCondición: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
Idioma: Inglés
Publicado por Stylus Publishing, LLC, 2004
ISBN 10: 1579220479 ISBN 13: 9781579220471
Librería: Better World Books, Mishawaka, IN, Estados Unidos de America
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Idioma: Inglés
Publicado por Stylus Publishing, LLC, 2004
ISBN 10: 1579220479 ISBN 13: 9781579220471
Librería: Better World Books, Mishawaka, IN, Estados Unidos de America
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Añadir al carritoCondición: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
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Añadir al carritoPaperback. Condición: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.
Idioma: Inglés
Publicado por Stylus Publishing (VA), 2004
ISBN 10: 1579220479 ISBN 13: 9781579220471
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Añadir al carritopaperback. Condición: Very Good. Rethinking Teaching in Higher Education: From a Course Design Workshop to a Faculty Development Framework This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .
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Idioma: Inglés
Publicado por Stylus Publishing, LLC, 2004
ISBN 10: 1579220479 ISBN 13: 9781579220471
Librería: Majestic Books, Hounslow, Reino Unido
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Idioma: Inglés
Publicado por Stylus Publishing, LLC, 2004
ISBN 10: 1579220479 ISBN 13: 9781579220471
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Idioma: Inglés
Publicado por Stylus Publishing, LLC, 2004
ISBN 10: 1579220479 ISBN 13: 9781579220471
Librería: Biblios, Frankfurt am main, HESSE, Alemania
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Añadir al carritoPaperback. Condición: Brand New. 1st edition. 256 pages. 8.75x5.75x0.50 inches. In Stock.
Librería: BennettBooksLtd, Los Angeles, CA, Estados Unidos de America
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Librería: preigu, Osnabrück, Alemania
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Añadir al carritoTaschenbuch. Condición: Neu. Rethinking Teaching in Higher Education | From a Course Design Workshop to a Faculty Development Framework | Alenoush Saroyan (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2004 | Routledge | EAN 9781579220471 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.
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Añadir al carritoPAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Alemania
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Añadir al carritoTaschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines.The book centers on McGill University's week-long Course Design and Teaching Workshop that the contributors have offered together for more than ten years. It follows the five day format of the workshop-covering the analysis of course content, conceptions of learning, the selection of appropriate teaching strategies, the evaluation of student learning, and evaluation of teaching-in a way that reflects the spontaneity of the debates it has engendered and the workshop's evolutionary changes. The structure shows faculty members conceptualizing new courses or re-examining their teaching of existing courses, and translating the insights gained from the workshop to specific disciplinary content and learning outcomes. In addition four previous participants of the workshop write about its influence on their personal thinking about the practice of teaching.The final two chapters describe the structure and evolving role of McGill's Centre for University Teaching and Learning. The authors describe its objectives in fostering an evidence-based teaching culture and providing a practical support structure with limited resources. They highlight achievements in disseminating teaching expertise across their campus, and their vision for the future role of faculty development.This book provides faculty developers and administrators with valuable non-prescriptive models and challenging ideas that promote faculty development in general and university teaching in particular. It engages faculty members in the process of course design in a way that is learning centered and can lead to deep student learning. 288 pp. Englisch.
Librería: moluna, Greven, Alemania
EUR 35,02
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Añadir al carritoKartoniert / Broschiert. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Alenoush Saroyan is a full Professor and Chair of the Department of Educational and Counselling Psychology at McGill University, in Montreal, Canada. Her area of expertise and research is quality of teaching and learning, and pedagogical development, in .
Librería: AHA-BUCH GmbH, Einbeck, Alemania
EUR 43,26
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Añadir al carritoTaschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines.The book centers on McGill University's week-long Course Design and Teaching Workshop that the contributors have offered together for more than ten years. It follows the five day format of the workshop-covering the analysis of course content, conceptions of learning, the selection of appropriate teaching strategies, the evaluation of student learning, and evaluation of teaching-in a way that reflects the spontaneity of the debates it has engendered and the workshop's evolutionary changes. The structure shows faculty members conceptualizing new courses or re-examining their teaching of existing courses, and translating the insights gained from the workshop to specific disciplinary content and learning outcomes. In addition four previous participants of the workshop write about its influence on their personal thinking about the practice of teaching.The final two chapters describe the structure and evolving role of McGill's Centre for University Teaching and Learning. The authors describe its objectives in fostering an evidence-based teaching culture and providing a practical support structure with limited resources. They highlight achievements in disseminating teaching expertise across their campus, and their vision for the future role of faculty development.This book provides faculty developers and administrators with valuable non-prescriptive models and challenging ideas that promote faculty development in general and university teaching in particular. It engages faculty members in the process of course design in a way that is learning centered and can lead to deep student learning.