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by Jay H. Menna,Patrick W. Tank,Bruce W. Newton

Author: Jay H. Menna,Patrick W. Tank,Bruce W. Newton
Subcategory: Medicine
Language: English
Publisher: Springer; 1st Edition. 2nd Printing. 2008 edition (November 13, 2008)
Pages: 87 pages
Category: Medicine
Rating: 4.4
Other formats: docx txt azw lit

Authors: Newton, Bruce . Menna, Jay . Tank, Patrick . Bibliographic Information. How to Become an Effective Course Director.

Information on how to avoid common pitfalls. Provides survival tips. This book gives advice on how to manage the differences in expectations between students and veteran or beginning course directors. The authors learned the hard way and bring over 60 years of collective course director and academic dean experience to bear on topics such as "Living with our Differences, Course Organization, Responding to Student Issues, Measuring Course Effectiveness and Pitfalls to Avoid".

by Jay H. Menna, Bruce W. Newton, Patrick W. Tank. For the ten years prior to becoming the course director I taught full-time in the gross anatomy course and gave lectures in the medical neuroscience, histology and embryology courses.

Bruce W. S. Qamaruddin rated it it was amazing Dec 18, 2014.

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How to Become an Effective Course Director.

If you think you know what students expect from a course director - think again.

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How to Become an Effective Course Director. Bruce W. Newton, Jay H. Menna, Patrick W. What A Course Director?. Whose Idea Was This?. Anatomy of a Course Director. Living With Our Differences. Managing Courses with Laboratories. Responding to Student Problem. More).

How to become an effective course director Newton, Bruce W. Tank, Patrick W. Menna, Jay H. Springer 9780387849041 : Suitable for those faculty who are, or considering to become a course/block/. This book helps professors to create effective social learning experiences that connect students to peers and professional colleagues in real-time by adopting the collaborative pedagogical process. How to be an Effective Teacher in Higher Education " provides key reading for those teaching and undertaking PGCert in HE or other postgraduate teaching courses as well as academics concerned with their professional development.

For the ten years prior to becoming the course director I taught full-time in the gross anatomy course and gave lectures in the medical neuroscience, histology and embryology courses.

Which Way Does Your Desk Face? Early in my tenure as a medical neuroscience course director, I started receiving comments on student evaluations stating that I was “unapproachable”. For the ten years prior to becoming the course director I taught full-time in the gross anatomy course and gave lectures in the medical neuroscience, histology and embryology courses. This amounted to over 130 student contact hours per year, during which time I had not received negative comments concerning “approachability”. At the start of my third year as the medical neuroscience course director, I asked Dr. P- rick Tank, who was, and still is, the gross anatomy course director, why I was g- ting such comments. He looked up at me while I was standing in his office do- way and simply said, “Which way does your desk face?” He then explained to me how he had arranged his office so that when he sat at his desk he faced the door to give students his immediate attention when they came to see him. My desk and chair faced the window, putting my back to the students. He stated that while my office arrangement avoided annoying refl- tions on my computer monitor, it sent an unintended message to the students that I did not consider them a priority. Once I moved my desk so that my chair faced the door the perception of me as being unapproachable was resolved.