Developing a Teaching Portfolio

Urbach, Floyd D.

doi:10.1080/87567555.1992.10532272

Cited by 18 publications

(2 citation statements)

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“…I developed these categories for the interview protocol based on the dimensions found in previous literature on conceptions of teaching (already cited) and on the categories of teaching proposed in work on the peer review of teaching (Edgerton et al, 1991;Urbach, 1992). The interview was also structured around a particular course to ensure that the academics would be describing their teaching beliefs and approaches in the grounded context of teaching a particular subject.…”

Section: Methods and Data Sourcesmentioning

confidence: 99%

Scholarly Dimensions of Academics' Beliefs about Engineering Education

Quinlan¹

2002

Teachers and Teaching

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The educational beliefs of seven mechanical engineering academics are examined in the context of their department and the history of the engineering education. Despite commonalities at one level, key differences were found among the academics' educational beliefs about the nature of the profession, learning goals for students, teaching approaches, and their analysis of student dif® culties. Illustrative case examples are included. It is concluded that the faculty beliefs found in this department of mechanical engineering recapitulate major developments in and professional differences about the ® eld. Implications for research on teaching and educational development are discussed.

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Section: Methods and Data Sourcesmentioning

confidence: 99%

Scholarly Dimensions of Academics' Beliefs about Engineering Education

Quinlan¹

2002

Teachers and Teaching

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“…Long‐term viability of this educational approach will require that instructors be recognized and rewarded for teaching. Documenting of teaching effort allows teachers to build a ‘teaching portfolio’, thereby increasing the likelihood of being rewarded for this activity within the promotion and tenure system (Urback 1992).…”

Section: Principles Of Clinical Medicine Structurementioning

confidence: 99%

Principles of clinical medicine: an interdisciplinary integrated 2-year longitudinal course

et al. 1995

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In keeping with the Report of the Panel on the General Professional Education of the Physician (Association of American Medical Colleges 1984), Oregon Health Sciences University (OHSU) School of Medicine is in the midst of revising its curriculum. After a 4-year process, the Curriculum Committee mandated development of the Principles of Clinical Medicine course, a 2-year longitudinal course integrating input from both basic and clinical science departments. We describe the steps leading to the course's implementation, its administrative and organizational structure, the evaluation of student performance, teacher training, course curriculum, and the use of interdisciplinary teaching. This course embodies many of the changes called for in the AAMC Report and serves as a model for interdisciplinary education.

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1995

ASHE‐ERIC High. Edu. Rept.

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Developing a Teaching Portfolio

Cited by 18 publications

References 1 publication

Scholarly Dimensions of Academics' Beliefs about Engineering Education

Scholarly Dimensions of Academics' Beliefs about Engineering Education

Principles of clinical medicine: an interdisciplinary integrated 2-year longitudinal course

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