Framework for E‐Learning Assessment in Dental Education: A Global Model for the Future

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/153544/1/jddj002203372013775tb05504x.pd

Taking Stock: Contemplating North American Graduate Student Professional Development Programs and Developers

A two-stage study was conducted to identify key competencies in graduate student development programs at Canadian and U.S. institutions. Once thirty-nine key competencies were identified, developers of graduate students were asked to rate the importance of each competency in their programming, the extent to which each competency was explicitly taught, and their own confidence in the training received to help teach these competencies. One key finding suggests that numerous potential gaps exist in the training of those who deliver graduate student development programs, which organizations such as the Professional and Organizational Development Network in Higher Education can help to address

Promouvoir la résilience des professeurs et des professeures d’université par le biais du développement d’une philosophie d’enseignement

Teaching in today’s complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a career-long commitment to teaching effectiveness. The initial phase of this research systematically identified 39 empirical studies of school teacher resilience, and seven studies of university teacher resilience, to identify key resilience-building factors. The second phase, in-depth interviews, probed nine Australian and seven Canadian university teaching Fellows about their writing of their teaching philosophy. A close review of the outcomes of each phase prompted recognition of the similarity of resilience-building factors reported in the resilience literature and the benefits of developing a teaching philosophy reported by the university teaching Fellows. The similarities suggest that the benefits of developing a teaching philosophy could contribute to building university teacher resilience.Enseigner dans l’environnement universitaire actuel complexe et concurrentiel est devenu de plus en plus exigeant alors que les professeurs et les professeures tentent de répondre au stress et à l’épuisement professionnel qui affectent négativement leur performance au travail. Dans cet environnement, il est plus important que jamais que les professeurs et les professeures d’université renforcent leur résilience afin de surmonter le stress et l’épuisement professionnel et continuent l’engagement qu’ils ont pris tout au long de leur carrière en faveur d’un enseignement efficace. La phase initiale de cette recherche identifie systématiquement 39 études empiriques de la résilience d’enseignants et d’enseignantes des écoles ainsi que sept études portant sur la résilience des professeurs et des professeures d’université, afin d’identifier les facteurs clés qui mènent au renforcement de leur résilience. Durant la seconde phase, qui consiste d’entrevues approfondies, nous avons enquêté auprès de neuf professeurs et professeures d’université d’Australie et sept du Canada sur la préparation de leur philosophie d’enseignement. Un examen minutieux des résultats de chaque phase a mené à l’identification de similarités entre les facteurs de renforcement de la résilience rapportés dans les publications ainsi qu’à la reconnaissance des avantages qu’il y a à développer une philosophie d’enseignement rapportés par les professeurs et les professeures d’université. Les similarités suggèrent que les avantages qui existent à développer une philosophie d’enseignement pourraient contribuer à renforcer la résilience des professeurs et des professeures d’université

Promoting University Teacher Resilience through Teaching Philosophy Development

Teaching in today’s complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a career-long commitment to teaching effectiveness. The initial phase of this research systematically identified 39 empirical studies of school teacher resilience, and seven studies of university teacher resilience, to identify key resilience-building factors. The second phase, in-depth interviews, probed nine Australian and seven Canadian university teaching Fellows about their writing of their teaching philosophy. A close review of the outcomes of each phase prompted recognition of the similarity of resilience-building factors reported in the resilience literature and the benefits of developing a teaching philosophy reported by the university teaching Fellows. The similarities suggest that the benefits of developing a teaching philosophy could contribute to building university teacher resilience