Learning-Centered Instructional Development:Analysis of Faculty Development Model in American Research Universities
Faculty members in research universities face a dual challenge of effectiveness and legitimacy in instructional development due to ongoing conflicts between teaching and research responsibilities.Against the backdrop of a shift from instruction paradigm to learning paradigm,American research universities have embraced a"learning-centered"philosophy for faculty teaching development.In terms of the goals and content dimensions of instructional development,these institutions integrate faculty teaching development with student learning development.This integration aids faculty members in acquiring localized curriculum design skills,learning-centered teaching abilities,and cutting-edge instructional technologies.In terms of the approach to instructional development,the incorporation of digital and information technologies,along with the establishment of teacher-student learning communities,plays a crucial role in advancing key teaching skills for faculty members.To ensure the effectiveness of instructional development,American research universities introduce project assessments,using student learning outcomes as the primary evaluation tool,thereby continuously injecting vitality into university faculty instructional development.
American research universitiesfacultyinstructional developmentlearning-centered
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