Pat Hutchings – författare

Cousin to The Teaching Portfolio, which documents a broad sampling of a faculty member''s pedagogical work, the course portfolio focuses instead on the unfolding of a single course, from conception to results. The volume covers defining features and functions, steps in development, audiences and occasions for use, and the course portfolio''s place in the development of a scholarship of teaching and learning. It also includes nine case studies by faculty in a range of disciplines who have developed and used course portfolios, as well as an annotated resource list.

Describes strategies through which faculty can document and "go public" with their teaching—be it for purposes of improvement or evaluation. Each of nine chapters features a different strategy—from the fairly simple, low-risk "teaching circle," to "course portfolios," to more formal departmental occasions such as faculty hiring—with reports by faculty who have actually tried each strategy, guidelines for good practice, and an annotated list of resources.

This valuable work suggests one model in which faculty assemble a collection of carefully selected work samples accompanied by reflective commentary about them. Covers the what, why, and how of teaching portfolios, with pointers for getting started and a sampling of current campus practices. Includes reproductions of eight actual portfolio entries. The companion volume toCampus Use of the Teaching Portfolio.

Cousin to The Teaching Portfolio, which documents a broad sampling of a faculty member''s pedagogical work, the course portfolio focuses instead on the unfolding of a single course, from conception to results. The volume covers defining features and functions, steps in development, audiences and occasions for use, and the course portfolio''s place in the development of a scholarship of teaching and learning. It also includes nine case studies by faculty in a range of disciplines who have developed and used course portfolios, as well as an annotated resource list.

Describes strategies through which faculty can document and "go public" with their teaching—be it for purposes of improvement or evaluation. Each of nine chapters features a different strategy—from the fairly simple, low-risk "teaching circle," to "course portfolios," to more formal departmental occasions such as faculty hiring—with reports by faculty who have actually tried each strategy, guidelines for good practice, and an annotated list of resources.

This valuable work suggests one model in which faculty assemble a collection of carefully selected work samples accompanied by reflective commentary about them. Covers the what, why, and how of teaching portfolios, with pointers for getting started and a sampling of current campus practices. Includes reproductions of eight actual portfolio entries. The companion volume toCampus Use of the Teaching Portfolio.

Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity.

Today''s circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you''re in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success.

Use this book to:

Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.

Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity.

Today''s circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you''re in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success.

Use this book to:

Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.

The iconic and beautiful Great Barrier Reef Marine Park is home to one of the most diverse ecosystems in the world.

With contributions from international experts, this timely and fully updated second edition of The Great Barrier Reef describes the animals, plants and other organisms of the reef, as well as the biological, chemical and physical processes that influence them. It contains new chapters on shelf slopes and fisheries and addresses pressing issues such as climate change, ocean acidification, coral bleaching and disease, and invasive species.

The Great Barrier Reef is a must-read for the interested reef tourist, student, researcher and environmental manager. While it has an Australian focus, it can equally be used as a reference text for most Indo-Pacific coral reefs.

Australia’s coral reefs stretch far and wide, covering 50 000 square kilometres from the Indian Ocean in the West to the Pacific Ocean in the East. They have been viewed as a bedrock of coastal livelihoods, as uncharted and perilous nautical hazards, as valuable natural resources, and as unique, natural wonders with secrets waiting to be unlocked. Australia’s coral reefs have sustained a global interest as places to visit, and as objects of study, science, protection and conservation.

Coral Reefs of Australia examines our evolving relationship with coral reefs, and explores their mystery and the fast pace at which they are now changing. Corals are feeling the dramatic impacts of global climate change, having undergone several devastating mass coral bleaching events, dramatic species range shifts and gradual ocean acidification.

This comprehensive and engaging book brings together the diverse views of Indigenous Australians, coral reef scientists, managers and politicians to reveal how we interact with coral reefs, focussing on Indigenous culture, coastal livelihoods, exploration, discovery, scientific research and climate change. It will inform and inspire readers to learn more about these intriguing natural phenomena and how we can protect coral reefs for the future.

Cultural sensitivityReaders are warned that there may be words, descriptions and terms used in this book that are culturally sensitive, and which might not normally be used in certain public or community contexts. While this information may not reflect current understanding, it is provided by the author in a historical context.This publication may also contain quotations, terms and annotations that reflect the historical attitude of the original author or that of the period in which the item was written, and may be considered inappropriate today.Aboriginal and Torres Strait Islander peoples are advised that this publication may contain the names and images of people who have passed away.