World-wide, leading research-intensive universities are attempting—as never before—to unite research excellence with teaching excellence, especially in undergraduate education. For over 20 years, Stanford University and its Center for Teaching and Learning have been exploring ways to support faculty as effective teachers, to facilitate synergy between research and teaching, to create a strong culture of teaching, to engage even senior and star faculty in undergraduate education, and to increase the rewards for teaching achievement. This presentation will outline and invite discussion around the strategies for support of teaching excellence at research-intensive universities at the institutional, departmental, and individual level.
About the speaker
MICHELE MARINCOVICH, Ph.D., is Associate Vice Provost for Undergraduate Education and Director of the Center for Teaching and Learning at Stanford University. Her major publications, “Effective Practices at Research Universities: The Productive Pairing of Research and Teaching,” (with Constance Cook in A Guide to Faculty Development, 2nd ed., edited by Kay Gillespie, Doug Robertson, and Associates, Jossey-Bass, 2010), “Teaching and Learning in a Research-Intensive University” (in The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, edited by R. P. Perry and J. C. Smart, Springer Publishing, 2007), The Professional Development of Graduate Teaching Assistants (Anker Publishing, 1998, with Jack Prostko and Frederic Stout), and Disciplinary Differences in Teaching and Learning in Higher Education (with Nira Hativa, Volume 64 in the Jossey Bass New Directions in Teaching and Learning Series, 1995) reflect her pioneering work creating effective faculty and TA development programs for the research-intensive university environment. At the Stanford Center since 1977 and director since 1980, her impact has been recognized on campus with the distinguished Lloyd W. Dinkelspiel Award for Outstanding Service to Undergraduate Education and off campus by election as executive director of the Professional and Organizational Development Network for Higher Education and by invitations to speak on campuses in the U.S. and abroad.
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