| THE PERCEPTIONS OF SCIENCE AND ENGINEERING GRADUATE STUDENTS TO THE EDUCATIONAL THEORIES RELEVANT TO SKILL DEVELOPMENT IN CURRICULUM LEADERSHIP (2008) | |||||||||||||
Abstract | |||||||||||||
| Abstract ⎯ Graduate students interested in academic careers welcome opportunities to discuss issues related to teaching and learning. Experience shows that these students are curious not only about balancing research and teaching, understanding the application and interview processes, and maneuvering through the tenure process, but also about designing curriculum and assessing student learning. To guide students as they learn how to design a lesson, course, and entire curriculum and the corresponding assessment tools, a knowledge of educational theories is helpful. But how helpful? How best to share educational theories so that students understand them and can apply them appropriately? Does knowledge of educational theories lead to more confidence as a “curriculum leader? ” How does this quality affect the academic career process? How does this knowledge help develop skills in curriculum leadership? The authors of this paper focused on these questions in a graduate | |||||||||||||
Publication details | |||||||||||||
| |||||||||||||