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'Centering' teaching excellence in higher education

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dc.contributor.author Lane, Diarmaid
dc.date.accessioned 2020-03-03T15:59:09Z
dc.date.available 2020-03-03T15:59:09Z
dc.date.issued 2019
dc.identifier.citation Diarmaid Lane (2019) Centering Teaching Excellence in Higher Education Fifth International Conference on Higher Education Advances en
dc.identifier.uri http://hdl.handle.net/10344/8587
dc.description.abstract This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable. An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students. This had a subsequent negative effect on several levels. The paper concludes by describing the merits of academics ‘centering’ themselves between the corporate university and the needs of students in striving for ‘teaching excellence’.
dc.language.iso en en
dc.relation.ispartof Fifth International Conference on Higher Education Advances en
dc.relation.ispartofseries 5th International Conference on Higher Education Advances (HEAd’19)
dc.subject teaching
dc.subject learning
dc.subject university
dc.subject excellence
dc.title 'Centering' teaching excellence in higher education en
dc.type Conference Paper en
dc.date.updated 2020-03-03T15:58:22Z
dc.description.version PUBLISHED
dc.identifier.doi 10.4995/HEAd19.2019.9408
dc.internal.rssid 2931636
dc.internal.copyrightchecked Yes
dc.description.status peer-reviewed


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