Assignment: Create a DOCTORAL Assignment.
Create a slide presentation that summarizes perspectives on quality teaching and reconceptualizing the development of university teaching expertise.
Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least four (4) citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review these resources for tips on best practices in effective presentations: http://michaelhyatt.com/5-rules-for-more-effective-presentations.html and http://www.thinkoutsidetheslide.com/best-practices-for-effective-powerpoint-presentations-assessment/
Please create your Power Point using the following structure:
1. Title Slide (1 slide)
2. Summary of best practices for teaching in higher education classrooms (3-slides)
3. Propose a specific model for improving the quality of classroom teaching (3 -slides)
4. Describe how academic freedom, faculty governance, and track and tenure play a role in improving classroom instruction and student learning (6-slides)
5. Reference Slide (1 slide)
# Slide Presentation Outline: Perspectives on Quality Teaching in Higher Education
## Slide 1: Title Slide
– **Title:** Reconceptualizing University Teaching Expertise
– **Subtitle:** Perspectives on Quality Teaching
– **Your Name**
– **Date**
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## Slide 2: Best Practices for Teaching in Higher Education Classrooms
– **Clear Learning Objectives**
– Establish specific, measurable outcomes (Anderson & Krathwohl, 2001).
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## Slide 3: Best Practices for Teaching in Higher Education Classrooms
– **Active Learning Strategies**
– Incorporate discussions, group work, and problem-solving activities to engage students (Prince, 2004).
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## Slide 4: Best Practices for Teaching in Higher Education Classrooms
– **Feedback and Assessment**
– Use formative assessments to guide instruction and provide timely feedback (Hattie & Timperley, 2007).
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## Slide 5: Proposed Model for Improving Quality of Classroom Teaching
– **The Reflective Practice Model**
– Encourages continuous improvement through self-assessment and peer feedback (Schön, 1983).
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## Slide 6: Proposed Model for Improving Quality of Classroom Teaching
– **Components of the Model**
– Reflection: Analyze teaching practices.
– Collaboration: Engage with peers for support and insight.
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## Slide 7: Proposed Model for Improving Quality of Classroom Teaching
– **Implementation Strategies**
– Professional development workshops focusing on reflective practices and peer observation.
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## Slide 8: Role of Academic Freedom
– **Definition and Importance**
– Academic freedom allows educators to explore and teach controversial topics without fear of repercussion (American Association of University Professors, 1940).
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## Slide 9: Role of Faculty Governance
– **Shared Decision-Making**
– Involves faculty in policy-making, enhancing their commitment to teaching quality (Kezar, 2005).
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## Slide 10: Role of Tenure and Promotion
– **Support for Innovative Teaching**
– Tenure systems that reward teaching excellence promote risk-taking in instructional methods (Boyer, 1990).
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## Slide 11: Interconnections Among Academic Freedom, Governance, and Tenure
– **Holistic Improvement of Instruction**
– Academic freedom supports innovative teaching, while governance and tenure provide a framework for accountability and support.
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## Slide 12: Conclusion
– **Summary of Key Points**
– Emphasizing best practices, a reflective model, and the roles of governance and academic freedom enhances teaching quality and student learning outcomes.
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## Slide 13: References
– American Association of University Professors. (1940). *Statement of Principles on Academic Freedom and Tenure*.
– Anderson, L. W., & Krathwohl, D. R. (2001). *A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives*. Longman.
– Boyer, E. L. (1990). *Scholarship reconsidered: Priorities of the professoriate*. Carnegie Foundation for the Advancement of Teaching.
– Hattie, J., & Timperley, H. (2007). The power of feedback. *Review of Educational Research*, 77(1), 81-112.
– Kezar, A. (2005). *Promoting Student Success: Faculty Governance and Institutional Change*. The Review of Higher Education, 29(4), 471-490.
– Prince, M. (2004). Does Active Learning Work? A Review of the Research. *Journal of Engineering Education*, 93(3), 223-231.
– Schön, D. A. (1983). *The Reflective Practitioner: How Professionals Think in Action*. Basic Books.
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### Notes on Presentation Design
– Use a consistent color scheme that is easy on the eyes.
– Limit text to key points; use bullet points for clarity.
– Include relevant images and graphics to support content.
– Maintain a readable font size (minimum 24pt for text).
– Ensure smooth transitions and avoid excessive effects.
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