A Look at Graduate Teaching at UND: Faculty Perspectives. Instructional Development Report.

Autor/in	Jacobson, Carol R.
Institution	North Dakota Univ., Grand Forks. Office of Instructional Development.
Titel	A Look at Graduate Teaching at UND: Faculty Perspectives. Instructional Development Report.
Quelle	(1983), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Course Organization; Doctoral Dissertations; Educational Objectives; Graduate School Faculty; Graduate Students; Graduate Study; Higher Education; Knowledge Level; Masters Theses; Specialization; Student Evaluation; Student Role; Student Teacher Relationship; Teacher Attitudes; Teacher Role + Suchen Sie Ihr Suchwort? Course organisation; Kurskonzept; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Educational objective; Bildungsziel; Erziehungsziel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Arbeitsteilige Spezialisierung; Schulnote; Studentische Bewertung; Lehrerverhalten; Lehrerrolle
Abstract	Characteristics of graduate teaching were identified, based on interviews with 18 graduate faculty members at the University of North Dakota (UND). Respondents identified the following essential characteristics of graduate education: the faculty member's knowledge of the subject, objectives of graduate-level programs, the teacher's role, graduate course design, the relationship between teacher and student, the evaluation of graduate students, and the roles of theses and dissertations. In contrast to undergraduate students, graduate students are already grounded in the basics and are striving for excellence in a focused area. Graduate study becomes a highly specialized education, and the graduate school is a new environment. The graduate professor's goal is to help each student gain a mastery of a field, developing students who are independent researchers and practitioners in the field. In summary, the graduate degree is different, and therefore, the demands, expectations, and approaches are different, changing the teacher's role, objectives, course design, and relationship with students at the graduate level. (SW)
Anmerkungen	Office of Instructional Development, University of North Dakota, Box 8161, University Station, Grand Forks, ND 58202.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC