How to operationalise holistic academic development: The case of a Danish center for teaching and learning

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    Abstract

    Centers for Teaching and Learning (CTLs) are at the forefront of many quality enhancement activities aimed at teaching and learning at universities and do not solely focus on supporting individual teacher in conducting quality teaching but are also playing a strategic role in the university. CTLs provide in other words holistic academic development. This article provides examples of how a CTL at the University of Southern Denmark has operationalised holistic academic development using Holt et al.’s points of leverage as a starting point. The leverage points are combined and exemplified to suggest a model for enhancing teaching quality which entails five levels; definitions, descriptions, documentation, evaluation and recognition of quality in teaching.
    OriginalsprogEngelsk
    TidsskriftHungarian Educational Research Journal
    Vol/bind11
    Udgave nummer3
    Sider (fra-til)254-261
    ISSN2064-2199
    DOI
    StatusUdgivet - 6. sep. 2021

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