Do as I Say and as I've Done: Assignment Accountability for College Educators

Mindy Kalchmana

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Do as I Say and as I've Done: Assignment Accountability for College Educators

机译：按我说做的做：大学教育工作者的作业责任制

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Assessing the potential impact and utility of course assignments are often a matter of informed, yet personal judgment. Here, in this article, doing our own assignments before assigning them to students is explored as a quality assurance measure and as a means to ensure an empathetic and critical approach to developing course work.View full textDownload full textKeywordsreflective practice, syllabus development, professional accountability, higher educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/87567555.2010.509377

机译：评估课程任务的潜在影响和效用通常取决于知情而又个人的判断。在本文中，本文将探索在分配给学生之前进行我们自己的作业，作为一种质量保证措施，以及确保以同理心和批判性的方式开展课程工作的方法。查看全文下载全文关键字反思性实践，课程提纲发展，专业责任制，高等教育相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布日期：“ ra-4dff56cd6bb1830b”} ;添加到候选列表链接永久链接http://dx.doi.org/10.1080/87567555.2010.509377

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《College Teaching》 |2010年第1期|p.40-44|共5页
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Mindy Kalchmana;
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Do as I Say and as I've Done: Assignment Accountability for College Educators

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