Susan Vajoczki
Biographic Data
| ID | 5689254 |
|---|---|
| NAME | Susan Vajoczki |
| GIVEN NAMES | Susan |
| FAMILY NAME | Vajoczki |
| SIGNATURE | VAJOCZKI S |
| AFFILIATIONS | McMaster University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 1 |
Professional Development in Teaching and Learning for Early Career Academic Geographers: Contexts, Practices and Tensions
This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and discipline-specific approaches; the credibility of alternative settings for professional development in teaching…
Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks
This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies…
Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks
This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies…
Professional Development in Teaching and Learning for Early Career Academic Geographers: Contexts, Practices and Tensions
This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and discipline-specific approaches; the credibility of alternative settings for professional development in teaching…
Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks
This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies…
Professional Development in Teaching and Learning for Early Career Academic Geographers: Contexts, Practices and Tensions
This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and discipline-specific approaches; the credibility of alternative settings for professional development in teaching…
Engineering (2 works) · Engineering ethics (2 works) · Geography Education and Pedagogy (2 works) · Pedagogy (2 works) · Career development (1 works) · Credibility (1 works) · Curriculum (1 works) · Evaluation of Teaching Practices (1 works) · Faculty Development (1 works) · Geography and Education Methods (1 works)