Cheryl Albers
Biographic Data
| ID | 6096296 |
|---|---|
| NAME | Cheryl Albers |
| GIVEN NAMES | Cheryl |
| FAMILY NAME | Albers |
| SIGNATURE | ALBERS C |
| AFFILIATIONS | Cheryl Albers, PhD, MA, MEd, is an associate professor at Buffalo State, and teaches sociology courses focused on family, childhood and youth, and aging. Currently her research uses sociological lenses such as organizational change, institutional culture, human interaction, and comparative education to analyze undergraduates conducting SoTL projects, SoTL policy development, and overcoming barriers to the acceptance of SoTL as a credible form of scholarship. She has written and lectured extensively on... |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 3 |
Teaching
Unintended outcomes can derail the best of intentions in the classroom. Designing a new course for Honors students provided an opportunity to change my traditional teaching style. I envisioned a classroom where students enthusiastically became more self-directed learners. I was perplexed with mixed reactions from students; while some joined me and adopted the model of teaching and learning I proposed, far more than I expected resisted this change…
Improving Pedagogy Through Action Learning and Scholarship of Teaching and Learning
This ASA Teaching Workshop explored the potential of Action Learning to use teachers' tacit knowledge to collaboratively confront pedagogical issues. The Action Learning model grows out of industrial management and is based on the notion that peers are a valuable resource for learning about how to solve the problems encountered in the workplace. Action Learning groups (called sets) engage in reflection and collaboration with the goal of identifyi…
Faculty Assessment and the Scholarship of Teaching and Learning
Betsy Lucal, Cheryl Albers, Jeanne Ballantine, Jodi Burmeister-May, Jeffrey Chin, Sharon Dettmer, Sharon Larson, Faculty Assessment and the Scholarship of Teaching and Learning: Knowledge Available/Knowledge Needed, Teaching Sociology, Vol. 31, No. 2 (Apr., 2003), pp. 146-161
Using the Syllabus to Document the Scholarship of Teaching
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
Faculty Assessment and the Scholarship of Teaching and Learning
Betsy Lucal, Cheryl Albers, Jeanne Ballantine, Jodi Burmeister-May, Jeffrey Chin, Sharon Dettmer, Sharon Larson, Faculty Assessment and the Scholarship of Teaching and Learning: Knowledge Available/Knowledge Needed, Teaching Sociology, Vol. 31, No. 2 (Apr., 2003), pp. 146-161
Using the Syllabus to Document the Scholarship of Teaching
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
Teaching
Unintended outcomes can derail the best of intentions in the classroom. Designing a new course for Honors students provided an opportunity to change my traditional teaching style. I envisioned a classroom where students enthusiastically became more self-directed learners. I was perplexed with mixed reactions from students; while some joined me and adopted the model of teaching and learning I proposed, far more than I expected resisted this change…
Improving Pedagogy Through Action Learning and Scholarship of Teaching and Learning
This ASA Teaching Workshop explored the potential of Action Learning to use teachers' tacit knowledge to collaboratively confront pedagogical issues. The Action Learning model grows out of industrial management and is based on the notion that peers are a valuable resource for learning about how to solve the problems encountered in the workplace. Action Learning groups (called sets) engage in reflection and collaboration with the goal of identifyi…
Faculty Assessment and the Scholarship of Teaching and Learning
Betsy Lucal, Cheryl Albers, Jeanne Ballantine, Jodi Burmeister-May, Jeffrey Chin, Sharon Dettmer, Sharon Larson, Faculty Assessment and the Scholarship of Teaching and Learning: Knowledge Available/Knowledge Needed, Teaching Sociology, Vol. 31, No. 2 (Apr., 2003), pp. 146-161
Using the Syllabus to Document the Scholarship of Teaching
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
Improving Pedagogy Through Action Learning and Scholarship of Teaching and Learning
This ASA Teaching Workshop explored the potential of Action Learning to use teachers' tacit knowledge to collaboratively confront pedagogical issues. The Action Learning model grows out of industrial management and is based on the notion that peers are a valuable resource for learning about how to solve the problems encountered in the workplace. Action Learning groups (called sets) engage in reflection and collaboration with the goal of identifyi…
Teaching
Unintended outcomes can derail the best of intentions in the classroom. Designing a new course for Honors students provided an opportunity to change my traditional teaching style. I envisioned a classroom where students enthusiastically became more self-directed learners. I was perplexed with mixed reactions from students; while some joined me and adopted the model of teaching and learning I proposed, far more than I expected resisted this change…
Evaluation of Teaching Practices (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Sociology (4 works) · Online and Blended Learning (3 works) · Scholarship (3 works) · Teaching method (3 works) · Higher education (2 works)