Toward Bidirectional Faculty Development: A Collaborative Model for Designing and Implementing Faculty Trainings on Evidence-Based Strategies for Supporting Student Learning in Low- and Middle-Income Countries-Reference-Cited by-同舟云学术

Toward Bidirectional Faculty Development: A Collaborative Model for Designing and Implementing Faculty Trainings on Evidence-Based Strategies for Supporting Student Learning in Low- and Middle-Income Countries

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Container-title:2023 ASEE Annual Conference & Exposition Proceedings
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Author:

Ghambi Steven¹,Taylor Ashley²,Chikaphonya Phiri Joseph³,Henriques Justin,Towles Joseph⁴

Affiliation:

1. Malawi University of Business and Applied Sciences

2. Rice 360 Institute for Global Health Technologies

3. Malawi polytechnic

4. Swarthmore College

Publisher

ASEE Conferences

Reference23 articles.

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2. Davis, C. & Yadav, A. (2014). Case studies in Engineering. In A. Johri & B. M. Olds (Eds.),Cambridge Handbook on Engineering Education(pp. 161-173). Cambridge: CambridgeUniversity Press.

3. Du Plessis, E. (2020). Student teachers’ perceptions, experiences, and challenges regarding learner-centred teaching. South African Journal of Education, 40(1), 1–10. https://doi.org/10.15700/saje.v40n1a1631

4. Essop, M. F., & Beselaar, L. (2022). The implementation of active learning practices in a South African physiology class: A follow-up study. Advances in Physiology Education, 46(1), 1–10. https://doi.org/10.1152/advan.00074.2021

5. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8319–8320. http://dx.doi.org/10.1073/pnas.1319030111