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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 7 results
Intimacy and Emotional Labour in Academic Development
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Kelly, Adrian – International Journal for Academic Development, 2015
The affective dimensions of intimacy and emotional labour in academic development are explored utilising two methodological resources: autoethnography and narrative practice. An excerpt from the author's reflective professional journal infused with affect and emotion is analysed utilising theories of intimacy in modernity, emotion work, and…
Descriptors: Intimacy, Emotional Experience, Labor, Ethnography
Using a Scholarship of Teaching and Learning Approach to Award Faculty Who Innovate
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Willingham-McLain, Laurel – International Journal for Academic Development, 2015
This study examines a college-teaching award that uses a scholarship of teaching model focusing on learning outcomes. Through questionnaires the researcher examined two groups' perceptions: award recipients and academic leaders. Respondents described the award and indicated the perceived effect on faculty and programs. Both groups highlighted…
Descriptors: Scholarship, Instruction, Learning, Awards
Graduate Teaching Assistants: Responding to the Challenges of Internationalisation
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Winter, Jennie; Turner, Rebecca; Gedye, Sharon; Nash, Patricia; Grant, Vivien – International Journal for Academic Development, 2015
The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have…
Descriptors: Graduate Students, Teaching Assistants, International Education, Foreign Students
Practising What They Preach? An Investigation into the Pedagogical Beliefs and Online Teaching Practices of National Teaching Fellows
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Owens, Tessa – International Journal for Academic Development, 2015
National Teaching Fellows (NTFs) in the UK are celebrated individuals who have made a successful claim for teaching excellence to the Higher Education Academy. This paper reports the results of an empirical study of NTFs with expertise in online learning, which measured their pedagogical beliefs and online teaching practices, using a…
Descriptors: Foreign Countries, College Faculty, Higher Education, Electronic Learning
Evaluating Academic Workplaces: The Hyper-Expansive Environment Experienced by University Lecturers in Professional Fields
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Boyd, Pete; Smith, Caroline; Ilhan Beyaztas, Dilek – International Journal for Academic Development, 2015
Academic developers need to understand the situated workplaces of the academic tribes they are supporting. This study proposes the use of the expansive--restrictive workplace learning environment continuum as a tool for evaluation of academic workplaces. The tool is critically appraised through its application to the analysis of workplace…
Descriptors: Foreign Countries, Teaching Conditions, College Faculty, Nursing Education
Gestalt and Figure-Ground: Reframing Graduate Attribute Conversations between Educational Developers and Academics
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Knewstubb, Bernadette; Ruth, Alison – International Journal for Academic Development, 2015
Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding…
Descriptors: College Graduates, Educational Objectives, College Curriculum, Intellectual Disciplines
Evaluating the Impact of the Graduate Certificate in Academic Practice (GCAP) Programme
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Chadha, Deesha – International Journal for Academic Development, 2015
Graduate teaching assistants (GTAs) and postgraduates in the UK are taking on greater responsibility for teaching, and therefore it has become increasingly necessary to explore the teacher training that supports them in this endeavour. This paper outlines an impact evaluation carried out on a graduate certificate programme primarily aimed at GTAs…
Descriptors: Foreign Countries, Research Universities, Teaching Assistants, Graduate Students