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Mary Ashkan

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 Educational Consult in Architecture

 

” If we teach today’s students as we taught yesterday’s,

We rob them of tomorrow”             (John Dewey, 1933)

 

 

About

Bio and personal objectives

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A platform for sharing knowledge

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The Current Issue

" It is important to note that new faculty members are especially susceptible who emerged from disciplinary-specific, research-oriented preparation in graduate school and often faced with an overwhelming teaching load at the beginning of their career. They resort to survival mode in their teaching (sometimes, following senior instructors) before developing a certain manner for their teaching. The combination of these factors does not foster teaching practices that develop complex levels of thinking in adult learners in higher education."

Porfessional Development

The American Federation of Teachers characterizes instructors as a faculty’s most valuable assets, and asserts that faculty administrators should prioritize instructors’ capability through continuous high-quality professional development to ensure appropriate standards of learning for every student. Teaching is a profession with professionals’ standards and ethics and whoever dare to teach must be adequately prepared for the role by way of some professional training.

The most recent posts

  • Professionalizing Teaching in Higher Education
  • Nurturing Creativity of students vs. pedagogical capacities of studio instructors
  • Valuing Diversity
  • Introduction to “Architectural Education” Forum

The University of Kansas, School of Architecture, Design & Planning

1465 Jayhawk Blvd.
Lawrence, KS 66045

This page as collection of different resources aims

To foster the sense of instructor professionalism that can be the spark in the way that it leads studio instructors to make a commitment in order to critically reexamine their teaching practice in order to reach to the state of reflective practitioner.

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