Training New College Professors to Teach More Effectively: What Role Does the Case Method Play?
Abstract
The authors present the results of a study of the approaches being used by U.S. doctoral programs in business to prepare their graduates to teach at the college level. The specific issues they investigated include whether a course (or courses) in effective teaching is required in the school's doctoral program and, if so, whether this coursework deals with active-learning techniques such as cases. Results of the study indicate that most doctoral programs are providing students with formal training in how to teach and that, at the majority of schools responding, this training involves active-learning approaches.
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