Sentence examples for teaching productivity from inspiring English sources

This demands a drastically increased learning and teaching productivity and thus new approaches for education.

They can be used directly at the workplace and aim at increasing the learning and teaching productivity.

Ubiquitous application of modern information and communication technology (ICT) for shaping responsible global citizenship by knowledge transfer can expand learning and teaching productivity by magnitudes, can strengthen the leverage of help for self-help, can enable initiative and creativity for entrepreneurial approaches in the global village without losing local differentiation.

Our survey showed almost all departments measure clinical productivity, and almost two-thirds measure research, academic and teaching productivity in a similar distribution.

On the other hand, it might be difficult or challenging to measure teaching productivity, [ 22] and even certain clinical activities [ 23].

Table  2 describes the research activities that are measured and how they are monetarily compensated.> Thirty percent of the 40 respondents who reported measuring teaching productivity use a standardized unit, mainly teaching RVUs.

Everything can be captured in proxy form by metrics: from our talent and emotions, to our productivity, teaching skills, networking ability, fitness, and so on.

Many minority-serving institutions (MSIs) and historically black colleges and universities (HBCUs) fall into the category of institutions that prioritize teaching over research productivity (as measured by the teaching load, which can exceed 15 hours per semester) and lack research space and resources.

In this paper, we propose a set of performance indicators to enable efficiency analysis of academic activities and apply a novel network DEA structure to account for subfunctional efficiencies such as teaching quality, research productivity, as well as the overall efficiency.

Webster [ 25] argues that the two concepts (teaching and research productivity) are truly different dimensions and do not complement one another.

Careful thinking and research are still needed in order to find the best ways to leverage these emerging tools to boost our teaching and learning productivity, foster better 'communities of practice', and support continuing medical education/professional development (CME/CPD) and patient education.