Proyecto Presupuesto
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criterios para el equilibrio del presupuesto 2010 Universidad Simón Bolívar
![Sobre los Compromisos ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],William Colmenares Universidad Simón Bolívar](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Proyecto Presupuesto
- 1. Proyecto de Presupuesto 2010 Criterios Vicerrectorado Administrativo Dirección de Finanzas
Hinweis der Redaktion
- Esta presentación describirá brevemente el Servicio Comunitario en la Universidad Simón Bolívar George Mason University Sarah E. Baker
- First, one of the enduring challenges of academic technology has been how to carry out high-impact and sustainable faculty development activities to help faculty learn to integrate new technologies into their courses in pedagogically appropriate ways. Most models of faculty development around the use of technology employ one of two approaches: an emphasis on one-off workshops on particular technologies, which are increasingly poorly attended, or grant-based programs that provide a stipend to support a specific technology integration project. In either case the impact on faculty is often low and the integration of technology is seldom sustainable. Second, among a WAC program's challenges are that many of the instructors teaching writing-intensive courses have little training in the teaching of writing and that the environment of writing has been fundamentally changed by new technologies. So, rather than being project-based or how-to based, this collaboration between TAC and WAC provided an excellent opportunity to help address these challenges by looking at a common teaching problem—writing—that fit well with an effort to integrate technology into teaching. We tried to keep in mind an ideal outcome, which was for faculty to be able to and want to carry what they learned beyond themselves, beyond a particular course or assignment so as to have a sustainable impact on their teaching, on student learning, and maybe even on scholarship and curricular program development. George Mason University Sarah E. Baker