English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Excerpt: The evaluation of teaching is something that is done virtually wherever teaching itself is done. At the college level, it factors into annual evaluations, merit raises and promotion and tenure decisions. At too many places, though, it is done in a shallow, haphazard fashion. Why is this, when there is a large body of research about and standards for the measurement of effective teaching? Very possibly, the existence of those methods have not gotten to the people making decisions on how teaching is evaluated at individual colleges – i.e. faculty in disciplines other than that of educational measurement. Ron Berk’s book, Thirteen Strategies to Measure College Teaching, aims at evangelizing the rest of academia with the good news of how to do it right.

<b>Book Review:</b> <em>Thirteen Strategies to Measure College Teaching</em> by Ron Berk (Stylus, 2006)