Council for the Advancement of Teaching and Learning (2023)

The Council for the Advancement of Teaching and Learning (CATL) is made up of representatives who guide centers and initiatives related to teaching and learning and instructional technologies. The Council serves as a peer network for its members and in an advisory capacity to the Kirwan Center. CATL aims to strengthen institutional and cross-institutional efforts to enhance teaching and learning through networking, collaboration, and sharing of best practices; build and sustain a culture of excellence in teaching and learning across the USM; and support and recognize faculty in teaching, learning, and student success.

Eric Belt,

Senior Academic Innovation Specialist
: University of Maryland, Baltimore

Council for the Advancement of Teaching and Learning (1)

Eric Belt, MDE, is a senior instructional designer in the faculty center for teaching and learning at the University of Maryland, Baltimore as well as an educational technology doctoral candidate at Boise State University. His research interests are in communication, connectedness, and community in online courses. He holds an masters in distance education and e-Learning (MDE) from the University of Maryland University College and a BS in business administration from Towson University. Prior to joining UMB, Eric was the director of learning technology at the College of Southern Maryland and, formerly, the assistant director of e-Learning at Howard Community College. Eric has served as an instructional designer both virtually and on-campus for various community colleges across the United States. Eric brings a passion for advancing the scholarship of teaching and learning through course design, instructional communication, and faculty professional development to the center.

Cynthia Cravens,

Director of Faculty Development for the Center for Teaching Excellence and Assistant Professor of English
: University of Maryland, Eastern Shore

Council for the Advancement of Teaching and Learning (2)

Cynthia Cravens joined the faculty of UMES in 2014 as an Assistant Professor in the Department of English & Modern Languages. A relentless supporter of the Humanities, she has worked with the National Endowment for the Arts and the Maryland Humanities Council, and, post-COVID-19, hopes to work with the National Humanities Alliance. As the inaugural Director of Faculty Development and the founder of the brand new Center for Teaching Excellence, Cravens develops and implements initiatives to support engaged instruction, meaningful assessment, and reflective evaluation. In the area of faculty development, her interests are in equity and inclusion, assessment, adjunct support and development, writing for the public, and, from a curriculum point of view, turning STEM into SHTEAM. She holds an MFA in writing from Emerson College and a PhD in English from the University of Illinois at Chicago.

Dionne N. Curbeam,

Deputy Chief Information Officer for Innovation, Development, Education, and Assessment
: Coppin State University

Council for the Advancement of Teaching and Learning (3)

Dr. Dionne N. Curbeam is the Deputy Chief Information Officer for Innovation, Development, Education, and Assessment (IDEA) in Coppin State University’s Information Technology Division. In this role, Dr. Curbeam provides strategic leadership, vison, and direction to several units: Instructional Technology; IT Development and Training; Tier One Help Desk Support; EagleTech Center (Service Center, Open Computer Labs, IT Student Experiential Learning Program); Quality Assurance; and the campus website. Dr. Curbeam has been instrumental in spurring faculty innovation, increasing adjunct faculty’s technology usage, transforming labspaces to improve the student experience, expanding opportunities for students to learn about campus technologies, advancing virtual reality technologies, enhancing university’s staff professional development opportunities, revamping Tier One campus support, and guiding the campus through a significant website redesign project. Dr. Curbeam has won several awards(three-time Blackboard Catalyst Award winner, Maryland Daily Record’s VIP List, Woman of Color Rising Star Award, etc.), presented at numerous conferences (EDUCAUSE, Online Learning Consortium, Blackboard, etc.), and earned multiple certifications (Quality Matters Peer Reviewer, Quality Matters Trainer, Microsoft Innovative Educator, etc.). Dr. Curbeam – who holds an Ed.D. from Bowie State University, M.A. degrees from Towson University and University of Maryland Baltimore County, and a B.S. degree also from Bowie – has professional and research interests in change management, technology adoption, organizational communication, and the impact of technology for student success. In addition to her high-impact career, Dr. Curbeam enjoys volunteering with various organizations, travelling, walking trails, and cheering for the Baltimore Ravens. Follow Dr. Curbeam on Twitter @dc_tech.

(Video) Welcome to The Center for the Advancement of Teaching and Learning!

Samantha Elliott,

Director of the Center for Inclusive Teaching & Learning (CITL) and Associate Professor of Biology
: St. Mary's College of Maryland

Council for the Advancement of Teaching and Learning (4)

Samantha Elliott is the founding Director of the Center for Inclusive Teaching & Learning (CITL) and Associate Professor of Biology at St. Mary's College of Maryland (SMCM). She received her B.S. in Biology from Furman University and her Ph.D. in Microbiology & Immunology from the University of North Carolina at Chapel Hill. After an NIH-funded postdoctoral position at Duke University, Elliott joined the faculty at SMCM in 2006. Her interests in biology education led to a research residency through the NSF-funded Biology Scholars Program (2008-2009) and a pivot to pursuing biology education research as her primary scholarship. Elliott has wide-ranging interests related to student learning,inclusion and diversity in the classroom, and course- and programmatic-level assessment. She has been the Editor-in-Chief of the Journal of Microbiology & Biology Education (2015-2019), a fellow (2012) and mentor at the Project Kaleidoscope Summer Leadership Institute, and has been a Leadership Fellow in the Partnership for Undergraduate Life Sciences Education (PULSE) since 2016. Elliott has also acted as a consultant for numerous education-related grants and given workshops for international audiences.

Eva Garin,

Director of CETL
: Bowie State University

Council for the Advancement of Teaching and Learning (5)

Eva Garin is a Professor at Bowie State University where she serves as Director for the Center for Excellence in Teaching and Learning. She also serves on the National Association for Development Schools (NAPDS) Leadership Team and is Co-Editor of their publication, PDS Partners: Linking Theory and Practice. Garin is a past chair of the American Educational Research Association (AERA) PDS Research SIG. Her research interests include teacher inquiry and inquiry into the college classroom and professional development for teachers and university faculty. She is a frequent presenter at both the NAPDS and AERA national conferences. Her publications include book chapters and scholarly journal articles on literacy, professional development and teacher inquiry.

(Video) University teaching for the 21st century

Stefan Gunther,

Associate Vice Provost, Faculty Affairs
: University of Maryland University College

Council for the Advancement of Teaching and Learning (6)

Stefan Gunther joins UMUC as Associate Vice Provost, Faculty Affairs and brings to bear 20+ years of experience in academic administration for institutions as diverse as Johns Hopkins University, University of Virginia, George Washington University, DeVry University, Strayer University, and USDA Graduate School. At these institutions, Gunther has administered university-wide summer programs (GWU); developed new offerings for the School of Continuing and Professional Studies (UVa); served as the highest-ranking academic leader in the College of Business and Management for three DC-area campuses (DeVry); and conceived and developed numerous new curriculum areas and courses (USDA). The unifying elements of all these positions have prepared Gunther well for his responsibilities at UMUC: consistently working with and supervising both adjunct and full-time faculty; serving adult learners; and developing an abiding interest in online education. Gunther holds a PhD in English and American Literature from Brandeis University (2000) and has lived up and down the Eastern seaboard since 1987 (he grew up in Germany and also attended the University of Kent at Canterbury for one year). He is married and with his wife Lisa have one daughter, Andi, who’s a first-year high school student (as well as two cats). When not working, Gunther enjoys reading, traveling, running, and watching soccer and baseball (Go Red Sox!).

Erin Hagar,

Senior Instructional Designer
: University of Maryland, Baltimore

Council for the Advancement of Teaching and Learning (7)

Erin Hagar is a Senior Instructional Designer at the University of Maryland, Baltimore, where she supports the Master of Science in Health Science curriculum. She has worked in the field of curriculum, instructional design, and faculty development for almost twenty years, including positions at American University, the World Bank, Montgomery Community College, Johns Hopkins University, and the University of Maryland, Baltimore. She holds an M.A. in Spanish from American University and an M.F.A. in Writing from Vermont College of Fine Arts.

(Video) Critical Reflections on Sense of Place | David C. Anchin Center for the Advancement of Teaching

Constance Harris,

Director of Online Learning, Bank of America Center for Excellence in Learning, Teaching, and Technology
: The University of Baltimore

Council for the Advancement of Teaching and Learning (8)

Constance Harris is the Director of Online Learning at the University of Baltimore. She holds a doctorate in Curriculum and Instruction focusing on Learning, Design, and Technology from Purdue University in West Lafayette, Indiana. Before coming to the University of Baltimore in 2018, she was an Assistant Director for Instructional Design with the Stearns Center at George Mason University in Fairfax, Virginia. Constance has held technology positions in the public and private sectors over the past decades. At the University of Baltimore, her work includes leading campus efforts to develop, implement and assess a comprehensive strategy for online learning, including campus standards, policies, and faculty professional development and managing the learning management system. She leads the instructional design team to provide course design consultation support for faculty, encompassing best practices on the effective use of instructional technologies and innovative pedagogical strategies for course delivery in hybrid and online formats. Recently, she helped launch the USM instructional designers and technologists community of practice (CoP). In addition, Constance enjoys traveling, reading, and serving as a board member for the Reginald F. Lewis Museum in Baltimore in her spare time.

Linda Hodges,

Associate Vice Provost for Faculty Affairs & Director of Faculty Development Center
: University of Maryland, Baltimore County

Council for the Advancement of Teaching and Learning (9)

Linda C. Hodges, Director of the Faculty Development Center, was Director of the Harold W. McGraw, Jr. Center for Teaching and Learning at Princeton University from 2003-2009 before retiring to Maryland. She holds a doctorate in biochemistry from the University of Kentucky and was a faculty member for over 20 years before transitioning into faculty development. Prior to coming to the McGraw Center in 2001 she was the William Rand Kenan, Jr. Professor of Chemistry at Agnes Scott College near Atlanta, Georgia. During her faculty tenure at two different institutions she taught a wide range of courses, participated in faculty governance, and served as department chair. In 1999 she was one of 28 faculty chosen nationally to study and assess new pedagogical approaches as a Carnegie Scholar of the Carnegie Foundation for the Advancement of Teaching. She has published widely on her work in faculty development, engaged student learning, and effective teaching practices. Her special interests are in pedagogies of engagement and the scholarship of teaching and learning.

Kerrie L. Kephart,

Associate Director for Pedagogical Innovation, Research, and Assessment
: University of Maryland, Baltimore County

Council for the Advancement of Teaching and Learning (10)

Kerrie Kephart is Associate Director for Pedagogical Innovation, Research, and Assessment in the Faculty Development Center, supporting faculty to innovate in their teaching and investigate issues of teaching and learning in their classrooms and disciplines. Her interests in faculty development include the scholarship of teaching and learning, pedagogies of reflection such as journaling and portfolio development, active learning and inquiry-based pedagogies, writing across the curriculum/in the disciplines, and discourses of teaching and learning. She holds a doctorate in Curriculum & Instruction from the University of Wisconsin-Madison, with a specialization in advanced academic literacy development. Prior to joining the FDC staff, she was Director of the Engineering Communication Program at the University of Washington, Seattle, and prior to that, she was Assistant Professor of ESL/Bilingual Education at the University of Texas at El Paso. In her previous positions, she conducted research studies in innovative teaching methods in the STEM fields and presented a workshop series in writing across the curriculum for faculty across all disciplines. She has also taught a variety of courses in language and literacy development, including academic writing for educators, writing the scientific article, technical communication, English as a second language pedagogy, principles of bilingual education, and discourse analysis.

Melissa Thomas,

Manager, Instructional Design & Delivery and Adjunct Faculty, Communication Arts
: Salisbury University

Council for the Advancement of Teaching and Learning (11)

Melissa Thomas is an alumni of Salisbury University earning both a B.S. in Mathematics and M. Ed. in Post-Secondary Education with a concentration in Distance Learning from the institution. She has worked at SU since 1993 in support of instructional technology and online learning. She leads a team of Instructional Designers focusing on faculty development, pedagogical consultation, effective use of instructional technologies and quality online/hybrid course design. She is an active member of the Faculty Development and Learning with Technology committees on campus as well as a Quality Matters Coordinator and Master Reviewer. She coordinates various professional development events on campus including the annual Teaching and Learning Conference. Thomas continues her passion for teaching and engaging students by teaching part-time in the fields of Communication Arts, Information Technology and Computer Science.

(Video) Center for Advancement of Teaching and Learning

Mary Warneka ,

Associate Director of Learning Experience, Teaching & Learning Transformation Center
: University of Maryland, College Park

Council for the Advancement of Teaching and Learning (12)

Mary has over 20 years of instructional design and faculty coaching expertise from various contexts such as higher education, public-school administration and federal agencies. With 17 years experience managing instructional designers and design-teams to create innovative, rigorous and scalable learning opportunities, she is excited to be leading a team at Maryland and supporting innovative courses in the classroom as well as online and blended programs.

Her efforts at American University, resulted in the creation of a joint Masters in Arts and Teaching and Conflict Resolution which culminated in a conflict resolution education practicum in DC Public Schools. Her work at Girl Scouts, precipitated organizational change and provided leadership for digitizing volunteer training at the national level. As an assistant director within R.H. Smith School of Business she led both the course development and the MOOC development teams, before joining the TLTC. Now, at the Teaching and Learning Transformation Center for the University of Maryland College Park, she works with an impressive team to support faculty development and graduate instructor support programs. Mary holds a MA, Conflict Resolution Education, American University, Washington, D.C. and aBA, International Studies, minor in Russian, University of Dayton, Dayton Ohio.

Patricia Westerman,

Assistant Provost for the Faculty Academic Center of Excellence at Towson
: Towson University

Council for the Advancement of Teaching and Learning (13)

Patricia Westerman joined the Towson University community in June 2019 as the inaugural Assistant Provost for the Faculty Academic Center of Excellence and as a tenured professor in the Psychology Department. Before starting at Towson University, she served in a number of academic, administrative, and leadership roles, while teaching for 22 years at Bowie State University (BSU). She served as Director of the BSU Center for Excellence in Teaching and Learning, as co-Chair of the BSU Middle States Self-Study Steering Committee, and as BSU Faculty Senate Chair. Most recently, she served as Chair of the Council of University System Faculty (CUSF) for the University System of Maryland. Westerman conducts research on innovation in higher education teaching and learning, as well as higher education leadership and mentoring.

(Video) How Redefining Teaching Can Supercharge Learning


Is advance he a professional body? ›

Advance HE (formerly the Higher Education Academy) is a British charity and professional membership scheme promoting excellence in higher education. It advocates evidence-based teaching methods and awards fellowships as professional recognition for university teachers.

What does hea stand for in education? ›

A higher percentage of Higher Education Academy (HEA) qualifications among universities' staff does not appear to be positively associated with higher ratings of student satisfaction.

How can we improve teaching and learning? ›

7 Ways That Teachers Can Improve Their Lessons
  1. Use ICT tools and digital game-based learning.
  2. Differentiate between students.
  3. Use the flipped classroom model.
  4. Encourage cooperative learning.
  5. Communicate with colleagues.
  6. Communicate with parents.
  7. Create a welcoming environment.
  8. Conclusion.
7 Sept 2021

What is case Higher Ed? ›

The Council for Advancement and Support of Education is the global nonprofit association dedicated to educational advancement professionals—in alumni relations, communications, development, marketing, and advancement services—who share the goal of championing education to transform lives and society.

Is HEA a teaching qualification? ›

There are at least three options for gaining professional teaching qualifications for staff who are already working in UK higher education. These include formal postgraduate courses, third-party Lifelong Learning Sector certification, and Fellowship of the HEA.

Is HEA Fellowship a qualification? ›

HEA Fellowship is an international recognition of a commitment to professionalism in teaching and learning in higher education and demonstrates that your practice is aligned with the UK Professional Standards Framework (UKPSF). To date over 75,000 individuals have become Fellows of the HEA.

Does HEA pay tuition fees? ›

Tuition fees will be paid in respect only of students attending full-time undergraduate courses. The courses must, other than exceptionally, be of a minimum of two years duration.

What is the HEA grant? ›

The Higher Education Authority is the statutory agency responsible for the allocation of exchequer funding to the universities, institutes of technology (IoTs) and other higher education institutions (HEIs).

What is HEA scholarship? ›

Higher Education Academy (HEA) scholarships are offered by Higher Education Academy (HEA) to study or research there.

How can the quality of teaching and learning be improved? ›

Here are some of the words of advice:
  1. Make your expectations clear.
  2. Make eye contact and address students by name.
  3. Supplement lectures with hands-on activities.
  4. Recognize students' accomplishments and respond appropriately to their concerns.
  5. Draw connections between the course material and its real-world applications.
24 Mar 2021

What is the importance of teaching and learning? ›

It is about recognizing teaching as a medium that can do some things exquisitely but cannot do everything.” Teaching and learning go hand-in-hand. Effective teachers continually improve their skills by learning about the latest trends in the field of education.

What is effective teaching and learning? ›

Effective teaching/learning practices are evidence-based teaching strategies implemented with fidelity and informed through data to produce positive, sustained results in every student.

What are the 4 types of cases? ›

The new “Four Types of Cases” encompass the following types of cases:
  • They are major, difficult, complex, or sensitive;
  • They involve mass disputes or cause widespread societal concern, which might affect social stability;
21 Feb 2022

Will universities become obsolete? ›

in Facts. The world of higher education is changing. College and universities will soon become obsolete as more and more schools offer online courses that are convenient, flexible, and competitively priced. This article discusses the future of higher learning and what it means for university students everywhere.

What is the highest qualification of a teacher? ›

3 Doctorate. The highest level of education that a teacher can attain is a doctorate degree. This can be either a Doctor of Education (EdD) degree or a Doctor of Philosophy, or PhD, degree in a teaching-related field.

What are the benefits of HEA Fellowship? ›

What are the benefits of achieving HEA Fellowship?
  • recognition of your professional practice in learning and teaching.
  • evidence you can use for promotion.
  • an opportunity to benchmark your professional practice against the UK Professional Standards Framework (UKPSF)

Do you need a PGCE to be a lecturer? ›

You'll need a good degree pass, for example first class or upper second class, relevant to the subject you want to teach. You'll also need to have completed a postgraduate master's or PhD qualification, or be working towards one. It's common to have had academic work published.

What teaching qualifications are Recognised in UK? ›

Qualified teacher learning and skills (QTLS)

If you have QTLS status and membership of the Society for Education and Training (SET), you are eligible to work as a qualified teacher in schools in England.

How do I become a HEA member? ›

How can I apply? You may apply for automatic recognition as either an Associate Fellow or Fellow within one year of having successfully completed an Academy-accredited programme of training in teaching and learning support.

Who can apply for fellowship? ›

Applicants should: Be of Indian origin (by definition of the Government of India) or Indian citizens. Have at minimum, a university degree or five years equivalent work experience. Although not mandatory, a few years of work experience in a rigorous setting is highly recommended.

Who qualifies for free college in Ireland? ›

Eligibility for free fees

Tuition Fees will be paid in respect of EU nationals who have been resident in an EU Member State for at least three of the five years preceding their entry to full-time undergraduate third-level courses at National College of Ireland.

Do the NHS pay for your university fees? ›

If you're eligible for an NHS bursary, the NHS pays your standard tuition fees. Your course tuition fees are paid directly to your university. If you're studying a graduate-entry accelerated medical or dental programme, you can get some of your tuition costs paid with an NHS bursary in years 2 to 4 of your programme.

Where can Irish students study for free? ›

Tuition fees for EU/EEA students

In Ireland, undergraduate (Bachelor's) degrees are free for citizens from Ireland, EU/EEA countries, and Switzerland. The costs are covered by the Higher Education Authority (HEA). Keep in mind that not all undergraduate courses offered by public universities are free.

What is the maximum student grant you can get? ›

Your university or college sets your tuition fee, and the loan is paid directly to them. You have to pay it back. If you're a full-time student, you can get up to £9,250. If you're studying an accelerated degree course, you could get up to £11,100.

How much can you get from the student Assistance Fund? ›

If you are experiencing financial difficulties, you can apply for the SAF Means Tested Fund once in each academic year and on approval, you receive a set award of €400.

Can I get money from government as a student? ›

Students can apply for the Student Assistance Fund to help with either temporary or ongoing financial difficulties. The Student Assistance Fund is designed to provide a source of financial support in addition to a SUSI grant.

How do I get a full scholarship in Ireland? ›

To apply for a Government of Ireland scholarship please contact the international office of the college or university you are interested in attending.
  1. Qualifications Recognition.
  2. Apply for a Course.
  3. Get Your Student Visa.
  4. Tuition Costs & Scholarships. Fees for EU Students. Fees for Non-EU Students. Scholarships.

Is it easy to get scholarships in Ireland? ›

Ireland provides several scholarships to international students. The eligibility criteria, amount etc., varies according to the university, college, or trust that funds the scholarship. It is good to list all the scholarships you are eligible for and apply.

How competitive is government of Ireland scholarship? ›

Ireland Government Scholarships include top universities like Trinity College Dublin, University College Dublin, and Royal Irish Academy in Ireland. Averaging an 18% success rate in the past five years, the Government of Ireland Postgraduate Scholarship Programme is extremely competitive.

How do you achieve excellence in teaching and learning? ›

Four steps to developing teaching excellence
  1. Set the tone. As a leader, you decide what matters in your school. ...
  2. Get pupils' perspectives. ...
  3. Using evidence in identifying development needs. ...
  4. Make change achievable. ...
  5. References.
10 Nov 2016

How can we create quality teaching and learning in the classroom? ›

Quality in teaching and learning requires an ability to:
  1. Create a need to know in students so they genuinely engage in learning. ...
  2. Develop ways to engage a diversity of learners at the same time. ...
  3. Draw out and use students' prior knowledge. ...
  4. Conceptual understanding of content.
14 Aug 2018

What is the most important element in the teaching and learning process? ›

The presence of a good environment is so much important in the teaching and learning process. The good environment provides a smooth flow of communication between the learners and the teachers, thus it facilitates a well executed teaching and learning process.

What is the most important source of teaching/learning process? ›

Experiential Learning. Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of development, both of which are consistent with what we know about how people learn, grow, and develop.

How can teachers maintain a focus on teaching and learning? ›

These include: Essential questions, which are used to determine the goal of lessons. Activating strategy, which is a method teachers use to get students excited about and connecting the content to their own lives. Relevant vocabulary, which refers to using vocabulary that students understand.

What makes learning successful? ›

Three key principles for effective learning

understand the learner's context (past, present and future); establish and respond to the learner's existing level of knowledge; and. provide adequate and appropriate practice over time.

What are the components of teaching and learning? ›

Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities. Taking the time to do this upfront saves time in the end and leads to a better course.

What are the 7 stages of a case? ›

  • Investigation.
  • Charging.
  • Initial Hearing/Arraignment.
  • Discovery.
  • Plea Bargaining.
  • Preliminary Hearing.
  • Pre-Trial Motions.
  • Trial.

What are the 3 basic case types? ›

More specifically, federal courts hear criminal, civil, and bankruptcy cases. And once a case is decided, it can often be appealed.

What are the 3 primary case study? ›

He has helpfully characterised three main types of case study: intrinsic, instrumental and collective[8]. An intrinsic case study is typically undertaken to learn about a unique phenomenon. The researcher should define the uniqueness of the phenomenon, which distinguishes it from all others.

Is college harder now than it was 30 years ago? ›

But Jacoba Urist of The Atlantic says that there is truth and untruth to the myth of college admissions getting harder each year. "As it turns out, getting into college actually isn't any harder than it was a decade ago," she wrote. "It's just that the odds of admission to your particular college may have decreased."

Is a bachelor degree worth it anymore? ›

College Graduates Earn More Than Non-Graduates

Despite the rising cost of post-secondary education, a college degree still pays off for the majority of graduates. On average, those with a bachelor's degree earn significantly more than their peers with only a high school diploma.

Is studying at university a waste of time? ›

No, college is not a waste of time. Any time spent learning is never wasted. Learning doesn't have to be in the college environment, but there are many valuable lessons that you learn while attending college. These lessons happen in and out of the classroom.

What is the future of education in 2022? ›

2022 is on course to be an exciting year for digital education. New technologies will continue to create exciting and interactive learning environments. Most importantly, a greater sense of accessibility and inclusion will ensure more people can take advantage of life-changing educational opportunities.

Which topic is best for teaching? ›

list of Teacher workshop topics
  • Using Music for learning.
  • Language Development in Early Childhood / Middle School*
  • Making Mathematics more meaningful.
  • Brain based learning & Study Skills.
  • Using Story telling / doing in learning.
  • Understanding Activity Design.
  • Using Experiential and Integrated design.

What is the biggest problem in higher education? ›

Today's colleges and universities face an unprecedented array of challenges and threats. These include enrollment declines, rising costs and student debt, emerging college alternatives, and political interference.

What is considered a professional body? ›

A professional body (also referred to as a professional institute) can be defined as an organisation that holds individual members who are personnel associated with a specific profession, interest or occupation.

What are examples of professional bodies? ›

Examples are bodies such as:
  • The Royal Society of Biology.
  • The Royal Society of Chemistry.
  • The Institute of Physics (IoP)
  • The Geological Society (GeolSoc)
  • The British Psychological Society (BPS)
  • Institute of Mathematics and its Applications.
  • Royal College of Podiatry (RCPod)
  • Institution of Environmental Sciences (IES)

What are professional bodies for teachers? ›

The Chartered College of Teaching is the professional body for teachers.

What are the three professional bodies? ›

Moreover, PARN divides professional bodies into three types: professional associations, regulatory bodies, and learned societies.

What is professional qualification certificate? ›

Professional certificates are credentials you can earn to show your competency in a specific skill. Typically, you receive your certification as a document stating that you have the professional training, education and preparation to meet a specific set of criteria for your role.

What are the major roles and responsibilities of professional bodies? ›

Professional bodies are dedicated to the advancement of the knowledge and practice of professions through developing, supporting, regulating and promoting professional standards for technical and ethical competence. Professional bodies are concerned with the public benefit as well as the reputation of professionals.

What are the responsibilities of professional bodies? ›

A professional registration body has three core responsibilities: 1. To define professional standards for its members; 2. To enforce standards of professional conduct; and 3. To accredit courses for its members at the pre-service level and for continuing professional development.

What are the benefits of being a member of a professional body? ›

They highlighted six reasons for joining a professional body:
  • Access to information and sector-specific resources. ...
  • Access to relevant certification or professional qualifications. ...
  • Lobbying for interests within the sector. ...
  • Professional advice. ...
  • Work experience and job opportunities. ...
  • Events and networking.
6 Sept 2021

Who is a recognized registered professional? ›

Recognised Professional means a person who possesses such admission certificate, practising certificate or other documentary evidence as the Official Receiver may recognize of his professional recognitionfor one or more of the Recognised Professions. “

What does it mean to be registered with a professional body? ›

A Professional Body is an organisation with individual members practicing a profession or occupation in which the organisation maintains an oversight of the knowledge, skills, conduct and practice of that profession or occupation.

Which body regulates NGO in Kenya? ›

Introduction to NGOs Coordination Board

The Non-Governmental Organizations Co-ordination Board is a State Corporation established by the Non-Governmental Organizations Co-ordination Act (Cap 19) of 1990. The Board has the responsibility of regulating and enabling the NGO sector in Kenya.

What is the largest professional association for teachers? ›

The National Education Association (NEA) is more than 3 million people—educators, students, activists, workers, parents, neighbors, friends—who believe in opportunity for all students and in the power of public education to transform lives and create a more just and inclusive society.

What is the best teacher organization to join? ›

Professional Organizations for Teachers
  • Association for Supervision and Curriculum Development.
  • Association of American Educators.
  • National Education Association.
  • Association for Middle Level Education.
  • National Association for Gifted Children.


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