General Overviews

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Dilemmas in Teaching: Cases for Collaborative Faculty Reflection

Book
Anson, Chris, Lesley Cafarelli, Carol Rutz, Michelle Weis, eds.
1998
Mendota Press, Madison, WI
LB2331.D53 1998
Topics: General Overviews   |   Leadership and Faculty Development

Additional Info:
Designed to spark reflection and lively dialogue in College and university departments and faculty development programs, Dilemmas in Teaching is a collection of short, insightful cases that will strike a chord with experienced faculty and help prepare newer faculty and teaching assistants for the complexities of their chosen profession. Written by faculty as part of a six-year project sponsored by The Collaboration for the Advancement of College Teaching & Learning, the ...
Additional Info:
Designed to spark reflection and lively dialogue in College and university departments and faculty development programs, Dilemmas in Teaching is a collection of short, insightful cases that will strike a chord with experienced faculty and help prepare newer faculty and teaching assistants for the complexities of their chosen profession. Written by faculty as part of a six-year project sponsored by The Collaboration for the Advancement of College Teaching & Learning, the twenty-nine cases are grouped in three sections, each with an introduction, focusing on the classroom, departments and institutions, and the changing culture in higher education. Features include a listing of case abstracts, discussion questions, essays about using cases in faculty development, and a bibliography. This collection is a useful resource for college, department, and faculty development center libraries — certain to be pulled off the shelf often for individual reflection and faculty development programming. (From the Publisher)

Table Of Content:
Foreword
Introduction

Part I: Resource Materials
ch. 1 Stories for Reflective Teaching: using cases in faculty development (Chris M. Anson)
ch. 2 In Case You're Writing a Case: some suggestions (Kathryn Heltne Swanson)

Part II: Cases about Classrooms
ch. 3 Critical Thinking or Thinking Critically (James H. Smith)
ch. 4 Group Cases: one professor's dilemma (Srinivasan Ragothaman)
ch. 5 Judgment Day (Marie McNeff)
ch. 6 The Loafing Letdown (Ronald A. Klocke)
ch. 7 The Case of the Harassed Teacher (Tony Filipvitch)
ch. 8 Yes, Virginia, You're in a Pickle (Mary R. DeMaine)
ch. 9 Too Much Thinking (Richard Jewell)
ch. 10 Grade Expectations (Jeannine L. Saabye)
ch. 11 The Jonas Incident (Chris M. Anson)

Part III:Cases about Departments and Institutions
ch. 12 The Academic Purist (Deborah Petersen-Perlman)
ch. 13 Best in the Class (Carol Rutz)
ch. 14 The Fly in the Ointment (James Swanson)
ch. 15 Risky Business (Lesley K. Cafarelli)
ch. 16 To 'B' or not to 'B': a case of academic appeal (Benedict J. Arogyaswamy)
ch. 17 To Tell or not to Tell (Shamsul Huda, Argirl L. Morgan, and William Serban)
ch. 18 Unpopular Senior Professor (Bruce L. Smith)
ch. 19 Wendy Lamb (Tom Mason and Melissa Shepard)
ch. 20 Assessment at Woebegone State (Lesley K. Cafarelli)
ch. 21 Is Something Rotten in Denmark? (Rebecca Kamm)
ch. 22 Teaching Semantics: euphemisms, taboos, and obscenities (Richard Betting)

Part IV: Cases about the Changing Culture As It Affects Higher Education
ch. 23 The Cancer Student (Carol Rutz)
ch. 24 Facing the Reality of Students' Preparation and Research Skills (Deborah Peterson-Perlman)
ch. 25 Faltering Steps Under the Americans with Disabilities Act (Richard W. Metcalf)
ch. 26 Jalen (Eugene Hermitte and Phyllis Worthy Dawkins)
ch. 27 Special Circumstances (Jeannine L. Saabye)
ch. 28 They're Acting Really Squirrelly (Thomas D. Peacock)
ch. 29 Organic Lab is Hell (Maria C. Milletti and Elva Mae Nicholson)
ch. 30 Who's Learning? (Beverly J. Stratton)
ch. 31 Dissin' the Prof (Susan J. Huber)

Bibliography
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First-Order Principles for College Teachers: Ten Basic Ways to Improve the Teaching Process

Book
Boice, Robert
1996
Anker Publishing, Bolton, MA
LB2331.B563 1996
Topics: General Overviews

Additional Info:
This book discusses the first order principles (FOPs) of college teaching and their role as the easiest route to working happily and successfully in the classroom. Part 1 lists the 10 principles: (1) moderate classroom incivilities with pro-social immediacies; (2) wait actively for the fruits of one's teaching efforts; (3) begin before feeling ready; (4) work and teach in brief, regular sessions; (5) stop a lesson in a timely fashion; (6) moderate over-attachment to content and overreaction to ...
Additional Info:
This book discusses the first order principles (FOPs) of college teaching and their role as the easiest route to working happily and successfully in the classroom. Part 1 lists the 10 principles: (1) moderate classroom incivilities with pro-social immediacies; (2) wait actively for the fruits of one's teaching efforts; (3) begin before feeling ready; (4) work and teach in brief, regular sessions; (5) stop a lesson in a timely fashion; (6) moderate over-attachment to content and overreaction to criticism; (7) moderate negative thinking and strong emotions; (8) let others do some of the work, (9) welcome learning and change; and (10) build resilience by limiting wasted efforts. Part 1 also summarizes research showing that FOPs work. Part 2 discusses metacognitions about FOPs for teaching. This section focuses on recognizing society's real objections to efficient teaching; the key elements of efficiency; and mastering efficiency. Some sections contain references. Contains 59 references. (From the Publisher)

Table Of Content:
Part 1: Ten First-Order Principles
1) Moderate classroom incivilities with prosocial immediacies
2) Wait
3) Begin before feeling ready
4) Work and teach in brief, regular sessions
5) Stop
6) Moderate overattachment to content and overreaction to criticism
7) Moderate negative thinking and strong emotions
8) Let others do some of the work
9) Welcome learning and change
10) Build resilience by limiting wasted efforts
11) Research Showing that FOPs work

Part II: Metacognitions About First-Order Principles (FOPs) for Teaching
Lesson 1 Recognize Society's Real Objection to Efficiencies
Lesson 2 The Key elements of Efficiency are Pacing and Exteriorizing
Lesson 3 To Master Efficiencies, Practice Them in Other Domains

General References
Index
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New Paradigms for College Teaching

Book
Campbell, William E. and Karl A. Smith, eds.
1997
Interaction Book Company, Edina, MN
LB2331.N48 1997
Topics: General Overviews

Additional Info:
This book is meant for faculty searching for new ways to teach, for alternatives to the traditional lecture method we all learned in graduate school. We include chapters on a variety of ways teachers can connect with their students and help them learn: cooperative learning, writing-across-the-curriculum, active learning, learning communities, and so on. Each of these methodologies is described exhaustively elsewhere, in books and journals and at conferences. This book ...
Additional Info:
This book is meant for faculty searching for new ways to teach, for alternatives to the traditional lecture method we all learned in graduate school. We include chapters on a variety of ways teachers can connect with their students and help them learn: cooperative learning, writing-across-the-curriculum, active learning, learning communities, and so on. Each of these methodologies is described exhaustively elsewhere, in books and journals and at conferences. This book brings brief discussions of them together in one accessible volume, with references to sources where readers can learn more. (From the Publisher)

Table Of Content:
Introduction (William E. Campbell

ch. 1 The Renewal of Community in Higher Education (Parker J. Palmer)
ch. 2 The Use of Stories in Teaching (Nel Noddings)
ch. 3 The Braiding of Classroom Voices: Learning to Write by (Wendy Bishop and Toby Fulwiler)
ch. 4 Learning to Learn
ch. 5 Tools for Tampering with Teaching's Taboos (Craig Nelson)
ch. 6 For Openers . . . An Inclusive Course Syllabus (Terrence Collins)
ch. 7 Student Management Teams--The Heretic's Path to Teaching Success (Edward B. Nuhfer)
ch. 8 Using Knowledge Maps to Enhance Excellence (Donald F. Danserau and Dianna Newbern)
ch. 9 Extending the Classroom Walls Electronically (Tom Creed)
ch. 10 Cooperative Learning for New Teachers (Karl A. Smith and Alisha A. Waller)
ch. 11 Academic Controversy: Increase Intellectual Conflict and (David W. Johnson and Roger T. Johnson)
ch. 12 Increase the Quality of Learning
ch. 13 Getting it Together: Learning Communities (Valerie Ann Bystrom)

Afterword: New Paradigms for College Teaching (Karl A. Smith and Alisha A. Waller)
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Teaching and Learning in Higher Education

Book
Dart, Barry, and Gillian Boulton-Lewis, eds.
1998
Acer Press, Melbourne, Victoria
LB2331.D377 1998
Topics: General Overviews

Additional Info:
Teaching and Learning in Higher Education is a ground-breaking contribution to the theory and research in this field. A tribute to the renowned work of John Biggs, the book includes chapters by leading researchers and academics including Ference Martonall of whom have been influenced by his work on teaching and learning. This book is structured around the framework of Biggs 3P model of learning: Presage, Process, and Product. (From the ...
Additional Info:
Teaching and Learning in Higher Education is a ground-breaking contribution to the theory and research in this field. A tribute to the renowned work of John Biggs, the book includes chapters by leading researchers and academics including Ference Martonall of whom have been influenced by his work on teaching and learning. This book is structured around the framework of Biggs 3P model of learning: Presage, Process, and Product. (From the Publisher)

Table Of Content:
Foreword by Michael J. Dunkin
ch. 1 Teaching Beliefs and Their Impact on Students' Approach to Learning by David Kember
ch. 2 Approaches to Teaching Creative Writing by Elaine Martin and Paul Ramsden
ch. 3 A Medley of Individual Differences by J. H. F. Meyer
ch. 4 Approaches to Learning and Forms of Understanding by Noel Entwistle
ch. 5 Effects of Collaborative Learning on the Quality of Assignments by Catherine Tang
ch. 6 Assessing Approaches to Learning: A Cross-Cultural Perspective by David Watkins
ch. 7 The SOLO Model: Addressing Fundamental Measurement Issues by John Hattie and Nola Purdie
ch. 8 Towards a Theory of Quality in Higher Education by Ference Marton
ch. 9 Applying the SOLO Taxonomy to Learning in Higher Education by Gillian Boulton-Lewis
ch. 10 Teaching for Improved Learning in Small Classes by Barry Dart
ch. 11 Teaching in Higher Education by Michael Prosser and Keith Trigwell
Index
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Better Teaching, More Learning: Strategies for Success in Postsecondary Settings

Book
Davis, James R.
1993
Oryx Press, Phoenix, AZ
LB2331.44.D38 1993
Topics: General Overviews

Additional Info:
Davis argues that post-secondary instructors have to improve their performance in the classroom not only by better understanding how teachers teach, but also how learners learn. He translates recent research on learning into a form useful for college teachers, and then integrates it with current thinking on teaching to construct a framework for effective classroom communication. (From the Publisher)
Additional Info:
Davis argues that post-secondary instructors have to improve their performance in the classroom not only by better understanding how teachers teach, but also how learners learn. He translates recent research on learning into a form useful for college teachers, and then integrates it with current thinking on teaching to construct a framework for effective classroom communication. (From the Publisher)

Table Of Content:
Foreword
Preface
Clear Thinking about Teaching

Part I The Perspectives
The Subject
The Setting
The Students

Part II The Teaching Strategies
Training and Coaching
Lecturing and Explaining
Inquiry and Discovery
Groups and Teams
Experience and Reflection
Choosing and Using the Teaching Strategies

Index
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The Art and Craft of Teaching

Book
Gullette, Margaret Morganroth, ed.
1984
Harvard University Press, Cambridge, MA
LB2331.A646 1984
Topics: General Overviews

Additional Info:
Good teaching does not come naturally or easily to anyone, even to those who seem to have a gift for it. This concise and lively guide developed from the faculty seminars of the Harvard-Danforth Center for Teaching and Learning contains hundreds of insights into the fine and difficult art of leading students to demand more of themselves, find new ways of solving problems, and awaken unsuspected talents. Filled with useful ...
Additional Info:
Good teaching does not come naturally or easily to anyone, even to those who seem to have a gift for it. This concise and lively guide developed from the faculty seminars of the Harvard-Danforth Center for Teaching and Learning contains hundreds of insights into the fine and difficult art of leading students to demand more of themselves, find new ways of solving problems, and awaken unsuspected talents. Filled with useful suggestions for improving teaching skills, The Art and Craft of Teaching offers solutions to problems that every instructor faces and suggests strategies that will enrich the classroom for both beginning and experienced teachers and their students. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1. Varieties of Teaching (James Wilkinson)
ch. 2. The First Day of Class (Jeffrey Wolcowitz)
ch. 3. The Theory and Practice of Lectures (Heather Dubrow and James Wilkinson)
ch. 4. Questioning (Thomas P. Kasulis)
ch. 5. The Multifaceted Role of the Section Leader (Ullica Segerstrale)
ch. 6. The Rhythms of the Semester (Laura L. Nash)
ch. 7. Teacher Essay-Writing in a Liberal Arts Curriculum (Heather Dubrow)
ch. 8. Grading and Evaluation (Christopher M. Jedrey)
ch. 9. Learing a New Art: Suggestions for Beginning Teachers (Richard Fraher)

Index
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Teaching Fellows Handbook 1997-1998

Book
Harvard University
1997
Harvard, Derok Bok Center, Cambridge, MA
LD 2120.T4 1997
Topics: General Overviews   |   Leadership and Faculty Development   |   Doctoral Students and New Teachers

Additional Info:
Teaching and resource information for Teaching Fellows at Harvard University. A basic overview of how to secure a teaching appointment, teaching skills and strategies, evaluating and improving teaching. An appendix includes tips on how to create a course section evaluation questionnaire, sample guidelines for oral reports, writing letters of recommendation, and a bibliography of useful books on teaching. Published annually, approximately 90 pages. (From the Publisher)
Additional Info:
Teaching and resource information for Teaching Fellows at Harvard University. A basic overview of how to secure a teaching appointment, teaching skills and strategies, evaluating and improving teaching. An appendix includes tips on how to create a course section evaluation questionnaire, sample guidelines for oral reports, writing letters of recommendation, and a bibliography of useful books on teaching. Published annually, approximately 90 pages. (From the Publisher)

Table Of Content:
Foreword
Part 1
General information on the teaching fellow program
Appointments
Securing a teaching position
Financial support

Part 2
Starting out
Active learning
Teaching skills and strategies
Evaluating and improving your teaching
Responsibilities and resources

Part 3
Resource directory
Frequently asked questions

Appendix
Index
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To Improve the Academy, vol 18

Journal Issue
Kaplan, Matthew and Lieberman, Devorah, eds
2000
To Improve the Academy 18 (Professional and Organizational Development Network, New Forums Press, Stillwater, OK 2000)
LB1731.T59v.18
Topics: General Overviews

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Preface
Introduction

Section I: Organizational Change in the Academy and in POD
ch. 1 Diversity and Its Discontents: Rays of Light in the Faculty Development Movement for Faculty of Color
ch. 2 The Challenge and Test of Our Values: An Essay of Collective Experience
ch. 3 On the Path: POD as a Multicultural Organization
ch. 4 The Scholarship of Teaching and Learning: A National Initiative
ch. 5 QILT: An Approach to Faculty Development and Institutional Self-Improvement
ch. 6 Finding Key Faculty to Influence Change

Section II: Collaboration and Partnerships
ch. 7. Student Collaboration in Faculty Development: Connecting Directly to the Learning Revolution
ch. 8 Transforming Introductory Psychology: Trading Ownership for Student Success
ch. 9 TEACHnology: Linking Teaching and Technology in Faculty Development
ch. 10 From Transparency toward Expertise: Writing-Across-the-Curriculum as a Site for New Collaborations in Organizational, Faculty, and Instructional Development
ch. 11 Faculty Teaching Partners and Associates: Engaging Faculty as Leaders in Instructional Development
ch. 12 Creating a Culture of Formative Assessment: The Teaching Excellence and Assessment Partnership Project

Section III: Examining Assumptions About Teaching and Faculty Development
ch. 13 Fragmentation Versus Integration of Faculty Work
ch. 14 Getting Lecturers to Take Discussion Seriously
ch. 15 "It's Hard Work!": Faculty Development in a Program for First-Year Students
ch. 16 The Influence of Disciplinary Differences on Consultations with Faculty
ch. 17 Faculty Development Centers in Research Universities: A Study of Resources and Programs
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Teaching Tips: Strategies, Research and Theory for College and University Teachers, 9th ed.

Book
McKeachie, Wilbert J., ed.
1994
D.C. Heath and Co., Lexington, MA
LB1738.M35 1994
Topics: Learning Designs   |   General Overviews

Additional Info:
McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The strategies suggested in the text are adaptable to specific classroom situations. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. (...
Additional Info:
McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The strategies suggested in the text are adaptable to specific classroom situations. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. (From the Publisher)

Table Of Content:
Part 1. Getting started
ch.1. Introduction
ch. 2. Countdown for course preparation
ch. 3. Planning your students' learning activities
ch. 4. Meeting a class for the first time

Part 2. Basic skills for facilitating student learning
ch. 5. Facilitating discussion: posing problems, listening, questioning
ch. 6. Lecturing
ch. 7. Testing and assessing learning: assigning grades is not the most important function
ch. 8. What to do about cheating
ch. 9. ABC's of assigning grades

Part 3. Adding to your repertoire of skills and strategies for facilitating student learning:
ch. 10. Teaching students to learn through writing: papers, journals, and reports
ch. 11. Teaching students how to learn more from textbooks and other reading
ch. 12. Laboratory teaching: teaching students to think like scientists
ch. 13. Experiential learning: service learning, fieldwork, and collaborative research
ch. 14. Peer learning, collaborative learning, cooperative learning
ch. 15. Project methods, independent study, and one-on-one teaching
ch. 16. Problem-based learning: teaching with cases, simulations, and games
ch. 17. Using communication and information technologies effectively
ch. 18. Class size and sectional courses
ch. 19. Teaching large classes (you can still get active learning)

Part 4. Understanding students
ch. 20. Taking student social diversity into account
ch. 21. Problem students (there's almost always at least one!)
ch. 22. Counseling and advising

Part 5. Lifelong learning for you as well as your students
ch. 23. Appraising and improving your teaching: using students, peers, experts, and classroom research
ch. 24. Ethics in college teaching

Part 6. Teaching for higher-level goals
ch. 25. Motivating students for your course and for lifelong learning
ch. 26. Teaching students how to learn
ch. 27. Teaching thinking
ch. 28. Teaching values: should we? Could we?
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Teaching at Its Best: A Research-Based Resource for College Instructors

Book
Nilson, Linda B.
1998
Anker Publishing, Bolton, MA
LB2331.N54 1998
Topics: General Overviews

Additional Info:
This publication is designed to improve college instruction at the undergraduate level. Intended to be used as a tool box, it is a concise compilation of hundreds of teaching techniques and formats, classroom activities and exercises, suggestions to enhance instructor-student rapport, guidelines for assignments and papers, and tips for teaching any material more effectively. Concise summaries of teaching options and innovations based on current research in teaching are included. The 30 ...
Additional Info:
This publication is designed to improve college instruction at the undergraduate level. Intended to be used as a tool box, it is a concise compilation of hundreds of teaching techniques and formats, classroom activities and exercises, suggestions to enhance instructor-student rapport, guidelines for assignments and papers, and tips for teaching any material more effectively. Concise summaries of teaching options and innovations based on current research in teaching are included. The 30 chapters are grouped in five parts. Part 1, "Sound Preparations," addresses the tasks that need to be done before a semester or quarter begins. Part 2, "Good Beginnings," focuses on what to say and do on the first day of class and on how to set policies, tone, and a productive learning environment for the entire term. Part 3, "Varieties of Learning and Teaching Strategies," presents an extensive and varied menu of the most effective teaching techniques and formats available at the college level, appealing to a range of student learning styles and adaptable to any subject matter. Part 4, "Disciplinary Differences," concentrates on methods that are discipline-specific. Part 5, "Assessment/Measuring Outcomes," offers guidance on evaluating student learning and assessing teaching effectiveness. (Contains approximately 200 references.) (From the Publisher)

Table Of Content:
Part 1 Sound preparations
Instructional support services and resources
Understanding your students
In the beginning - course design and objectives
The complete syllabus
Course coordination between faculty and ta's
Copyright guidelines for the classroom

Part 2 Good Beginnings
Your first day of class
Classroom management
Preserving academic honesty
Making the most of office hours
Motivating your students

Part 3 Varieties of learning and teaching strategies
Learning styles
Introduction to student-active teaching
Making the lecture a learning experience
Leading effective discussions
Questioning techniques for discussion and assessment
From student-active to experiential teaching formats
Cooperative learning
The case method
Writing-to-learn activities and assignments
Tools of the trade - making the most of instructional aids and technology

Part 4 Disciplinary differences
Teaching students to think and write in the disciplines
Making a foreign language come alive
Teaching mathematical problem solving
Science education - dynamic methods for fast-paced disciplines

Part 5 Assessment/Measuring outcomes
Assessing students' learning in progress
Test construction
Preparing students for tests
Grading: tests, assignments, and course performance
Evaluating and documenting teaching effectiveness

References
Index
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To Improve the Academy, Vol 16

Journal Issue
DeZure, Deborah and Matthew Kaplan, eds.
1997
To Improve the Academy 16 (Professional and Organizational Development Network, New Forums Press, Stillwater, OK 1997)
LB1731.T59v.16
Topics: General Overviews

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Foreward
Introduction

Section I: Changing Roles for Faculty and Faculty Developers
ch. 1 Institutional Missions, Multiple Faculty Roles: Implications for Faculty Devleopment (Ann E. Austin, Joseph J. Brocato, and Jonathan D. Rohrer)
ch. 2 University Professors at Mid-life: Being a Part of...But Feeling Apart (Irene E. Karpiak)
ch. 3 Faculty Development and the Inclusion of Diversity in the College Classroom: Pedagogies and Curricular Transformation (James A. Anderson)
ch. 4 A Global Faculty Development Network: The International Consortium for Educational Development (ICED) (Karron G. Lewis and Eric Kristense)
ch. 5 Teaching Improvement Consultation for Teaching on Television (Joyce Povlacs Lunde and Myra S. Whilhite)

Section II: Faculty Development Program Models
ch. 6 Incorporating Theories of Teacher Growth and Adult Education in a Faculty Development Program Alenoush Saroyan, Cheryl Amundsen, and Cao Li)
ch. 7 A New Starting Point for Faculty Development in Higher Education: Creating a Collaborative Learning Environment (Katherine Sanders, Christopher Carlson-Dakes, Karen Dettinger, Catherine Hajnal, Mary Laedtke, and Lynn Squire)
ch. 8 The Impact of Comprehensive Institutional Assessment on Faculty (Tracey Sutherland and James Guffey)
ch. 9 WAC Revisited: An Overlooked Model for Transformative Faculty Development (James S. Laughlin)

Section III: Assessing Faculty Development Activities
ch. 10 Teaching Awards: The Problem of Assessing Their Impact (Nancy Van Note Chism and Borbala L. Szabo)
ch. 11 "A Continuing Conversation on Teaching:" An Evaluation of a Decade-Long Lilly Teaching Fellows Program 1986-1996 (Karen List)
ch. 12 Long-Term Patterns in a Mentoring Program for Junior Faculty: Recommendations for Practice (Milton D. Cox)

Section IV: Evaluating Teaching Effectiveness
ch. 13 The Pedagogical Colloquium: Taking Teaching Seriously in the Faculty Hiring Process (Pat Hutchings)
ch. 14 Implementing Peer Review Programs: A Twelve Step Model (Jamie Webb and Kathleen McEnerney)
ch. 15 Improving Teaching Through Faculty Portfolio Conversations (Patricia Hagerty, Kenneth Wolf and Barbara Whinery)
ch. 16 Using Student Feedback to Improve Teaching (Peter Seldin)

Section V: Designing Effective Courses, Assignments and Activities
ch. 17 Helping Faculty Design Assignment-Centered Courses (Barbara E. Walvoord and John R. Breihan)
ch. 18 Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development (Larry K. Michaelsen, L. Dee Fink and Arletta Knight)
ch. 19 Small Group Techniques: Selecting and Developing Activities Based on Stages of Group Development (Sandra A. Harris and Kathryn J. Watson)
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To Improve the Academy, vol 17

Journal Issue
1998
To Improve the Academy 17 (Professional and Organizational Development Network, New Forums Press, Stillwater, OK 1998)
LB1731.T59v.17
Topics: General Overviews

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Foreword
Introduction

Section I: Changing Roles for Faculty Developers
ch. 1 Divining the Future of Faculty Development: Five Hopeful Signs and One Caveat (Marilla D. Svinicki)
ch. 2 Becoming a Multicultural Faculty Developer: Reflections from the Field (Diana Kardia)
ch. 3 Holistic Faculty Development: Supporting Personal, Professional, and Organizational Well-Being (Glenda T. Hubbard, Sally S. Atkins, and Kathleen T. Brinko)
ch. 4 Supporting Faculty Development in an Era of Change (Carol Fulton and Barbara L. Licklider)

Section II: Working with Faculty at Different Career Stages
ch. 5 Developments in Initial Training and Certification of University Teachers in the UK: Implications for the US (Graham Gibbs)
ch. 6 Academic Morphing: Teaching Assistant to Faculty Member (Kathleen S. Smith and Patricia L. Kalivoda)
ch. 7 Statements of Teaching Philosophy (Gail E. Goodyear and Douglas Allchin)
ch. 8 Implications of the Nature of "Expertise" for Teaching and Faculty Development (Richard G. Tiberius, Ronald A. Smith and Zohar Waisman)

Section III: Fostering Organizational Change and Development
ch. 9 The Role of Educational Developers in Institutional Change: From the Basement Office to the Front Office (Nancy Van Note Chism)
ch. 10 Faculty Developers as Change Agents: Transforming Colleges and Universities into Learning Organizations (Sondra K. Patrick and James J. Fletcher)
ch. 11 Planning Multicultural Organizational Audits in Higher Education (Planning Multicultural Organizational Audits in Higher Education)
ch. 12 A Case Study in Getting Faculty to Change (Joan K. Middendorf)
ch. 13 Adopting a Strategic Approach to Managing Change in Learning and Teaching (Brenda Smith)

Section IV: Reexamining Approaches to Instruction and Instructional Development
ch. 14 Using the SGID Method for a Variety of Purposes (Beverly Black)
ch. 15 Faculty Development in Technology Applications to University Teaching: An Evaluation (Margie K. Kitano, Bernard J. Dodge, Patrick J. Harrison, and Rena B. Lewis)
ch. 16 Minimizing Error When Developing Questionnaires (Terrie Nolinske)
ch. 17 Teaching Large Classes: Unpacking the Problems and Responding Creatively (Elisa Carbone and James Greenberg)
ch. 18 An O.P.E.N. Approach to Learning (Keith Kelly and Roberta C. Teahen)
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Improving College Teaching

Book
Seldin, Peter
1995
Anker Publishing, Bolton, MA
LB2331.S432 1995
Topics: General Overviews   |   Leadership and Faculty Development

Additional Info:
This book provides practical, ready-to-use, research-based information about specific strategies and state-of-the-art techniques to improve college teaching. Through its nineteen chapters written by renowned faculty developers, the book offers a wide range of topics and ideas for thought and implementation. The chapters present programs that develop such necessary new skills as different teaching approaches needed for different kinds of students; use of current educational technology; evaluating one’s own teaching ...
Additional Info:
This book provides practical, ready-to-use, research-based information about specific strategies and state-of-the-art techniques to improve college teaching. Through its nineteen chapters written by renowned faculty developers, the book offers a wide range of topics and ideas for thought and implementation. The chapters present programs that develop such necessary new skills as different teaching approaches needed for different kinds of students; use of current educational technology; evaluating one’s own teaching and helping others to evaluate theirs; and providing feedback on teaching.

Improving College Teaching is an ideal resource for presidents, provost, academic vice presidents, deans, department chairs, instructional development specialists, and faculty—the essential partners in evaluating and improving college teaching. It will also be helpful to students of higher education, whether they are planning careers as academic administrators or faculty. (From the Publisher)

Table Of Content:
ch. 1 Crucial new roles for administrators
ch. 2 Motivating faculty
ch. 3 Effective TA training
ch. 4 Starting a university teaching center
ch. 5 Low-cost/no-cost instructional development activities
ch. 6 Instructional development in community colleges
ch. 7 Mentoring programs
ch. 8 Peer classroom observations
ch. 9 Using teaching portfolios
ch. 10 Developing student portfolios
ch. 11 Evaluating your own teaching
ch. 12 Faculty collaboration
ch. 13 Distance education
ch. 14 Teaching adult learners
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Concepts and Choices for Teaching: Meeting the Challenges in Higher Education

Book
Timpson, William M. and Paul Bendel-Simso
1996
Magna Publications, Madison, WI
LB2331.T48 1996
Topics: General Overviews

Additional Info:
Concepts and Choices attempts to combine the theory behind teaching and learning with more practical teaching formats and models. The authors attempt to connect readers with their own experiences as struggling students, then as teachers, and finally as stimulators of fresh and new ideas. They focus on a handful of complex questions: how to teach given an ever-expanding knowledge base and changing ideology; how to create appropriate learning environments given ...
Additional Info:
Concepts and Choices attempts to combine the theory behind teaching and learning with more practical teaching formats and models. The authors attempt to connect readers with their own experiences as struggling students, then as teachers, and finally as stimulators of fresh and new ideas. They focus on a handful of complex questions: how to teach given an ever-expanding knowledge base and changing ideology; how to create appropriate learning environments given a diversifying student body, and how to adapt to students with special needs. Timpson and Bendel-Simso attempt to meet the challenge of what constitutes good teaching by summarizing the ideas of a wide variety of experts inside and outside the profession. These concepts provide the choices for improvement and success. (From the Publisher)

Table Of Content:
Foreword
Science and Art
The Design of the Book
Acknowledgments

pt. I Theoretical Overview of Teaching and Learning
ch. 1 The Climate for Learning
ch. 2 Other Issues for Learning
ch. 3 Development and Conceptualization

pt. II Teaching Strategies
ch. 4 Preparing to Teach
ch. 5 Lecture and Discussion
ch. 6 Encouraging Creativity and Promoting Discovery
ch. 7 Group Learning
ch. 8 Mastery Learning
ch. 9 Metateaching and the Instructional Map
ch. 10 Peer Feedback and Coaching

References
Index
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Teaching Improvement Practices: Successful Strategies for Higher Education

Book
Wright, W. Alan; and Wright, Alan W.
1995
Anker Publishing, Bolton, MA
LB2331.W65 1995
Topics: General Overviews   |   Leadership and Faculty Development

Additional Info:
This volume contains 15 papers on strategies for improving teaching in higher education with a focus on perceptions of current practices particularly in the United Kingdom, the United States, Australia, and Canada. The papers are: "Teaching Improvement Practices: International Perspectives" (W. Alan Wright and M. Carol O'Neil); "Understanding Student Learning: Implications for Instructional Practice" (Christopher K. Knapper); "Increasing Faculty Understanding of Teaching" (Keith Trigwell); "Preparing Faculty as Tutors in Problem-Based Learning" (...
Additional Info:
This volume contains 15 papers on strategies for improving teaching in higher education with a focus on perceptions of current practices particularly in the United Kingdom, the United States, Australia, and Canada. The papers are: "Teaching Improvement Practices: International Perspectives" (W. Alan Wright and M. Carol O'Neil); "Understanding Student Learning: Implications for Instructional Practice" (Christopher K. Knapper); "Increasing Faculty Understanding of Teaching" (Keith Trigwell); "Preparing Faculty as Tutors in Problem-Based Learning" (David Kaufman); "Introducing Faculty to Cooperative Learning" (Barbara J. Millis); "Improving Laboratory Teaching" (Elizabeth Hazel); "From Shaping Performances to Dynamic Interaction: The Quiet Revolution in Teaching Improvement Programs" (Richard G. Tiberius); "Faculty Development Workshops and Institutes" (James Eison and Ellen Stevens); "Using the Teaching Portfolio to Improve Instruction" (Peter Seldin, and others); "Preparing the Faculty of the Future to Teach" (Laurie Richlin): "The Development of New and Junior Faculty" (Milton D. Cox); "Improving Teaching: Academic Leaders and Faculty Developers as Partners" (Mary Deane Sorcinelli and Norman D. Aitken); "Promoting Inclusiveness in College Teaching" (Nancy Van Note Chism and Anne S. Pruitt); "National-Scale Faculty Development for Teaching Large Classes" (Graham Gibbs); "The Impact of National Developments on the Quality of University Teaching" (George Gordon, Patricia A. Partington). An index is included. (From the Publisher)
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Teaching Well and Liking It: Motivating Faculty to Teach Effectively

Book
Bess, James L.
1997
Johns Hopkins University Press, Baltimore, MD
LB2331.T4246 1997
Topics: General Overviews   |   Leadership and Faculty Development

Additional Info:
Any attempt to explain why someone is a good teacher--or is strongly motivated to teach effectively--involves a complex discussion of one of the oldest questions in human history: Why do people do what they do? In Teaching Well and Liking It, a distinguished group of internationally known scholars offers a sophisticated and stimulating look at the issues involved in motivating teachers to teach well in the challenging environment of the ...
Additional Info:
Any attempt to explain why someone is a good teacher--or is strongly motivated to teach effectively--involves a complex discussion of one of the oldest questions in human history: Why do people do what they do? In Teaching Well and Liking It, a distinguished group of internationally known scholars offers a sophisticated and stimulating look at the issues involved in motivating teachers to teach well in the challenging environment of the modern university.

With college and university administrators worried about how to encourage faculty to devote energy to teaching, and students and their parents concerned that faculty are not dedicated to their teaching responsibilities, and faculty themselves feeling guilty and disappointed at their own failure to find satisfaction in teaching, the time is right for a book that explores the factors that inspire, nurture, and reward good teaching. Motivation, as volume editor James L. Bess points out, is a key factor when it comes to commitment, preparation, sustained effort, and performance in any work.

In fact, the effectiveness of any system of higher education is highly contingent on the quality of the teaching enterprise. What is learned, how much is learned, and progress in the psychosocial maturation of the student learner depend on the willingness of college and university faculty to devote long hours to all aspects of teaching. This collection of essays examines personal motivation to teach--both internal and external--as well as organizational conditions such as job characteristics, leadership, and student diversity, and system-wide conditions such as career phases, public policy, politics, and the vagaries of the academicmarketplace. It addresses the issues both theoretically and practically, drawing on the academic and hands-on experience of authors from many fields, including psychology, higher education, business, public policy, and sociology. (From the Publisher)

Table Of Content:
Introduction

ch. 1 The Meaning of Human Motivation
ch. 2 Wanting to Be a Good Teacher: What Have We Learned to Date?
ch. 3 Beyond Male Theory: A Feminist Perspective on Teaching Motivation
ch. 4 Self-Determined Teaching: Opportunities and Obstacles
ch. 5 Intrinsic Motivation and Effective Teaching: A Flow Analysis
ch. 6 Behavior Modification in a Loosely Coupled System of Higher Education
ch. 7 Expectancy Theory Approaches to Faculty Motivation
ch. 8 Implications of Goal-Setting Theory for Faculty Motivation
ch. 9 Organizational Cultures and Faculty Motivation
ch. 10 Organization Design and Job Characteristics
ch. 11 Technology and Teaching Motivation
ch. 12 Leadership and Faculty Motivation
ch. 13 Student Diversity: Challenge and Potential for Faculty Motivation
ch. 14 Assessment and Evaluation Techniques
ch. 15 The Influence of Faculty Backgrounds on the Motivation to Teach
ch. 16 Career Phases and Their Effect on Faculty Motivation
ch. 17 The Academic Marketplace and the Motivation to Teach
ch. 18 Public Policy and Faculty Motivation
ch. 19 The Politics of Motivation: A Comparative Perspective
ch. 20 Fostering Faculty Motivation to Teach: Approaches to Faculty Development
ch. 21 The Motivation to Teach: Perennial Conundrums

Contributors
Name Index
Subject Index
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Wabash tree

Tools for Teaching

Book
Davis, Barbara Gross
1993
Jossey-Bass, San Francisco, CA
LB2331.d37 1993
Topics: General Overviews

Additional Info:
A rich compendium of classroom-tested strategies and suggestions designed to improve the teaching practice of beginning, mid-career, and senior faculty members. Forty-nine teaching tools cover both traditional tasks, writing a course syllabus, delivering a lecture and newer, broader concerns, such as responding to diversity, and using technology. (From the Publisher)
Additional Info:
A rich compendium of classroom-tested strategies and suggestions designed to improve the teaching practice of beginning, mid-career, and senior faculty members. Forty-nine teaching tools cover both traditional tasks, writing a course syllabus, delivering a lecture and newer, broader concerns, such as responding to diversity, and using technology. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 Preparing or Revising a Course
ch. 2 The Course Syllabus
ch. 3 The First Day of Class
ch. 4 Academic Accommodations for Students with Disabilities
ch. 5 Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender
ch. 6 Reentry Students
ch. 7 Teaching Academically Diverse Students
ch. 8 Leading a Discussion
ch. 9 Encouraging Student Participation in Discussion
ch. 10 Asking Questions
ch. 11 Fielding Students' Questions
ch. 12 Preparing to Teach the Large Lecture Course
ch. 13 Delivering a Lecture
ch. 14 Explaining Clearly
ch. 15 Personalizing the Large Lecture Class
ch. 16 Supplements and Alternatives to Lecturing: Encouraging Student Participation
ch. 17 Maintaining Instructional Quality with Limited Resources
ch. 18 Collaborative Learning: Group Work and Study Teams
ch. 19 Role Playing and Case Studies
ch. 20 Fieldwork
ch. 21 Helping Students Learn
ch. 22 Learning Styles and Preferences
ch. 23 Motivating Students
ch. 24 Helping Students Write Better in All Courses
ch. 25 Designing Effective Writing Assignments
ch. 26 Evaluating Students' Written Work
ch. 27 Homework: Problem Sets
ch. 28 Quizzes, Tests, and Exams
ch. 29 Allaying Students' Anxieties About Tests
ch. 30 Multiple-Choice and Matching Tests
ch. 31 Short-Answer and Essay Tests
ch. 32 Grading Practices
ch. 33 Calculating and Assigning Grades
ch. 34 Preventing Academic Dishonesty
ch. 35 Chalkboards
ch. 36 Flipcharts
ch. 37 Transparencies and Overhead Projectors
ch. 38 Slides
ch. 39 Films and Videotapes
ch. 40 Computers and Multimedia
ch. 41 Fast Feedback
ch. 42 Watching Yourself on Videotape
ch. 43 Self-Evaluation and the Teaching Dossier
ch. 44 Holding Office Hours
ch. 45 Academic Advising and Mentoring Undergraduates
ch. 46 Guiding, Training, and Supervising Graduate Student Instructors
ch. 47 The Last Days of Class
ch. 48 Student Rating Forms
ch. 49 Writing Letters of Recommendation

Index
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Models of Teaching, 4th ed

Book
Joyce, B. and Marsha Weil
1992
Allyn & Bacon, Boston, MA
LB1027.3.J69 1992
Topics: General Overviews

Additional Info:
Covers Major Models of Teaching. Teaching Models. Designed for use as a main or supplemental text in undergraduate- or graduate-level courses entitled Elementary Curriculum, Introduction to Instruction, Introduction to Teaching, Models of Teaching, and Instructional Methods. (From the Publisher)
Additional Info:
Covers Major Models of Teaching. Teaching Models. Designed for use as a main or supplemental text in undergraduate- or graduate-level courses entitled Elementary Curriculum, Introduction to Instruction, Introduction to Teaching, Models of Teaching, and Instructional Methods. (From the Publisher)

Table Of Content:
Foreword

Part I Frame Of Reference
ch. 1 Beginning The Inquiry: Tooling Up the Community of Learners
ch. 2 Where Do Models Of Teaching Come From?: How Are They Used?
ch. 3 Teaching As Inquiry: Taking Off from the Research Base
ch. 4 The Construction Of Knowledge, Metacognitions, And Conceptions Of Intelligence
ch. 5 Teaching And Equity: Gender, Money, Race, and ch. 6 Partners In Learning: From Dyads to Group Investigation
ch. 7 Role Playing: Studying Social Behavior and Values
ch. 8 Jurisprudential Inquiry: Learning to Think about Social Policy
ch. 9 Adapting To Individual Differences: Conceptual Systems Theory

Part II The Information-processing Family: Learning to Think by Thinking
ch. 10 Thinking Inductively: Collecting, Organizing, and Manipulating Data
ch. 11 Attaining Concepts: The Basic Thinking Skills
ch. 12 Scientific Inquiry And Inquiry Training: The Art of Making Inferences
ch. 13 Memorization: Getting the Facts Straight
ch. 14 Synectics: Enhancing Creative Thought
ch. 15 Learning from Presentations: Advance Organizers
ch. 16 The Developing Intellect: Adjusting Models to Cognitive Development

Part III The Personal Family: Focus on the Person
ch. 17 Nondirective Teaching: The Learner at the Center
ch. 18 Concepts Of Self: Modeling Rich States of Growth

Part IV The Behavioral Systems Family: Behavior Theory
ch. 19 Mastery Learning And Programmed Instruction
ch. 20 Direct Instruction
ch. 21 Learning From Simulations: Training and Self-Training

Part V Professional Skill
ch. 22 The Conditions Of Learning: Focusing and Planning Instruction
ch. 23 How To Learn A Teaching Repertoire: The Professional Learning Communityv ch. 24 Learning Styles And Models Of Teaching: Making Discomfort Productive

Appendix: Peer Coaching Guides
Advance Organizer
Cooperative Learning Organization
Jurisprudential Model
Synectics
Concept Attainment
Inquiry Training
Assists to Memory
Role Playing
Inductive Thinking

References
Index
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Mastering the Techniques of Teaching, 2nd ed

Book
Lowman, Joseph
2000
Jossey-Bass, San Francisco, CA
LB2331.L68 1984
Topics: General Overviews

Additional Info:
Lowman expands his earlier model of effective teaching to place more emphasis on motivational skill and commitment to teaching. In this second edition, he presents still more options on how to organize classes and use group work to promote learning. (From the Publisher)
Additional Info:
Lowman expands his earlier model of effective teaching to place more emphasis on motivational skill and commitment to teaching. In this second edition, he presents still more options on how to organize classes and use group work to promote learning. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 What Constitutes Exemplary Teaching?
ch. 2 Understanding Classroom Dynamics
ch. 3 Developing Interpersonal Skills and Teaching Style
ch. 4 Analyzing and Improving Classroom Performance
ch. 5 Selecting and Organizing Material for Classroom Presentations
ch. 6 Enhancing Learning Through Classroom Discussion
ch. 7 Planning Course content and Teaching techniques to Maximize Interest
ch. 8 Integrating Learning In and Out of the Classroom
ch. 9 Evaluating Student Performance
ch. 10 The Art, Craft and Techniques of Exemplary

Teaching
References
Indexes
Cover image

College Teaching: From Theory to Practice

Book
Menges, Robert J. and Farilla D. Svinicki
1991
Jossey-Bass, San Francisco, CA
LB2331.C6 1991
Topics: General Overviews

Additional Info:
Additional Info:


Table Of Content:
How practice is shaped by personal theories
Cognitive learning strategies and college teaching
Practical implications of cognitive theories
What theories of motivation say about why learners learn
Practical proposals for motivating students
The social context of teaching and learning
Effective social arrangements for teaching and learning
Theories and metaphors we teach by
Cover image

The Changing Face of College Teaching

Book
Svinicki, Marilla D
1990
Jossey-Bass, San Francisco, CA
LB2331.C456 1990
Topics: Philosophy of Teaching   |   General Overviews

Additional Info:
It has been suggested that the greatest educational reform will come not through the sweeping changes of large institutionally mandated programs but through the small, day-to-day improvements that faculty members make in their own courses. The faculty is the first line of revolution in teaching; without their cooperation, no change is possible; with it, no challenge is impossible. This volume provides some insights into how individual instructors can make interesting ...
Additional Info:
It has been suggested that the greatest educational reform will come not through the sweeping changes of large institutionally mandated programs but through the small, day-to-day improvements that faculty members make in their own courses. The faculty is the first line of revolution in teaching; without their cooperation, no change is possible; with it, no challenge is impossible. This volume provides some insights into how individual instructors can make interesting changes in their classes and in their approaches to teaching in general. (From the Publisher)

Table Of Content:
ch. 1 Changing the face of your teaching / Marilla D. Svinicki
ch. 2 Collaborative learning : shared inquiry as a process of reform / Jean MacGregor
ch. 3 Writing to learn : back to another basic / Sandra Tomlinson
ch. 4 Teaching with cases : learning to question / John Boehrer, Marty Linsky
ch. 5 Rescue to perishing : a new approach to supplemental instruction / Calvin B. Peters
ch. 6 Classroom assessment : improving learning quality where it matters not / Thomas A. Angelo
ch. 7 Assessing and improving students' learning strategies / Paul R. Pintrich, Glenn Ross Johnston
ch. 8 Grades : their influence on students and faculty / Fred Janzow, James Eison
ch. 9 Using pyschological models to understand student motivation / Ann F. Lucas
ch. 10 "Study" your way to better teaching / Maryellen Weimer
Article cover image

"Improving Students' Listening Skills" (pdf)

Article
Newton, Terry
1990
Idea Paper No. 23, IDEA Center, Kansas State University (1990)
Topics: General Overviews

Additional Info:
Although listening has been shown to be the most frequent communication activity, and students desperately need listening training, the educational system usually ignores listening. After citing 10 bad listening habits which interfere with good aural communication and describing the characteristics of effective listeners, this paper offers 12 listening exercises that can be used by instructors in a wide variety of academic fields. Finally, the paper briefly describes a successful listening course taught ...
Additional Info:
Although listening has been shown to be the most frequent communication activity, and students desperately need listening training, the educational system usually ignores listening. After citing 10 bad listening habits which interfere with good aural communication and describing the characteristics of effective listeners, this paper offers 12 listening exercises that can be used by instructors in a wide variety of academic fields. Finally, the paper briefly describes a successful listening course taught at St. Edward's University in Austin, Texas, and its impact over the last 10 years. Thirteen references are attached.
Web cover image

"A Brief Summary of the Best Practices in College Teaching - Intended to Challenge the Professional Development of All Teachers"

Web
Drummond, Tom
1994
North Seattle Community College (1994) http://northonline.sccd.ctc.edu/eceprog/bstprac.htm
Topics: General Overviews

Additional Info:
Collected here, without examples or detailed explanations, are practices that constitute excellence in college teaching. These elements represent the broad range of the most effective actions teachers take, and requisite conditions teachers establish, to facilitate learning. The listing is brief and serves more as a reference to the scope of excellent teaching techniques than as a source of enlightenment. For detailed information on items that are unfamiliar, refer to the ...
Additional Info:
Collected here, without examples or detailed explanations, are practices that constitute excellence in college teaching. These elements represent the broad range of the most effective actions teachers take, and requisite conditions teachers establish, to facilitate learning. The listing is brief and serves more as a reference to the scope of excellent teaching techniques than as a source of enlightenment. For detailed information on items that are unfamiliar, refer to the works cited.
Article cover image

"Windows on Practice: Cases about Teaching and Learning"

Article
Hutchings, Pat
1993
Change Nov/Dec (1993): 14-21
Topics: General Overviews

Additional Info:
Looks at a project by the American Association for Higher Education (AAHE) to develop cases about college teaching and learning that would prompt in-depth discussion of pedagogical issues. Work of Ted Marchese; Cases and how they can help reconnect process and content; Related readings; Addresses for more information.
Additional Info:
Looks at a project by the American Association for Higher Education (AAHE) to develop cases about college teaching and learning that would prompt in-depth discussion of pedagogical issues. Work of Ted Marchese; Cases and how they can help reconnect process and content; Related readings; Addresses for more information.
Article cover image

"Teaching and Learning When We Least Expect It: The Role of Critical Moments in Student Development"

Article
Giordano, Peter J.
Tomorrow's Professor #575, http://ctl.stanford.edu/Tomprof/postings/575.html
Topics: General Overviews

Additional Info:
Personal reflection on the importance of informal moments in the education of students, and the implications for our metaphor of teaching.
Additional Info:
Personal reflection on the importance of informal moments in the education of students, and the implications for our metaphor of teaching.
Book cover image

Fieldguide for Teaching in a New Century: Ideas from Fellow Travellers CD-Printed TOC included. (see Notes below for additional resource)

Book
Pescosolido, Bernice, Jean Harold Shin, Diane Pike, and Dennis Rome
1999
Pine Forge Press, Thousand Oaks, CA
LB2331.S573 1999
Topics: Vocation of Teaching   |   General Overviews

Additional Info:
Additional Info:
Cover image
Wabash tree

"Where a Magic Dwells: A Teaching Casebook for Instructors of Religion in the University"

Book
Div of Rel and Theol Studies, Boston University
1999
Division of Religious and Theological Studies, Boston University, Boston, MA (1999)
Unpublished - WC 294
Topics: Teaching Religion   |   General Overviews   |   Leadership and Faculty Development

Additional Info:
This is a collection of case studies written by professor and by graduate students teaching in the field of religion. Each case highlights one or more teaching problem (or possibility), some facet of the mystery of teaching (and learning to teach) at the college level. Each case is intended to spark conversations about a particular collegiate teaching situation. (From the Publisher)
Additional Info:
This is a collection of case studies written by professor and by graduate students teaching in the field of religion. Each case highlights one or more teaching problem (or possibility), some facet of the mystery of teaching (and learning to teach) at the college level. Each case is intended to spark conversations about a particular collegiate teaching situation. (From the Publisher)

Table Of Content:
Preface

Case 1 - Can you show me the way? (Bradley Herling and Douglas Hadley)
Case 2 - Daniel in the lion's den (Mark H. Mann)
Case 3 - The Opium of the classroom (Stephen Dawson)
Case 4 - The undermined student (Robert Parks)
Case 5 - The case of the untouchable topic (Douglas Hadley)
Case 6 - Zev and the crying presenter (Lesleigh Cushing)
Case 7 - When is enough, enough? (Greg Farr)
Case 8 - The sacred and the profane (Andrew Irvine and Bradley Herling)
Case 9 - Who am I? (Michael Mitchell)
Case 10 - Oh, my God, it's alive! (Lesleigh Cushing)
Case 11 - The voice of my beloved! Behold, he comes... (Bradely Herling)
Case 12 - Can Thomas Olafson still be saved?(Alina Feld)

Insider notes
Article cover image

"Talk and Chalk: The Blackboard as an Intellectual Tool"

Article
O'Hare, Michael
1993
Journal of Policy Analysis and Management 12, no. 1 (1993): 238-246
Topics: Discussion   |   General Overviews

Additional Info:
In Talk and Chalk: The Blackboard as an Intellectual Tool, Michael O'Hare describes what distinguishes the nearly ever present blackboard from other media such as slides, overheads, and flip charts. In doing so, he pinpoints the unique nature of a blackboard and how this makes it an especially effective device for managing and stimulating discussions. O'Hare makes a series of practical points about techniques that can put this ubiquitous classroom ...
Additional Info:
In Talk and Chalk: The Blackboard as an Intellectual Tool, Michael O'Hare describes what distinguishes the nearly ever present blackboard from other media such as slides, overheads, and flip charts. In doing so, he pinpoints the unique nature of a blackboard and how this makes it an especially effective device for managing and stimulating discussions. O'Hare makes a series of practical points about techniques that can put this ubiquitous classroom feature to work helping students stay engaged in class discussion. Everyone who has a blackboard in the classroom will find this a useful piece.
Article cover image

"Managing Student Reactions to Controversial Issues in the College Classroom"

Article
Whitten, Lisa
1993
Transformations 4, no. 1 (1993): 30-43
Topics: Classroom Management   |   General Overviews

Additional Info:
Additional Info:
Cover image
Wabash tree

Handbook for College Teaching

Book
Miller, W. R. and Marie F. Miller
1999
PineCrest Publications, Sautee-Nacoochee, GA
LB2331.M4814 1997
Topics: General Overviews

Additional Info:
The Handbook for College Teaching is designed for individuals with limited teaching experience at the post-secondary level. The book provides basic information of practical value to instuctors of adults in universities, community colleges, and other adult education settings. The book includes six chapters on the following subjects: the role and responsibilities of the instructor, planning and getting started, human learning, delivering instruction, facilitating teaching and learning with technology, and testing ...
Additional Info:
The Handbook for College Teaching is designed for individuals with limited teaching experience at the post-secondary level. The book provides basic information of practical value to instuctors of adults in universities, community colleges, and other adult education settings. The book includes six chapters on the following subjects: the role and responsibilities of the instructor, planning and getting started, human learning, delivering instruction, facilitating teaching and learning with technology, and testing and evaluation. The book includes illustrations and examples throughout.
The Handbook for College Teaching is based on field tested research in the domains of teaching and learning. However, the focus of the book is on every day challenges faced by instructors who want to facilitate learning and growth on the part of their students. Much of the research evidence upon which the Handbook for College Teaching is based is included in the extensive list of publications at the end of each chapter. (From the Publisher)

Table Of Content:
Preface
About the Authors
Acknowledgments

ch. 1 The Role and Responsibilities of the Instructor
ch. 2 Planning and Getting Started
ch. 3 Human Learning: Facilitated or Impeded
ch. 4 Delivering Instruction
ch. 5 Facilitating Teaching and Learning with Technology
ch. 6 Testing and Evaluation

Index
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Teaching as a Performing Art

Book
Sarason, Seymour B.
1999
Teachers College Press, New York, NY
LB1025.3.S273 1999
Topics: Philosophy of Teaching   |   General Overviews

Additional Info:
In his most recent work and with his usual perceptiveness, Seymour Sarason probes the topic of teaching as a performing art. Refreshingly, Dr. Sarason focuses on the often-overlooked role of teachers in galvanizing an audience--their students. Sarason argues that teachers will better engage learners if they are prepared in the artistry of doing so. Sarason sees teachers as actors and thus uses the traditions of stage performance to inspire ways ...
Additional Info:
In his most recent work and with his usual perceptiveness, Seymour Sarason probes the topic of teaching as a performing art. Refreshingly, Dr. Sarason focuses on the often-overlooked role of teachers in galvanizing an audience--their students. Sarason argues that teachers will better engage learners if they are prepared in the artistry of doing so. Sarason sees teachers as actors and thus uses the traditions of stage performance to inspire ways to foster connections between teachers and students. Sarason elucidates how the rehearsal processes actors undergo and the direction they receive, for example, would be similarly beneficial for educators. Recognizing that implementing his ideas would require a profound rethinking of teacher training programs, Sarason urges why they are crucial to excellence in education. As always, Sarason's writing is rich with insight garnered from 45 years of teaching and a lifetime devotion to educational issues. His book is essential for teachers and teacher educators and an excellent resource for anyone interested in educational topics. (From the Publisher)

Table Of Content:
Foreword by Maxine Greene
Preface

ch. 1 Some Personal Reflections on a Teaching Career
ch. 2 Performing Artists and Audiences
ch. 3 Performers and the Organizational Context
ch. 4 The Nurturing of Interest and Talent
ch. 5 The Teacher as Performer
ch. 6 The Classroom and the School Culture
ch. 7 Discovering the Significance of Art for Psychology and Education
ch. 8 The Selection of Teachers
ch. 9 The Problematic Place of Theory in the Preparation of Teachers
ch. 10 The Overarching Goal and the Performing Teacher
ch. 11 Students as Teachers
ch. 12 Criticism and Scapegoating

References
About the Author
Cover image
Wabash tree

The Chicago Handbook for Teachers: A Practical Guide to the College Classroom

Book
Brinkley, Alan, Betty Dessants, Michael Flamm, Cynthia Fleming, Charles Forcey, Eric Rothschild
1999
University of Chicago Press, Chicago, IL
LB2331.C52332 1999
Topics: Learning Designs   |   General Overviews

Additional Info:
Unlike their counterparts on the secondary or primary school level, many who teach in colleges and universities have extensive training in their various disciplines, but surprisingly little instruction in the craft of teaching itself.. "The Chicago Handbook for Teachers is an extraordinarily helpful guide for all who face the challenge of putting together material for a course and then making it work. Representing teachers at all stages of their careers, ...
Additional Info:
Unlike their counterparts on the secondary or primary school level, many who teach in colleges and universities have extensive training in their various disciplines, but surprisingly little instruction in the craft of teaching itself.. "The Chicago Handbook for Teachers is an extraordinarily helpful guide for all who face the challenge of putting together material for a course and then making it work. Representing teachers at all stages of their careers, the authors offer practical advice for almost any situation a new instructor or lecturer might face, from preparing a syllabus to managing classroom dynamics.. "Indispensable for new teachers and graduate students, The Chicago Handbook for Teachers is also a useful refresher for experienced professionals. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Getting Ready
ch. 2 The First Weeks
ch. 3 Classroom Discussions
ch. 4 The Art and Craft of Lecturing
ch. 5 Student Writing and Research
ch. 6 Testing and Evaluation
ch. 7 Evaluating Your Teaching
ch. 8 Teaching as a Graduate Student
ch. 9 Teaching Inclusively in a Multicultural Age
ch. 10 Using Electronic Resources for Teaching

Afterword: Why Do We Teach?
Suggestions for Further Reading
About the Authors
Index
Cover image
Wabash tree

The Full-Time Faculty Handbook

Book
Bianco-Mathis, Virginia and Neal Chalofsky, eds.
1999
Sage Publications, Thousand Oaks, CA
LB1778.2.F85 1999
Topics: General Overviews   |   Leadership and Faculty Development

Additional Info:
The Full-Time Faculty Handbook is a guide to the life of a college professor. Editors Virginia Bianco-Mathis and Neal Chalofsky examine the major components of a life in the academy-teaching, advising, publishing, research and service. Practical, comprehensive, and engaging, this handy guide appeals to a broad audience across all academic disciplines-from new professors to tenured faculty. Themes that are introduced and woven throughout the book include:
+ The basics of ...
Additional Info:
The Full-Time Faculty Handbook is a guide to the life of a college professor. Editors Virginia Bianco-Mathis and Neal Chalofsky examine the major components of a life in the academy-teaching, advising, publishing, research and service. Practical, comprehensive, and engaging, this handy guide appeals to a broad audience across all academic disciplines-from new professors to tenured faculty. Themes that are introduced and woven throughout the book include:
+ The basics of academic life
+ Key strategies for success
+ Political realities vs. the "ideal"
+ Managing your career-creating your own schedule, roadmap, and network
+ Assessing where you are and what needs to be done
+ Finding, fueling, and maintaining your passion

The authors also address the latest trends in the field that are affecting time-honored teaching traditions, such as distance learning, outcome assessment, continuous learning, and the evolving roles and responsibilities of full-time faculty. (From the Publisher)

Table Of Content:
Introduction: Academic Life and Career (Virginia Bianco-Mathis and Neal Chalofsky)

Pt. I Academic Roles and Responsibilities
ch. 1 Administration and Management (Nyla Carney and Teresa Long)
ch. 2 Teaching and Learning (James Fletcher and Sondra Patrick)
ch. 3 Student Advising (Rosemarie Bosler and Sharon Levin)
ch. 4 Academic Research (Sharon Ahern Fechter)
ch. 5 University Service (William Marshall)
ch. 6 Professional Service (Karen Medsker)

Pt. II Issues and Trends
ch. 7 Professional Development and Advancement (Rhonda Malone)
ch. 8 New Learning Approaches: Conceptualizing the Learning-Teaching Interaction (Theodore Stone)
ch. 9 Technology: Computers, Distance Learning, and the Virtual University
ch. 10 Diversity in Higher Education(Mary Hatwood Futrell and Walter Brown)
Epilogue (Neal Chalofsky and Virginia Bianco-Mathis)

Index
About the Editors
About the Contributors
Article cover image

"Powerful Pedagogy in the Science-and-Religion Classroom"

Article
Grassie, William
1997
Zygon 32, no. 3 (1997): 415-421
Topics: General Overviews

Additional Info:
This essay is a discussion of effective teaching in the science and religion classroom. I begin by introducing Alfred North Whitehead’s three stages of learning -- romance, discipline, and generalization -- and consider their implications for powerful pedagogy in the science and religion classroom. Following Whitehead’s three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I ...
Additional Info:
This essay is a discussion of effective teaching in the science and religion classroom. I begin by introducing Alfred North Whitehead’s three stages of learning -- romance, discipline, and generalization -- and consider their implications for powerful pedagogy in the science and religion classroom. Following Whitehead’s three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I present twelve guidelines for how to use e-mail and class-based listservers to achieve some of these outcomes.
Article cover image

"Seven Principles for Good Practice in Undergraduate Education"

Article
Sorenson, Lynn and Burns, Emily (Eds.)
1996
Focus on Faculty 4, no. 3 (1996): 3
Topics: General Overviews

Additional Info:
Additional Info:
Journal cover image

Teaching for the New Millenium: Top Choices of Significant Works on Teaching and Pedagogy

Journal Issue
Freund, Richard A., ed.
1999
Spotlight on Teaching 7, no. 2 November
BL41.S72
Topics: General Overviews

Additional Info:
Journal Issue. Full text is available online, here: http://rsnonline.org/index51c0.html?option=com_content&view=article&id=306&Itemid=269
Additional Info:
Journal Issue. Full text is available online, here: http://rsnonline.org/index51c0.html?option=com_content&view=article&id=306&Itemid=269

Table Of Content:
ch. 1 Teaching for the New Millenium: Top Choices of Significant Works on Teaching and Pedagogy (Richard A. Freund)
ch. 2 The Initiation of Satyakama: The Teaching Power of an Early Indian Narrative (Laurie L. Patton)
ch. 3 Phyllis H. Kaminiski, Saint Mary's College, Indiana
ch. 4 An Ecology of Teaching: Dharma Gaia (Bobbi Patterson)
ch. 5 Kathleen T. Talvacchia, Union Theological Seminary
ch. 6 Fred Glennon, Le Moyne College
ch. 7 Thomas V. Peterson, Alfred University
ch. 8 My Top Choices on Teaching and Pedagogy: An Annotated Bibliography for Professors of Religion (David B. Howell)
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Becoming a Critically Reflective Teacher

Book
Brookfield, Stephen D.
1995
Jossey-Bass, San Francisco, CA
LB2331.B677 1995
Topics: General Overviews

Additional Info:
Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, Stephen D. Brookfield offers a very personal and accessible guide to how faculty at any level and across all disciplines can improve their teaching. Applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms, and using critical reflection as a ...
Additional Info:
Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, Stephen D. Brookfield offers a very personal and accessible guide to how faculty at any level and across all disciplines can improve their teaching. Applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms, and using critical reflection as a tool for continuous personal and professional development. (From the Publisher)

Table Of Content:
Preface

ch. 1 What It Means to Be a Critically Reflective Teacher
ch. 2 Becoming Critically Reflective: A Process of Learning and Change
ch. 3 Learning to Know Ourselves: The Value of Autobiography
ch. 4 Surprised by the Familiar: What Autobiographies Reveal
ch. 5 Seeing Ourselves Through Our Students' Eyes
ch. 6 Understanding Classroom Dynamics: The Critical Incident Questionnaire
ch. 7 Holding Critical Conversations About Teaching
ch. 8 Solving Problems Collaboratively: The Good Practices Audit
ch. 9 Storming the Citadel: Reading Theory Critically
ch. 10 Using the Literature of Critical Reflection
ch. 11 Negotiating the Risks of Critical Reflection
ch. 12 Creating a Culture of Reflection

References
Name Index
Subject Index
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"Exceptionally Effective College Teachers"

Article
Guskey, Thomas R.
1988
in Improving Student Learning in College Classrooms, (Springfield, IL: Charles L. Thomas Pub., 1988), 15-29
Topics: General Overviews

Additional Info:
Designed as a resource for persons interested in improving the quality of teaching and student learning, this book covers aspects of the teaching-learning process that can be altered with relative ease. Practical suggestions are given in chapters focusing on concepts known to have a strong influence on student learning. The chapters include: (1) new ideas on teaching and learning in higher education; (2) exceptionally effective college teachers (identifying and interviewing them, feedback, ...
Additional Info:
Designed as a resource for persons interested in improving the quality of teaching and student learning, this book covers aspects of the teaching-learning process that can be altered with relative ease. Practical suggestions are given in chapters focusing on concepts known to have a strong influence on student learning. The chapters include: (1) new ideas on teaching and learning in higher education; (2) exceptionally effective college teachers (identifying and interviewing them, feedback, etc.); (3) learning and evaluation (traditional and alternative uses, critical elements, subject area differences, etc.); (4) mastery learning; (5) motivation and early success (predicting college success, importance of first semester and first test, etc.); (6) time use and student involvement (John Carroll's model, Benjamin Bloom's ideas on learning rate, allocated versus engaged time, etc.); (7) student support services (faculty contact, tutorial services, computer-assisted instruction, etc.); and (8) staff development (collegial sharing, program characteristics, etc.).
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The Skillful Teacher: On Technique, Trust and Responsiveness in the Classroom

Book
Brookfield, Stephen D.
1990
Jossey-Bass, San Francisco, CA
LB2331.B68 1990
Topics: General Overviews

Additional Info:
The widely-renowned adult educator Stephen Brookfield explains how teachers in settings as diverse as college, adult education, and secondary school can resolve common teaching dilemmas by becoming more responsive to the emotions, tensions, and pace of student learning in order to build trust and overcome students' resistance to learning. (From the Publisher)
Additional Info:
The widely-renowned adult educator Stephen Brookfield explains how teachers in settings as diverse as college, adult education, and secondary school can resolve common teaching dilemmas by becoming more responsive to the emotions, tensions, and pace of student learning in order to build trust and overcome students' resistance to learning. (From the Publisher)

Table Of Content:
ch. 1 Teaching: A Complex and Passionate Experience
ch. 2 Developing a Personal Vision of Teaching
ch. 3 Teaching Responsively
ch. 4 Understanding the Tensions and Emotions of Learning
ch. 5 Adjusting Teaching to the Rhythms of Learning
ch. 6 Lecturing Creatively
ch. 7 Preparing for Discussion
ch. 8 Facilitating Discussions
ch. 9 Using Simulations and Role Playing
ch. 10 Giving Helpful Evaluations
ch. 11 Overcoming Resistance to Learning
ch. 12 Building Trust with Students
ch. 13 Dealing with the Political Realities of Teaching
ch. 14 Some Truths About Skillful Teaching
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Basics of Teaching for Christians: Preparation, Instruction, Evaluation

Book
Pazmiño, Robert W.
1998
Baker Books, Grand Rapids, MI
LB1027.2.P39 1998
Topics: Theological Education   |   General Overviews

Additional Info:
Helps educators regain focus in their teaching by offering a concise guide to their craft's essential elements: preparation, instruction, and evaluation. (From the Publisher)
Additional Info:
Helps educators regain focus in their teaching by offering a concise guide to their craft's essential elements: preparation, instruction, and evaluation. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Preparation
ch. 2 Instruction
ch. 3 Evaluation

Conclusion
Notes
Select Bibliography
Index
Journal cover image

To Improve the Academy , vol 20

Journal Issue
Lieberman, Devorah and Wehlburg, Catherine
2002
To Improve the Academy 20 (Professional and Organizational Development Network, New Forums Press, Stillwater, OK 2002)
LB1731.T59v.20
Topics: General Overviews

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Preface
Introduction

Section I: The University
ch. 1 Institutional Transformation and Change: Insights for Faculty Developers
ch. 2 A Brief History of Educational Development: Implications for Teachers and Developers
ch. 3 Linking Change Initiatives: The Carnegie Academy for the Scholarship of Teaching and Learning in the Company of other National Projects
ch. 4 Could It Be That It Does Make Sense? A Program Review Process for Integrating Activities

Section II: Teaching and Learning Centers
ch. 5 Getting Started with Faculty Development
ch. 6 Research on Faculty as Teaching Mentors
ch. 7 Evaluating Teaching Workshops: Beyond the Satisfaction Survey
ch. 8 Mandatory Faculty Development Works
ch. 9 Operational Diversity: Saying What We Mean, Doing What We Say
ch. 10 What Do Faculty Think? The Importance of Concerns Analysis in Introducing Technological Change
ch. 11 Harnessing the Potential of Online Faculty Development: Challenges and Opportunities

Section III: The Learner, the Professor, and the Learning Environment
ch. 12 The Millennial Learner: Challenges and Opportunities
ch. 13 The Evolution of a Teacher-Professor: Applying Behavior Change Theory to Faculty Development
ch. 14 Overcoming Cultural Obstacles to New Ways of Teaching: The Lilly Freshman Learning Project at Indiana University
ch. 15 Instructional Development: Relationships to Teaching and Learning in Higher Education
ch. 16 The Graphic Syllabus: Shedding a Visual Light on Course Development
ch. 17 Teaching through Discussion as the Exercise of Disciplinary Power
ch. 18 A Modified Microteaching Model: A Cross-Disciplinary Approach to Faculty Development

Bibliography
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Voices of Experience: Reflections from a Harvard Teaching Seminar

Book
Winkelmes, Mary Ann and James Wilkinson, eds.
2001
Peter Lang, New York, NY
LB2331.V63 2001
Topics: General Overviews

Additional Info:
In these twelve essays, academics in fields like psychology, literature, chemistry, music, sociology, history, and mathematics consider their teaching experiences, and the lessons they have learned from teaching. Discussing experiences both inside and outside of the classroom, the writers describe their successes and setbacks, their innovations and techniques, and their analyses of teaching as shaped by their own efforts. Conceptual thinking, interactive learning, cultural diversity, seminars and lectures, homework, writing, ...
Additional Info:
In these twelve essays, academics in fields like psychology, literature, chemistry, music, sociology, history, and mathematics consider their teaching experiences, and the lessons they have learned from teaching. Discussing experiences both inside and outside of the classroom, the writers describe their successes and setbacks, their innovations and techniques, and their analyses of teaching as shaped by their own efforts. Conceptual thinking, interactive learning, cultural diversity, seminars and lectures, homework, writing, and grades are all discussed. (From the Publisher)

Table Of Content:
Preface
Introduction (Mary-Ann Winkelmes)

Part 1 Teaching and Learning in the Classroom
ch. 1 Mastery vs. Memory: Conceptual Thinking in Quantitative Science Classes (Rebecca J. Jackman)
ch. 2 Lectures without Lecturing: An Interactive Discovery of Key Ideas in Math and Science (Eric Towne)
ch. 3 ``Not in My Village'': Reflections on Bringing Musical Culture to the Diverse Classroom (Jennifer B. Kotilaine)
ch. 4 Four Techniques that Bridge the Barriers to Knowledge Sharing in the Classroom (Leigh M. Weiss)
ch. 5 When Good Teaching Techniques Stop Working (Jeffrey Marinacci)
ch. 6 Losing It and Getting It Back: A Teacher's Basics for Leading Seminars (James R. Dawes)
ch. 7 Overlooked Essentials for Classroom Discussions (Mary-Ann Winkelmes)

Part 2 Teaching and Learning Beyond the Classroom
ch. 8 Getting the Most out of Weekly Assignments: Using Feedback as a Motivational Tool (Sujay Rao)
ch. 9 How to Improve Students' Writing Before Reading Any (Kerry Walk)
ch. 10 Making Grades Mean More and Less with Your Students (Judith Richardson)
ch. 11 Lessons from Michelangelo and Freud on Teaching Quantitative Courses (Todd Bodner)
ch. 12 Creating the Environment for Better Student-Teacher Conferences (Anne E. Fernald)

Notes
Bibliography

Overviews of Literature and Research on College and University Teaching

Effective Techniques Recommended by Successful Teachers
Teacher Motivation/Student Motivation
Discussion in the Classroom
Collaborative Learning
Grading and Feedback on Students' Work
Diversity and Communication
Balancing Teaching and Professional Concerns
Technology and Teaching
Lecturing

List of Contributors
Index
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Applying the Science of Learning to University Teaching and Beyond

Book
Halpern, Diane F. and Milton D. Hakel, eds.
2002
Jossey-Bass, San Francisco, CA
LB2331.A59 2002
Topics: Cognitive Development   |   General Overviews

Additional Info:
It is sadly true that most of the way we teach and learn is uninformed by laboratory findings in human cognition. Although researchers have made considerable progress in understanding the cognitive and social variables that mediate in the learning process, very little of this basic knowledge has been translated into practice, many research questions that are critically important for directing educational reform remain unanswered, and few in the scientific community ...
Additional Info:
It is sadly true that most of the way we teach and learn is uninformed by laboratory findings in human cognition. Although researchers have made considerable progress in understanding the cognitive and social variables that mediate in the learning process, very little of this basic knowledge has been translated into practice, many research questions that are critically important for directing educational reform remain unanswered, and few in the scientific community have been actively involved in the efforts to reform higher education. This edited volume is among many recent attempts to build on empirically-validated learning activities to enhance what and how much is learned and how well and how long it is remembered. Thus, the movement for a real "Science of Learning" has taken hold-the application of scientific principles to the study of learning-both under the controlled conditions of the laboratory and in the messy real-world settings where most of us go about the business of learning. (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 Learning That Lasts a Lifetime: Teaching for Long-Term Retention and Transfer (Diane F. Halpern, Milton D. Hakel)
ch. 2 Biology Is to Medicine as Psychology Is to Education: True or False? (Nora S. Newcombe)
ch. 3 Successful Lecturing: Presenting Information in Ways That Engage Effective Processing (Robert A. Bjork)
ch. 4 Improving Comprehension Through Discourse Processing (Arthur C. Graesser, Natalie K. Person, Xiangen Hu)
ch. 5 The Theory of Successful Intelligence as a Basis for Instruction and Assessment in Higher Education (Robert J. Sternberg, Elena L. Grigorenko)
ch. 6 Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two-Way Street Between Cognition and Instruction (Richard E. Mayer)
ch. 7 Issues, Examples, and Challenges in Formative Assessment (Earl Hunt, James W. Pellegrino)
ch. 8 Cognitive Psychology and College-Level Pedagogy: Two Siblings That Rarely Communicate (Margaret W. Matlin)

Index
Article cover image

"Good Teaching: One Size Fits All?" (pdf)

Article
Pratt, Daniel D.
2002
in An Up-date on Teaching Theory, San Francisco: Jossey-Bass,
Topics: General Overviews

Additional Info:
Alternative models of “good teaching” are illustrated with a list of key beliefs, assumptions about learning, strategies that characterize each model, and typical difficulties that accompany each model.
Additional Info:
Alternative models of “good teaching” are illustrated with a list of key beliefs, assumptions about learning, strategies that characterize each model, and typical difficulties that accompany each model.
Article cover image

"Education: A Core List of Web Resources for Researchers and Teachers"

Article
Ariew, Susan
2000
Choice 37, no. 8 (2000): 1409-1421
Topics: General Overviews

Additional Info:
Additional Info:
Cover image

Teaching Strategies: A Guide to Better Instruction

Book
Orlich, Donald C., Robert J. Harder, Richard C.Callahan, Harry W. Gibson
2007
Houghton Mifflin Co., Boston, MA
LB1025.3.T437 2007
Topics: General Overviews

Additional Info:
This book provides proven teaching methods, coupled with the best of instructional theory, and is intended for use in undergraduate courses that teach instructional methods or techniques. A brief introduction to schooling and broad educational goals is offered in the first chapter. The following four chapters present the basic "tools" for effective and systematic teaching. The major topics include specifying instructional objectives; sequencing learning activities; applying the various taxonomies; preparing ...
Additional Info:
This book provides proven teaching methods, coupled with the best of instructional theory, and is intended for use in undergraduate courses that teach instructional methods or techniques. A brief introduction to schooling and broad educational goals is offered in the first chapter. The following four chapters present the basic "tools" for effective and systematic teaching. The major topics include specifying instructional objectives; sequencing learning activities; applying the various taxonomies; preparing lesson plans; and application of the fundamentals. The last five chapters present instruction as a dynamic theme being applied in a social system, with the realities of interaction being foremost. The final chapter views classroom management from four different perspectives, stressing the underlying tenet of the book--teacher decision making. Each chapter has a set of intended learner outcomes. The formative evaluation components in each chapter give the student immediate feedback on the extent to which the intended objectives were met. Examples of all teaching strategies are provided in a variety of instructional contexts. (From the Publisher)

Table Of Content:
I. Foundations of Instructional Design
ch. 1 The Professional Challenges of Teaching
Section 1: A Snapshot of Teaching as a Profession
Section 2: The Challenge of Reflective Teaching and Decision Making
Section 3: Meeting Mandated Professional Standards

ch. 2 The Big Picture in Your Classroom: Focusing the Instruction Kaleidoscope
Section 1: A Holistic View of Instruction
Section 2: Three Perspectives on Instructional Decision Making
Section 3: Educational Equity as the Big Picture

II. Fundamental Tools for Instructional Planning
ch. 3 Objectives, Taxonomies, and Standards for Instruction
Section 1: A Rationale for Planning as a Tool
Section 2: Using a Cognitive Taxonomy as an Instructional Guide
Section 3: Using Objectives to Guide Learners
Section 4: Converting Standards to Objectives

ch. 4 Instructional Design
Section 1: Overall Considerations for Instructional Planning
Section 2: Instructional Planning Procedures
Section 3: How Expert Teachers Plan

ch. 5 Sequencing and Organizing Instruction
Section 1: Basic Concepts
Section 2: Models of Lesson Organization
Section 3: Multimethodology as an Instructional Process

III. Instruction as a Dynamic Process in Classrooms
ch. 6 Managing the Classroom Environment
Section 1: The Goal of Managing a Classroom
Section 2: Classroom Routines
Section 3: A Continuum of Management Systems
Section4: Society and Classroom Management

ch. 7 The Process of Classroom Questioning
Section 1: The Importance of Questioning
Section 2: Questioning Strategies
Section 3: Appropriate Questioning Behaviors
Section 4: How Questioning Can Create a Dynamic Learning Environment
Section 5: Common Challenges of Questioning

ch. 8 Small-Group Discussions and Cooperative Learning
Section 1: Organizing and Initiating Discussion Groups
Section 2: Six Basic Small-Group Discussion Types
Section 3: Cooperative Learning

ch. 9 Inquiry Teaching and Higher-Level Thinking
Section 1: Helping Students Become Better Thinkers
Section 2: Inquiry Teaching
Section 3: Methods for Developing Higher-Level Thinking Skills

ch. 10 Classroom Assessment
Section 1: Basic Contexts and Concepts
Section 2: Formative Classroom Assessment
Section 3: Understanding Assessment Tools
Section 4: Constructing Classroom Assessments
Section 5: Grading to Improve Student Learning
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Teaching College: Collected Readings for the New Instructor

Book
Weimer, Maryellen, and Rose Ann Neff, eds.
1998
Atwood Publishing, Madison, WI
LB1738.T35 1998
Topics: General Overviews

Additional Info:
This popular collection of essays written by seasoned and committed educators, guides the first-time instructor through the phases of course planning, teaching, and evaluation. (From the Publisher)
Additional Info:
This popular collection of essays written by seasoned and committed educators, guides the first-time instructor through the phases of course planning, teaching, and evaluation. (From the Publisher)

Table Of Content:
Introduction

Pt. 1 So you're going to teach a college course
Pt. 2 As you plan for your first course
Pt. 3 As you teach for the first time
Pt. 4 Evaluating the results of your teaching
Cover image

Creative Teaching Methods

Book
LeFever, Marlene D.
1996
Cook Ministry Resources, Colorado Springs, CO
BV1534.L435 2004
Topics: General Overviews

Additional Info:
Open a new chapter in creative teaching with this immensely practical book that inspires students and teachers on ways to bring God's living Word to life in the classroom. Initial edition has been field-tested in church and college seminary classrooms.
Put What You Teach in Reach of Your Students
-- Step-by-step descriptions and examples show how to use drama, role-play, mime, simulation, readings, music, art and much more ...
Additional Info:
Open a new chapter in creative teaching with this immensely practical book that inspires students and teachers on ways to bring God's living Word to life in the classroom. Initial edition has been field-tested in church and college seminary classrooms.
Put What You Teach in Reach of Your Students
-- Step-by-step descriptions and examples show how to use drama, role-play, mime, simulation, readings, music, art and much more in creative, effective ways.
-- Updated chapters include; "The Creative Dare", "The Creative Process", "The Creative Person", "Acting Up -- Drama in the Classroom", "Creative Writing: Helping Students Save Their Thoughts", and more.
-- Reproducible resources save time.
-- New edition includes chapter on computers and the internet "Teaching Without Walls" (From the Publisher)

Table Of Content:
Introduction

ch. 1 The Creative Dare
ch. 2 The Creative Process
ch. 3 The Creative Person
ch. 4 Acting Up - Drama in the Classroom
ch. 5 Roleplay
ch. 6 Mime
ch. 7 Simulation Games
ch. 8 Never Too Old for "Tell Me a Story"
ch. 9 Discussion - the Learning Imperative
ch. 10 Case Study - Chunk of Reality in the Classroom
ch. 11 Creative Writing - Helping Students Save Their Thoughts
ch. 12 Joyful Noises
ch. 13 Art - What Colors Are in God?
ch. 14 Teaching Without Walls
Cover image

Successful College Teaching: Problem-Solving Strategies of Distinguished Professors

Book
Baiocco, Sharon A. and Jamie N. DeWaters
1998
Allyn & Bacon, Boston, MA
LB2331.B35 1998
Topics: General Overviews

Additional Info:
Open this book and you'll enter the classrooms of award-winning faculty. Their classes range from a lab section of nine students to a lecture hall of 400 students with standing room only. You'll observe the teaching style of these professors, their relationships with students, and most importantly, how they solve instructional problems. You'll discover the traits - innate and learned - that set distinguished teachers apart from their colleagues, including an ...
Additional Info:
Open this book and you'll enter the classrooms of award-winning faculty. Their classes range from a lab section of nine students to a lecture hall of 400 students with standing room only. You'll observe the teaching style of these professors, their relationships with students, and most importantly, how they solve instructional problems. You'll discover the traits - innate and learned - that set distinguished teachers apart from their colleagues, including an infectious love of learning, high-level problem-solving skills, and a radar-like system that scans and interprets the learning environment. Drawing upon interviews with 30 professors who have received awards for teaching excellence, Baiocco and DeWaters highlight the common characteristics, philosophies, methods, and behaviors that have helped these professors win teaching awards on their campuses. (From the Publisher)

Table Of Content:
Foreword
Preface
About the Authors

ch. 1 The Need to Improve Teaching Now: Introduction and Overview
ch. 2 Forces for Change versus Institutional Inertia
ch. 3 We're Talking about a Revolution: The Need for Reform in Faculty Preparation and Development
ch. 4 Studies in Excellence
ch. 5 Distinguished Teaching: A New Way of Viewing the Character of Excellence
ch. 6 Scholars of Teaching
ch. 7 Instructional Problem Solving: Dealing with Diverse Individuals
ch. 8 Instructional Problem Solving: Group Dynamics
ch. 9 A Problem-Solving Theory of Teaching
ch. 10 Application of the Problem-Solving Theory: Distinguished Teachers Advise
ch. 11 Futuristic Faculty Development: Toward a Comprehensive Program

Appendix A National Survey of Faculty Development Programs
Appendix B AAUP Presidents Teaching Excellence Survey, Respondents, and Results
Appendix C Surveys of Faculty Teaching Award Winners
Appendix D Tools for Developing Professionalism

References
Index
Cover image

Journal on Excellence in College Teaching Vol. 12 No. 1

Journal Issue
2001
Journal on Excellence in College Teaching (Miami University, Oxford, OH 2001)
LB2331.J6878 v.12 no.1 2001
Topics: General Overviews

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Focus on Learning: A Message From the Editors, Richlin, L., & Cox, M. D.
Helping Students Learn to Learn by Using a Checklist, Modified Rubrics, and E-Mail, Fleming, V. M.
What Our Students Have to Say: Students' Reflections on the Professional Portfolio, Verkler, K. W., Wiens, G. A., Lynch, J. S., Gurney, D. W., Higginbotham, P. E., Sievert, B. W., & Wise, W. S.
Encouraging Critical Thinking About Race Through Media Analysis, Texeira, M. T., & Marx, M.
Risk to React, Then Commit: QuickWrite as an Integrated Classroom Learning Strategy, Rehorick, D., & Perry, B.
Using Music With Demonstrations to Trigger Laughter and Facilitate Learning in Multiple Intelligences, Berk, R. A.
High-Technology Instruction: A Framework for Teaching Computer-Based Technologies, Montagu, A. S.
A Comparative Analysis of Student Satisfaction and Learning in a Computer-Assisted Environment Versus a Lecture Environment, Yarbrough, D. N.
Cover image

Journal on Excellence in College Teaching, Vol. 12, No. 2

Journal Issue
2001
Journal on Excellence in College Teaching (Miami University, Oxford, OH 2001)
LB2331.J6878 v.12 no.2 2001
Topics: General Overviews

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Emotional Development for Cognitive Development: A Message From the Editors, Richlin, L., Cox, M. D., & Wentzell, G. W.
The Impact of Instructor Verbal and Nonverbal Immediacy on Student Perceptions of Attractiveness and Homophily, Edwards, A., & Edwards, C.
Creating Contexts for Motivation and Self-Regulated Learning in the College Classroom, Salisbury-Glennon, J. D., Young, A. J., & Stefanou, C. R.
"Blowing the Teachers Away": Teaching Controversial and Sensitive Issues to Undergraduates, Gilbert, P. R., & Eby, K. K.
From Stereotypes to Sociotypes: The Impact of Multicultural Education, Gilbert, J. A.
Feedback and Change: Assessment of Individual Contributions Within Collaborative Activities in the Higher Education Classroom, Stefanou, S. E., Hood, L. F., & Stefanou, C. R.
The Role of Memorable Messages in the Socialization of New University Faculty, Dallimore, E. J.
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Teaching, Questioning and Learning

Book
Morgan, Norah and Juliana Saxton
1991
Routledge, New York, NY
LB1027.44.M65 1991
Topics: Problem-Based Learning   |   Discussion   |   General Overviews

Additional Info:
We learn by asking questions. We learn better by asking better questions. We learn more by having opportunities to ask more questions. The aim of this book is to help both teachers and students develop their questioning skills in order to share in the process of inquiry. "Teaching, Questioning and Learning" offers teachers practical suggestions, illustrated with examples from classroom experience, based upon current educational thinking. Part one sets out ...
Additional Info:
We learn by asking questions. We learn better by asking better questions. We learn more by having opportunities to ask more questions. The aim of this book is to help both teachers and students develop their questioning skills in order to share in the process of inquiry. "Teaching, Questioning and Learning" offers teachers practical suggestions, illustrated with examples from classroom experience, based upon current educational thinking. Part one sets out the reasons for the limited effectiveness of questions in present classroom, and examines the two structures which form the matrix of all educational processes: the structure for thinking and the structure for feeling. Part two looks at a simple three-part classification of general functions for questions: those which tap into what is already known and which elicit a sense of responsibility towards the conduct of and approach to the work: those which build a context for shared understanding: and those which challenge students to think critically and creatively for themselves. Part three looks at classroom discourse and the techniques which promote an environment for talk. (From the Publisher)

Table Of Content:
Introduction

Part 1 Why the question?
ch. 1 What seems to be the problem
ch. 2 A question of thinking
ch. 3 A question of feeling
ch. 4 The example lesson: 'Snow White'

Part 2 What kind of question?
ch. 5 A classification of questions
ch. 6 The example lesson: 'Finding areas'
ch. 7 A glossary of questions

Part 3 How do we question?
ch. 8 Fewer questions, better questions and time to think
ch. 9 Putting the question, handling the answer
ch. 10 The case for the student as questioner
ch. 11 Switching places: the student as questioner
ch. 12 The example lesson: ' Ann Graham'

Appendixes
Notes
Bibliography
Index
Cover image

Awakening Minds: The Power of Creativity in Teaching

Book
Downton, James, Jr.
2003
Humanics Trade Group, Atlanta, GA
LB1590.5.D687 2003
Topics: Vocation of Teaching   |   Philosophy of Teaching   |   General Overviews

Additional Info:
Awakening Minds is an invitation to change. It brings a creative spirit to education through experiences that expand awareness, lead to new choices, and cultivate change. Discover how teaching can serve your life purposes and how creative thinking surprises the mind so novel ideas come quickly. Learn to use "deep listening," "strategic questioning," and "effective coaching" to increase your effectiveness as a teacher and make education more of an adventure. ...
Additional Info:
Awakening Minds is an invitation to change. It brings a creative spirit to education through experiences that expand awareness, lead to new choices, and cultivate change. Discover how teaching can serve your life purposes and how creative thinking surprises the mind so novel ideas come quickly. Learn to use "deep listening," "strategic questioning," and "effective coaching" to increase your effectiveness as a teacher and make education more of an adventure. Develop innovative learning exercises that capture the attention of students and cultivate their full participation. (From the Publisher)

Table Of Content:
Becoming A More Creative Teacher
The best lecturer is an interesting book. Realizing this opens the way for innovations in teaching. Instead of telling students, we involve them so they are eager to learn. By becoming more creative teachers, we discover that teaching can be a fascinating adventure.

ch. 1 Teaching With Purpose When teaching serves our life purposes, it takes on a special meaning as a mission. What are our life purposes and teaching mission? Instead of simply emulating the styles of admired teachers, we create a unique way to teach that serves our own purposes.

ch. 2 Identity Affects How You Teach
Identity affects what we try as teachers. If our identities are too conventional, we restrict our creativity and diminish our willingness to take risks. By remodeling our identities, we discover creative ways to teach that inspire us and our students.

ch. 3 Cultivate A Playful Mind
Playful mind is flexible, imaginative, and eager to think in new ways. With a playful mind, designing innovative learning processes becomes easier. We learn to cultivate more playful thinking, which expands our ability to invent novel approaches in our teaching.

ch. 4 You Have Special Gifts
Most of us are unaware of our special gifts for teaching. Those gifts are the “creativity tools” we can use to enliven education. Knowing how and when to use specific tools is part of becoming a more creative and effective teacher.

ch. 5 Engage Students In Active Learning
“Tell me and I'll forget. Show me and I’ll learn. Involve me and I’ll understand.” Students become involved when we create experiential exercises that awaken and engage their minds. By emphasizing active learning, we see a sudden rise in students’ attention and receptivity.

ch. 6 Be Willing To Take Risks
Fear permeates education. Teachers and students alike may hold back for fear of being wrong or looking foolish. Those fears add too much caution to learning. We discover how to reduce the size of our fears in order to bring new vitality to teaching and education.

ch. 7 Manage The Size Of Your Ego
Ego is concern for oneself and its survival. The smaller the ego feels, the more it tries to inflate its size. Education is dramatically affected by teachers and students trying to manage the size of their egos. We use“Recovery Claims” to keep our egos from shrinking.

ch. 8 Create Motivation And Participation
Motivation and participation can be created. We learn to motivate our students by designing learning exercises on “the four cornerstones of motivation.” We increase their participation by understanding what holds them back.

ch. 9 Community Service Stimulates Learning
When students serve in the community while learning in the classroom, their motivation escalates. With greater interest, their engagement with issues deepens, so classroom learning becomes more dynamic.

ch. 10 Cultivate Inspiration
The mind becomes more playful when it is surprised. One way to surprise it is by creating arbitrary “inspiration points.” This adds a steady stream of novelty to teaching. By learning to create our own inspiration, we discover how easy it is to generate ideas for teaching.

ch. 11 Develop Novel Ideas For Teaching
It is easy to fall into a rut while teaching. To discover new ideas and approaches, we travel down unusual pathways. We use “Object Play” and “Mind Switching” to stimulate our search. When we do, we find creative ideas coming to us with little effort. Fun is added to teaching.

ch. 12 Nurture Positive Relationships
Teachers invent stories about students. When the stories are negative, relationships with students suffer. When they are positive, good relationships develop. By revising our stories, we nurture more positive relationships with our students. This increases mutual trust and respect.

ch. 13 Create Balance
We can become so overworked as teachers, we fall out of balance, feel miserable, and lose our enthusiasm for teaching. Recovering balance helps us to create a greater sense of contentment. While innovating, we accommodate conflicting inner voices, then balance workloads.

ch. 14 Stop The Stories That Torture You
We may live in stories of belief that limit us and make us miserable as teachers. Assumptions are beliefs that limit our thinking. Ideals are beliefs that can lead to disappointment and unhappiness. We change our stories so teaching becomes more creative and enjoyable.

ch. 15 Give Up Resistance And Resignation
Resisting what cannot be changed produces frustration. Becoming resigned to situations that can be changed causes alienation. When we give up resistance and resignation, we create a new sense of freedom and greater ease in teaching.

ch. 16 Use Questions To Guide The Mind
Teachers often ask questions without a clear sense for their impact on the activity of the mind. Questions guide what the mind thinks about and how deeply it engages an issue. We learn to use questions consciously to deepen inquiry, expand options, and empower students to change.

ch. 17 Listening Deeply
Listening usually occurs on the surface. Facts and feelings may be heard, but needs and desires for change are often missed. By learning to listen at four levels, we hear more as teachers, which gives us the ability to deepen any discussion and to solve problems more effectively.

ch. 18 Leading Dynamic Discussions
Discussions are great learning opportunities when they are focused and dynamic. When we listen deeply and ask probing questions, we engage the interest of students and intensify their learning. The ability to lead dynamic discussions gives our teaching greater impact.

ch. 19 Be Receptive To Coaching
When receiving “criticism,” a teacher’s ego is likely to deflate, so listening stops. “Defend” and “counterattack” may be automatic. We discover how we respond to criticisms, then develop greater receptivity to coaching and change. Our effectiveness increases as a result.

ch. 20 Coach Effectively
When teachers give feedback to students, it is often negative. Using the “Sandwich Technique” while coaching, we create a better balance between positive and negative feedback. We show students what they are doing well and what they might change.

ch. 21 “Nightmare” Students
“Nightmare” students present unique and creative challenges. There are the “unmotivated,” “critics,” “minimalists,” and “tormentors.” Like sleeping nightmares, we wish they did not exist, but they do. How we teach can also make normal students into nightmares.

ch. 22 Creativity Is Always Possible
When circumstances seem too limiting, we may play it safe and take a conventional approach rather than be creative. Imposed requirements or teaching a large class may weaken our resolve to the point where we forget that using a creative approach is always possible.

ch. 23 Teaching Wisdom
“Wisdom” is not a word often heard in teaching. Yet, when we ask questions about wisdom, the mind gladly seeks answers. We discover the power of wisdom to open new understandings about any issue. We use wisdom as a crucial part of our creativity as teachers.

ch. 24 Looking Back
Creative teaching enlivens education, deepens a teacher’s impact on the thinking and lives of students, and leads to a sense of greater fulfillment. Imagining those possibilities for ourselves, we discover why we became teachers.
Article cover image

"A Miniature Guide For Those Who Teach On How to Improve Student Learning: 30 Practice Ideas" (pdf)

Article
Elder, Linda and Richard Paul
2002
The Foundation for Critical Thinking
not catalogued
Topics: Constructivist & Active Learning Theory   |   General Overviews

Additional Info:
Provides 30 practical ideas for the improvement of instruction based on critical thinking concepts and tools. It builds on, and goes beyond, the ideas in the mini-guide Active and Cooperative Learning. It cultivates student learning encouraged in the How to Study and Learn mini-guide. (From the Publisher)
Additional Info:
Provides 30 practical ideas for the improvement of instruction based on critical thinking concepts and tools. It builds on, and goes beyond, the ideas in the mini-guide Active and Cooperative Learning. It cultivates student learning encouraged in the How to Study and Learn mini-guide. (From the Publisher)
Cover image

The Jossey-Bass Reader on Teaching

Book
2003
John Wiley & Sons, San Francisco, CA
LB1025.3.J684 2003
Topics: General Overviews

Additional Info:
All teachers come to the profession with high ideals but few are prepared for the challenges posed by the complexities of classroom life. How can they remain passionate and inspired in the face of the daily realities of teaching? And how can teachers engage their students in the quest to know and discover?

Written by some of the most highly acclaimed teacher-writers, The Jossey-Bass Reader on Teaching includes ...
Additional Info:
All teachers come to the profession with high ideals but few are prepared for the challenges posed by the complexities of classroom life. How can they remain passionate and inspired in the face of the daily realities of teaching? And how can teachers engage their students in the quest to know and discover?

Written by some of the most highly acclaimed teacher-writers, The Jossey-Bass Reader on Teaching includes excerpts from books, essays, and articles that explore the very heart of the teaching experience. This comprehensive resource offers a wide variety of perspectives and insights into the realities of classroom teaching. The volume's contributors are some of the best known teachers and education experts: Parker Palmer, Sylvia Ashton-Warner, William Ayers, Lisa Delpit, Robert L. Fried, Paulo Freire, Maxine Greene, Martin Haverman, Herbert Kohl, Andrew Dean Mullen, James Nehring, Vivian Gussin Paley, Vito Perrone, Mike Rose, Seymour Sarason, and Frank Smith.

The nineteen chapters in this stellar collection explore the challenges and joys of teaching and cover three main topics: the meaning of teaching, the experience of teaching, and the art of teaching skills. In addition, the book presents concrete ideas for developing a variety of strategies for providing opportunities for students to become involved in doing schoolwork themselves and for engaging students in meaningful projects.

Learning to teach is a lifetime affair involving constantly changing complexities of context, curriculum, and the communities of students; this book guides teachers to become passionate, dedicated, and purposeful.

Table Of Content:
Sources
About the Authors
Acknowledgments
Foreword

ch. 1 The Heart of a Teacher: Identity and Integrity in Teaching
ch. 2 The Mystery of Teaching
ch. 3 Passionate Teaching
ch. 4 Reading the World/Reading the Word
ch. 5 Teaching as Possibility: A Light in Dark Times
ch. 6 Learning to Read
ch. 7 Order in the Classroom
ch. 8 "Welcome to the Sixth Grade"
ch. 9 Excerpt from White Teacher
ch. 10 Teachers College and Student Teaching
ch. 11 Change, Resistance, and Reflection
ch. 12 Is Passionate Teaching for New Teachers, Too?
ch. 13 Groups
ch. 14 Creative Teaching
ch. 15 The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children
ch. 16 Refining the Craft of Teaching
ch. 17 Calexico, California
ch. 18 The Pedagogy of Poverty Versus Good Teaching
ch. 19 The Immensity of Children's Learning
Cover image

Innovations in Interdisciplinary Teaching

Book
Haynes, Carolyn, ed.
2002
Oryx Press, Westport, CT
LB2361.I44 2002
Topics: Diversifying the Curriculum   |   General Overviews

Additional Info:
According to this book, interdisciplinary pedagogy is not synonymous with a single process, set of skills, method, or technique. Instead, it is concerned primarily with fostering in students a sense of self-authorship and a notion of knowledge that they can use to respond to complex questions, issues, or problems. Most faculty members have disciplinary terminal degrees, little preparation for teaching, and previous experience learning and teaching solely in disciplinary classroom ...
Additional Info:
According to this book, interdisciplinary pedagogy is not synonymous with a single process, set of skills, method, or technique. Instead, it is concerned primarily with fostering in students a sense of self-authorship and a notion of knowledge that they can use to respond to complex questions, issues, or problems. Most faculty members have disciplinary terminal degrees, little preparation for teaching, and previous experience learning and teaching solely in disciplinary classroom settings. This collection is designed to assist both new and experienced faculty members who are teaching in interdisciplinary settings and who want to advance integrative learning with their students, as well as administrators who want to encourage integrative and interdisciplinary teaching in their institutions. The contributors offer many intriguing approaches for achieving the goals of interdisciplinary pedagogy. (From the Publisher)

Table Of Content:
Acknowledgments
About the Editor and Contributors
Introduction: Laying a Foundation for Interdisciplinary Teaching (Carolyn Haynes)

Part I Standard Approaches to Interdisciplinary Teaching
ch. 1 Interdisciplinary Curriculum Design and Instructional Innovation: Notes on the Social Science Program at San Francisco State University (Stanley Bailis)
ch. 2 Enhancing Interdisciplinarity Through Team Teaching (Jay Wentworth, and James R. Davis)
ch. 3 Writing in Interdisciplinary Courses: Coaching Integrative Thinking (Marcia Bundy Seabury)

Part II Innovative Approaches to Interdisciplinary Teaching
ch. 4 Teaching on the Edge: Interdisciplinary Teaching in Learning Communities (Valerie Bystrom)
ch. 5 "Good and Ill Together": Interdisciplinary Teaching with Technology (Robert M. Bender)
ch. 6 Interdisciplinarity, Diversity, and the Future of Liberal Education (Debra Humphreys)

Part III Applying One Disciplinary-Based Pedagogy to Interdisciplinary Teaching
ch. 7 Being There: Performance as Interdisciplinary Teaching Tool (Jeff Abell)
ch. 8 Margaret Sanger, Marie Curie, Maya Angelou, Marcel Duchamp, and Mary Belenky Teach a Women's Studies Course: A Discussion of Innovative Interdisciplinary Approaches to Feminist Pedagogy (Nancy M. Grace)
ch. 9 Transforming Undergraduate Science Through Interdisciplinary Inquiry (Christopher Myers and Carolyn Haynes)

Part IV Interdisciplinary Teaching in Different Settings or to Different Students
ch. 10 It Takes More Than a Passport: Interdisciplinarity in Study Abroad (George Klein)
ch. 11 Interdisciplinarity and the Adult/Lifelong Learning Connection: Lessons from the Classroom (Roslyn Abt Schindler)

Part V Support for Interdisciplinary Teaching
ch. 12 Academic Advising in Interdisciplinary Studies (Virginia N. Gordon)
ch. 13 Transforming Interdisciplinary Teaching and Learning Through Assessment (Michael Field and Don Stowe)

Conclusion: Achieving Interdisciplinary Innovation: Leading and Learning in Community (Faith Gabelnick)
Index
Article cover image

"Fostering Deeper Learning" (pdf)

Article
Johnston, Carol
1998
Department of Economics, The University of Melbourne (1998) http://econ.unimelb.edu.au/TLdevelopment/fost.htm
Topics: General Overviews

Additional Info:
A brief reflective article that summarizes the factors in fostering deeper learning: the degree of interest, relevance and challenge provided by the subject content, a workload which is not perceived as excessive by students, clarity and organization of classes, provision of a framework through the use of concept maps which demonstrate interrelationships, assessment instruments which reward deeper learning, and student involvement in their own learning through the use of strategies ...
Additional Info:
A brief reflective article that summarizes the factors in fostering deeper learning: the degree of interest, relevance and challenge provided by the subject content, a workload which is not perceived as excessive by students, clarity and organization of classes, provision of a framework through the use of concept maps which demonstrate interrelationships, assessment instruments which reward deeper learning, and student involvement in their own learning through the use of strategies such as group work or negotiation of topics for subject assessment tasks.
Cover image

Journal on Excellence in College Teaching, Vol. 13, No. 1

Journal Issue
2002
Journal on Excellence in College Teaching (Miami University, Oxford, OH 2001)
LB2331.J6878 v.13 no.1 2002
Topics: General Overviews

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Our Bodies, Ourselves -- Connecting Teaching to Learning: A Message From the Editors, Richlin, L., Cox, M. D., & Wentzell, G. W.

Thinking With the Heart: Provoking Emotion as a Tool for Learning, Gould, J. B.

Assessing the Effects of Using Interactive Learning Activities in a Large Science Class, O'Loughlin, V. D.

Using Educational Technology to Improve Constructivist Instruction in Higher Education, Gueldenzoph, L. E., & Chiarelott, L.

Beyond Consumerism and Utopianism: How Service Learning Contributes to Liberal Arts Ideals, Schwartzman, R., & Phelps, G. A.

The Midnight Run: From Surprise to Critical Thinking, Beckman, M.

Sisyphus, Prometheus, and the Importance of Building Strong Relationships With Students, Galer-Unti, R. A.
Article cover image

"How to Make Your Students Cry: Lessons in Atrocity, Pedagogy, and Heightened Emotion"

Article
Friedman, Natalie
2003
Council of Societies for the Study of Religion Bulletin 32, no. 1 (2003): 3-8
Topics: Classroom Management   |   Philosophy of Teaching   |   General Overviews

Additional Info:
Additional Info:
Cover image

Successful Beginnings in College Teaching: How to Engage Your Students, and Keep Them Engaged, from Day 1

Book
Provitera-McGlynn, Angela
2001
Atwood Publishing, Madison, WI
LB2331.P768 2001
Topics: General Overviews

Additional Info:
Laying the groundwork for a successful semester starts with the first day of class. Author Angela Provitera McGlynn tells that the first day is not the day to pass out a syllabus and let everyone go. Rather, it's the day to set the context for the rest of the semester.

The author stresses the need for developing an atmosphere of respect for diversity while simultaneously providing a safe ...
Additional Info:
Laying the groundwork for a successful semester starts with the first day of class. Author Angela Provitera McGlynn tells that the first day is not the day to pass out a syllabus and let everyone go. Rather, it's the day to set the context for the rest of the semester.

The author stresses the need for developing an atmosphere of respect for diversity while simultaneously providing a safe and exciting place to explore differences.

Included are a whole variety of ice breakers and other exercises to keep students engaged and interacting. In addition, such vital issues as environment, motivation, and civility are addressed with suggestions for promoting positive interactions. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Classroom and Course Management: The Nuts and Bolts of Successful Beginnings
Teach Students to Do Well in Your Course
Make Your Attendance Policy Clear
Gather Information about Your Students
Accommodate Students Who Have Special Needs
Some Ideas on Promoting Student Success
Clarify Your Testing Policy
The Issue of Academic Integrity
Some Quick Tips on Managing the Learning Environment
Guidelines for Student Success (handout)
Preparing for and Taking Exams (handout)
More Tips for Test Preparation and Test Taking (handout)

ch. 2 A Positive Start: First-Day Classroom Activities and Icebreakers
Family Name Exercise
``What's in a Name?'' Exercise
Stand Up-Sit Down Exercise
Activities That Help Students Find Commonalities
Introduction by Identities Exercise
Student Disclosure Exercises
Dyadic interviews
Dyadic sharing using drawing or writing
Informal sharing exercises
Walk around the room exercises
Scavenger hunt
Wheel within a wheel
Alphabetize exercise
Introductions and repetition
Introducing Yourself
Course Expectation Activities
Your Goal: A Relaxed Atmosphere from Day 1
Personal Reference Inventory (PRI)

ch. 3 Creating a Welcoming Classroom Environment
The ``Chilly Classroom Climate''
What Students Want from Us as Faculty
How to Build Rapport and Connect with Your Students
Specific Tips for Building Rapport and Connecting with Students
Promoting Student-Student Interaction
Participation, Motivation, and Perseverance

ch. 4 Promoting Student Participation and Motivation
Promoting Self-Regulation: Teaching Students How to Learn and Improving Student Learning
The Interactive Classroom
The interactive lecture
Engaging your students --- even the passive and resistant ones The class discussion
Planning and executing classroom discussions
Cooperative and Collaborative Learning
The benefits --- and risks --- of cooperative and collaborative learning
Some specific group learning strategies
The Essence of Promoting Student Participation and Motivation

ch. 5 Dealing with Incivility in the College Classroom
What Is Classroom ``Incivility''?
Guidelines for Courtesy and Respect
Specific Disruptive Behaviors --- and How to Handle Them
Dealing with students who have side conversations
Dealing with students who sleep or do unrelated work
Dealing with student disruptions in large-lecture classes
It's Always Good to Have a Plan

ch. 6 Keeping the Ball Rolling to a Fruitful Conclusion
Motivating Your Students to Complete the Semester
The Role of Writing Exercises in Keeping Students Engaged, Promoting Critical Thinking Skills, and Fostering Learning
Other Active Learning Exercises to Help Your Students Persevere
Drawing the Semester to a Positive Close
Taking Class Notes

ch. 7 Turning ``Successful Beginnings'' into Successful Teaching Experiences

Appendix: Creating Your Course Syllabus: A Brief Overview
Helpful Teaching Resources
References
About the Author
Cover image

Teaching for Quality Learning at University

Book
Biggs, John
1999
Society for Research into Higher Education & Open University Press, Philadelphia, PA
LB2331.B526 1999
Topics: General Overviews

Additional Info:
John Biggs tackles how academics can improve their teaching in today's circumstances of large classes and diverse student populations. His approach is practical but not prescriptive. Teachers need to make decisions on teaching and assessment methods to suit their own circumstances. In order to do that they need a conceptual framework to inform their decision-making. Such a framework is clearly described and exemplified by this book. University teachers can readily ...
Additional Info:
John Biggs tackles how academics can improve their teaching in today's circumstances of large classes and diverse student populations. His approach is practical but not prescriptive. Teachers need to make decisions on teaching and assessment methods to suit their own circumstances. In order to do that they need a conceptual framework to inform their decision-making. Such a framework is clearly described and exemplified by this book. University teachers can readily adapt the ideas here to their own subjects and teaching conditions. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgements

ch. 1 Changing university teaching
ch. 2 Constructing learning by aligning teaching: constructive alignment
ch. 3 Formulating and clarifying curriculum objectives
ch. 4 Setting the stage for effective teaching
ch. 5 Good teaching: principles and practice
ch. 6 Enriching large-class teaching
ch. 7 Teaching international students
ch. 8 Assessing for learning quality: I. Principles
ch. 9 Assessing for learning quality: II. Practice
ch. 10 Some examples of aligned teaching
ch. 11 On implementation

References
Index
The Society for Research into Higher Education
Article cover image

"Why More Isn't Less: The Case for Collaborative Teaching"

Article
Sorenson, D. Lynn
2002
Focus on Faculty 10, no. 1 (2002): 4-5
Topics: General Overviews

Additional Info:
Additional Info:
Article cover image

"Effective Use of Guest Teachers"

Article
Baron, Leora
2003
University of Nevada, Las Vegas, Teaching and Learning Center (2003) http://tlc.unlv.edu/articles/CourseManagement/tlc_effectiveuseofguestteachers.pdf
Topics: General Overviews

Additional Info:
Additional Info:
Additional Info:
Since its inception in 1969, Change magazine has been the bellwether of higher education. It has framed the key issues confronting the academy, attracted the best minds, and shaped the debate.

In this important collection, Deborah DeZure and a panel of contributing editors have selected landmark articles on teaching and learning in higher education published in Change from its launch to the present.

Through the articles and ...
Additional Info:
Since its inception in 1969, Change magazine has been the bellwether of higher education. It has framed the key issues confronting the academy, attracted the best minds, and shaped the debate.

In this important collection, Deborah DeZure and a panel of contributing editors have selected landmark articles on teaching and learning in higher education published in Change from its launch to the present.

Through the articles and incisive commentaries we follow the controversies, witness the reception of innovations, and trace the threads of continuity of the past thirty years. What emerges is both an indispensable set of perspectives and a rich resource of models and ideas.

The book spans a period that began in the turmoil of student unrest in the 60's, and concludes at the close of 1999 with higher education grappling with the issues of purpose, accountability, technology and changing demographics.

What is striking about these articles is the vitality and relevance of the voices from the past. They offer valuable insights and inspiration as we plan for the future, and consider how to foster effective teaching and learning environments.

Organized by topic, the articles in each section are introduced by a recognized authority in the field. Deborah DeZure's Introduction and Conclusion offer both the context and an analysis of trends.

Learning from Change constitutes both fascinating reading and an important compass for administrators in higher education, directors of faculty development, and deans, department chairs and faculty engaged in leadership roles in the academy. It is an invaluable introduction and survey for anyone who wants to familiarize him or herself with the issues and trends. (From the Publisher)

Table Of Content:
Foreword (Theodore J. Marchese)
Editor's Acknowledgements
Publisher's Acknowledgements
Introduction (Deborah DeZure)

Promoting a Culture of Teaching and Learning (Pat Hutchings)
Students: Portraits of Students - A Gallery Tour (K. Patricia Cross)
Curriculum (Jerry G. Gaff)
The Origins of Contemporary Learning Communities Residential Colleges, Experimental Colleges and Living-Learning Communities (Zelda F. Gamson)
Work, Service and Community Connections (Alfredo G. de los Santos, Jr.)
Philosophy, Psychology and Methods of Teaching (Wilbert J. McKeachie)
Visiting Across The Disciplines: Change and The National Teaching Project (James Wilkinson)
Science Education Reform: Getting Out The Word (Daniel L. Goroff)
Professional, Graduate and Teacher Education: Criticism and Reform (Joan S. Stark, and Malcolm A. Lowther)
Assessing Student Learning (Barbara D. Wright)
Evaluating Teaching (Peter Seldin)
Teacher Narratives (Diane Gillespie)
Media and Technology, Plus ca change (Kenneth C. Green)

Conclusions
Editor's and Contributing Editor's Biographies
Article Index by Author
Index
Book cover image

To Improve the Academy, vol. 22

Book
Catherine M. Wehlburg, Editor; Sandra Chadwick-Blossey, Associate Editors
2004
To Improve the Academy 22 (Professional and Organizational Development Network, New Forums Press, Stillwater, OK 2004)
LB1731.T59 V.22
Topics: General Overviews

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Preface
Introduction

Section I: Past, Present, and Future of SoTL
ch. 1 The Scholarship of Teaching and Learning: Past Lessons, Current Challenges, and Future Visions

Section II: Assessment and Faculty Development
ch. 2 Triangulating Faculty Needs for the Assessment of Student Learning
ch. 3 Documenting the Educational Innovation of Faculty: A Win-Win Situation for Faculty and the Faculty Development Center
ch. 4 Evaluating the Return on Investment of Faculty Development
ch. 5 Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful

Section III: Curriculum Design and Evaluation
ch. 6 Color-Coded Course Design: Educating and Engaging Faculty to Educate and Engage Students
ch. 7 From SGID and GIFT to BBQ: Streamlining Midterm Student Evaluations to Improve Teaching and Learning
ch. 8 A Versatile Interactive Focus Group Protocol for Qualitative Assessments

Section IV: Faculty Development Tools
ch. 9 A Transformative Model for Designing Professional Development Activities
ch. 10 A Systematic, Hands-On, Reflective, and Effective (SHORE) Approach to Faculty Development for New and Seasoned Faculty
ch. 11 Foucault and the Practice of Educational Development: Power and Surveillance in Individual Consultations
ch. 12 Approaching Faculty-Development Support From the Grassroots: Establishment of an Innovative, Formal, Untenured Faculty Organization
ch. 13 Fostering Diversity in a Faculty Development Organization
ch. 14 Playing Well With Others: Academic Development as a Team Sport

Section V: Student Learning and Faculty Development
ch. 15 Problem-Based Service Learning: Rewards and Challenges With Undergraduates
ch. 16 Effective Peer Evaluation in Learning Teams
ch. 17 An International Perspective on Assessing Group Projects
ch. 18 The Hesburgh Certificate and Portland State University's Faculty Development Approach to Supporting Service Learning and Community-University Partnerships

Section VI: Faculty Development With Part-Time Instructors
ch. 19 Making Adjunct Faculty Part of the Academic Community
ch. 20 Graduate Student Mentors: Meeting the Challenges of the Ongoing Development of Graduate Student Instructors

Bibliography
Cover image

First Day to Final Grade

Book
Curzan, Anne and Lisa Damour
2000
University of Michigan Press, Ann Arbor, MI
LB2335.4.C87 2000
Topics: General Overviews   |   Doctoral Students and New Teachers

Additional Info:
Many universities are concerned about improving the pedagogy used by their graduate students in the classroom. Yet few universities provide adequate training or support. As a result, most new graduate student teachers feel overwhelmed by the demands of being both a teacher and a student.

Written from the perspective of both professors who have been in the classroom for many years and inexperienced teachers of the "I wish ...
Additional Info:
Many universities are concerned about improving the pedagogy used by their graduate students in the classroom. Yet few universities provide adequate training or support. As a result, most new graduate student teachers feel overwhelmed by the demands of being both a teacher and a student.

Written from the perspective of both professors who have been in the classroom for many years and inexperienced teachers of the "I wish someone had told me" variety, First Day to Final Grade should be every graduate student's first step in teaching. The guiding principle of this book is that, while theoretical wisdom about teaching is important, graduate students need specific, practical answers to questions that arise during the semester.

The text is written to function as a quick reference tool, but is equally effective when read from start to finish in preparation for teaching. It focuses on the "how tos" of teaching, such as setting up a lesson plan, running a discussion, and grading, as well as issues specific to the teaching assistant's unique role as both student and teacher, such as working effectively with the course professor and balancing teaching with graduate studies.

While some of the text addresses only first-time teachers, experienced teaching assistants can learn new teaching strategies from the material and use the specific lesson plans provided to vary their pedagogical approach. In addition, sections addressing the needs of international teaching assistants, questions of authority, diversity in the classroom, and various learning styles will also prove helpful to many. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Becoming a Teacher
ch. 2 The First Day of the Term
ch. 3 Weekly Class Preparation
ch. 4 Running a Discussion
ch. 5 Problem Sets and Laboratories
ch. 6 Trusty Class Plans
ch. 7 One-on-One Interaction with Students
ch. 8 Grading
ch. 9 Feedback from Students
ch. 10 The Balance of School and Teaching

App. A Sample Course Syllabi
App. B Lesson Plan for a Discussion Class
App. C Lesson Plan for a Lecture Class
App. D Annotated Text with Questions
App. E Guidelines for a Paper Workshop
App. F Guidelines for Writing a Peer Response
App. G Sample Letters of Recommendation
App. H Midterm Evaluation

Index
Cover image

First Steps to Excellence in College Teaching

Book
Johnson, Glenn Ross
1995
Atwood Publishing, Madison, WI
LB2331.J565 1995
Topics: General Overviews

Additional Info:
Media attention focused on the instructional quality in colleges and universities reflects a higher education system that must do a better job of preparing instructors. First Steps is written just for that purpose — to help new instructors and teaching assistants set and meet standards of excellence.

Glenn Ross Johnson provides the basics of instruction, from preparation through evaluation, step-by-step. He focuses on what new instructors need most, covering ...
Additional Info:
Media attention focused on the instructional quality in colleges and universities reflects a higher education system that must do a better job of preparing instructors. First Steps is written just for that purpose — to help new instructors and teaching assistants set and meet standards of excellence.

Glenn Ross Johnson provides the basics of instruction, from preparation through evaluation, step-by-step. He focuses on what new instructors need most, covering the essentials such as:

• Determining your course objectives

• Selecting textbooks

• Involving your students more actively

• What can be learned about your teaching through the Cognitive Interaction Analysis System (CIAS)

• Evaluating your students (From the Publisher)

Table Of Content:
Preface

ch. 1: Determining Your Objectives
ch. 2: Selecting Textbooks and Developing a Syllabus
ch. 3: Those First Few Class Days
ch. 4: How to Lecture More Effectively
ch. 5: Moving from "Sage on the Stage" to "Guide on the Side"
ch. 6: Using the Cognitive Interaction Analysis System (CIAS) to Improve Discussions
ch. 7: Going Beyond Lectures and Discussions
ch. 8: Term Papers, Oral Reports, and Media
ch. 9: Evaluating Your Students

Teaching Creed
Appendix
Sample Syllabus: EDCI 601 — "Teaching College"
Practice Lesson: Cognitive Interaction Analysis System (CIAS)
Bibliography
Article cover image

"Knowledge and Teaching: Foundations of the New Reform"

Article
Shulman, Lee S.
1987
Harvard Educational Review 57, no. 1 (1987): 1-22
Topics: General Overviews   |   Academic Histories and Contexts

Additional Info:
The author builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. He discusses (1) sources of teaching knowledge, (2) conceptualizations of these sources, (3) processes of pedagogical reasoning and action, and (4) implications for teaching policy and educational reform.
Additional Info:
The author builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. He discusses (1) sources of teaching knowledge, (2) conceptualizations of these sources, (3) processes of pedagogical reasoning and action, and (4) implications for teaching policy and educational reform.
Article cover image

"Learning and Teaching in the 21st Century: Trends and Implications for Practice"

Article
Magolda, Marcia Baxter, and Patrick T. Terenzini
2002
Journal of College Student Development (2002)
Topics: Changes in Higher Education   |   General Overviews

Additional Info:
Additional Info:
Article cover image

"Readings to Improve Selected Teaching Methods" (pdf)

Article
Cashin, William E.
1994
Idea Paper No. 30, IDEA Center, Kansas State University (1994)
Topics: General Overviews

Additional Info:
Additional Info:
Cover image

FIPSE: Thirty Years of Making a Difference

Book
2002
Change: The Magazine of Higher Learning, September/October (Heldref Publications: Washington DC)
Topics: General Overviews

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.
Article cover image

"Teaching: A Complex and Passionate Experience"

Article
Brookfield, Stephen
in The Skillful Teacher (San Francisco: Jossey-Bass, 1990), 1-14, 192-211
Topics: Vocation of Teaching   |   General Overviews

Additional Info:
Additional Info:
Article cover image

"Some Truths About Skillful Teaching"

Article
Brookfield, Stephen
1990
in The Skillful Teacher (San Francisco: Jossey-Bass, 1990), 192-211
Topics: General Overviews

Additional Info:
Additional Info:
Cover image

Active Learning

Book
Cameron, Beverly J.
1999
Society for Teaching and Learning in Higher Education, Halifax, NS
LB1027.23.C35 1999
Topics: Constructivist & Active Learning Theory   |   General Overviews

Additional Info:
In this guide Beverly Cameron deals with one of the most important and challenging issues in university teaching: how to make learning a more active process. Based on many years experience as a teacher and educational developer, Dr. Cameron offers a wealth of practical strategies for promoting active learning and shows how such methods can promote critical thinking and reflection. (From the Publisher)
Additional Info:
In this guide Beverly Cameron deals with one of the most important and challenging issues in university teaching: how to make learning a more active process. Based on many years experience as a teacher and educational developer, Dr. Cameron offers a wealth of practical strategies for promoting active learning and shows how such methods can promote critical thinking and reflection. (From the Publisher)

Table Of Content:
Preface

ch. 1 Definitions and a brief overview
ch. 2 Linking effective thinking and active learning
ch. 3 Introducing Active Learning to the classroom
ch. 4 Making the change to active techniques
ch. 5 Implementing Active Learning
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Teaching for Understanding: What It Is and How to Do It

Book
Newton, Douglas P.
2000
Routledge, New York, NY
LB1025.3.N495 2000
Topics: Cognitive Development   |   General Overviews

Additional Info:
Teaching for Understanding describes the nature of understanding, strategies that support it, and factors which bear upon it in a way which makes it accessible to teachers in raining, practicing teachers, and lecturer in education. Its coverage includes understanding and its nature, constructing relationships and mental structures, surrogate teachers, metacognition, and assessment. (From the Publisher)
Additional Info:
Teaching for Understanding describes the nature of understanding, strategies that support it, and factors which bear upon it in a way which makes it accessible to teachers in raining, practicing teachers, and lecturer in education. Its coverage includes understanding and its nature, constructing relationships and mental structures, surrogate teachers, metacognition, and assessment. (From the Publisher)

Table Of Content:
ch. 1 Introduction
ch. 2 Understanding: A Worthwhile Goal
ch. 3 The Nature of Understanding
ch. 4 Making Connections
ch. 5 Mental Engagement
ch. 6 Supporting Understanding With Analogies
ch. 7 Using Surrogate Teachers
ch. 8 Failing to Understand
ch. 9 The Total Learning Environment
ch. 10 Knowing What Counts
ch. 11 Motivated to Understand
ch. 12 The Self-regulation of Learning
ch. 13 Evaluating Understanding

In Conclusion
Glossary
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Excellent Teaching in a Changing Academy: Essays in Honor of Kenneth Eble

Book
Jussawalla, Feroza, ed.
1990
Jossey-Bass, San Francisco, CA
LB2331.E93 1990
Topics: Changes in Higher Education   |   General Overviews

Additional Info:
Are the new elitism and conservatism that are creeping into academia degrading undergraduate education? This volume seeks not to resolve the issues surrounding academia today but rather to mark the contested points in the debates on whether to incorporate cultural diversity in the curriculum, whether to compete for the research dollar, and how to evaluate faculty humanely in a changing atmosphere. As Eble urged, in the 1990s it is imperative ...
Additional Info:
Are the new elitism and conservatism that are creeping into academia degrading undergraduate education? This volume seeks not to resolve the issues surrounding academia today but rather to mark the contested points in the debates on whether to incorporate cultural diversity in the curriculum, whether to compete for the research dollar, and how to evaluate faculty humanely in a changing atmosphere. As Eble urged, in the 1990s it is imperative that we find ways to foster good teaching and learning in an academy that must change to meet the needs of students from different demographic backgrounds and with different levels of preparedness, and academy that is facing continuing political and budgetary pressures. (From the Publisher)

Table Of Content:
ch. 1 The degradation of undergraduate education (Kenneth Eble)
ch. 2 The art of deliberalizing: A handbook for the true professional (Wayne C. Booth)
ch. 3 The transforming of the American mind (Henry Louis Gates, Jr.)
ch. 4 Miss grimp revisited: Reconfiguring composition, literature, and cultural literacy (Feroza Jussawalla)
ch. 5 A coaching model for the teaching of writing (Anthony J. Walsh)
ch. 6 The politics of the classroom: Toward an oppositional pedagogy (Minette Marcroft)
ch. 7 The lower end of higher education: Freshmen, sophomores, the research university, and the community college (Timothy R. Bywater)
ch. 8 What good are computers in the writing classroom?
Encouraging and evaluating scholarship for the college teacher (Michael Dobberstein)
ch. 9 Kenneth Eble on writing in college: Ahead of his time (William J. McCleary)
ch. 10 The bush foundation's faculty development projects (Humphrey Doermann)
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Wabash tree

What the Best College Teachers Do

Book
Bain, Ken
2004
Harvard University Press, Cambridge, MA
LB2331.B34 2004
Topics: General Overviews   |   Leadership and Faculty Development

Additional Info:
Winner of the Virginia and Warren Stone Prize awarded annually by Harvard University Press for an outstanding book on education and society. What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is -- ...
Additional Info:
Winner of the Virginia and Warren Stone Prize awarded annually by Harvard University Press for an outstanding book on education and society. What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is -- it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out -- but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators alike. (From the Publisher)

Table Of Content:
ch. 1 Introduction: Defining the Best
ch. 2 What Do They Know about How We Learn?
ch. 3 How Do they Prepare to Teach?
ch. 4 What Do They Expect of Their Students?
ch. 5 How Do They Conduct Class?
ch. 6 How Do They Treat Their Students?
ch. 7 How Do They Evaluate Their Students and Themselves?

Epilogue: What Can We Learn From Them?
App How the Study Was Conducted
Notes
Acknowledgments
Index
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Rethinking Teaching in Higher Education: From a Course Design Workshop to a Faculty Development Framework

Book
Saroyan, Alenoush, and Cheryl Amundsen, eds.
2004
Stylus, Sterling, VA
LB1738.R46 2004
Topics: General Overviews   |   Leadership and Faculty Development

Additional Info:
Teachers in higher education are constantly looking for ways to engage students and motivate them to respond creatively and actively to their disciplines -- but frequently lack the formal grounding in teaching to design effective courses and implement appropriate learning strategies.

This book reflects and incorporates McGill University's thirty years' experience developing teaching programs and workshops at its Centre for University Teaching and Learning.

Eight authors ...
Additional Info:
Teachers in higher education are constantly looking for ways to engage students and motivate them to respond creatively and actively to their disciplines -- but frequently lack the formal grounding in teaching to design effective courses and implement appropriate learning strategies.

This book reflects and incorporates McGill University's thirty years' experience developing teaching programs and workshops at its Centre for University Teaching and Learning.

Eight authors from the Centre, working as a coordinated team, here develop their most successful program into a portable workshop for anyone who is interested in improving their teaching knowledge and skills. The program in question is a week-long intensive workshop that offers professors in an opportunity to discuss their teaching, reflect on it, and put new strategies into practice to enhance the quality of student learning.

This book takes the reader through the process, walking him or her through the principles of course design and teaching, and providing concepts to frame them within the reader's disciplinary knowledge and expertise. The book also incorporates the perspectives of professors from a wide range of disciplines who participated in the program, and who offer their personal accounts of conceptual change about teaching and learning and their current involvement toward the improvement of student learning.

This book will appeal to new and seasoned teachers in higher education, as well as to graduate students planning an academic career and wanting to develop their teaching skills.

For faculty developers the book captures and reflects the thinking behind the development of this workshop, its evolution since it was first implemented in 1993, and constitutes a practical guide for designing and implementing similar workshops. (From the Publisher)

Table Of Content:
Tables
Figures
Preface
Acknowledgments

ch. 1 The Course Design and Teaching Workshop: Why and What? (Alenoush Saroyan)
ch. 2 Assumptions Underlying Workshop Activities (Alenoush Saroyan)
ch. 3 Analysis of Course Content (Cheryl Amundsen, Alenoush Saroyan, and Janet Donald)
ch. 4 Clarifying Learning (Janet Donald)
ch. 5 Designing Teaching for Student Learning (Cheryl Amundsen, Laura Winer, and Terry Gandell)
ch. 6 Evaluating Student Learning (Cynthia Weston and Lynn McAlpine)
ch. 7 The Final Step: Evaluation of Teaching (Alenoush Saroyan)
ch. 8 Impact of the Course Design and Teaching Workshop (Ralph Harris)
ch. 9 The Developers' Apprentices (Myron J. Frankman)
ch. 10 The Challenge to Unlearn Traditional Language (Richard Harris)
ch. 11 Teaching between the Cracks (Richard Janda)
ch. 12 Toward a Comprehensive Framework of Faculty Development (Lynn McAlpine and Alenoush Saroyan)
ch. 13 Development Activities: Case Descriptions from Management and Engineering (Lynn McAlpine, Alenoush Saroyan and Laura Winer)

Appendices
Index
About the Editors and Contributors
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Teaching & Learning Through Inquiry: A Guidebook for Institutions

Book
Lee, Virginia S., ed.
2004
Stylus, Sterling, VA
LB1027.44.T43 2004
Topics: Problem-Based Learning   |   General Overviews

Additional Info:
Inquiry-guided learning (IGL) refers to an array of classroom practices that promote student learning through guided and, increasingly independent investigation of complex questions and problems. Rather than teaching the results of others' investigations, which students learn passively, instructors assist students in mastering and learning through the process of active investigation itself. IGL develops critical thinking, independent inquiry, students' responsibility for their own learning and intellectual growth and maturity.

...
Additional Info:
Inquiry-guided learning (IGL) refers to an array of classroom practices that promote student learning through guided and, increasingly independent investigation of complex questions and problems. Rather than teaching the results of others' investigations, which students learn passively, instructors assist students in mastering and learning through the process of active investigation itself. IGL develops critical thinking, independent inquiry, students' responsibility for their own learning and intellectual growth and maturity.

The 1999 Boyer Commission Report emphasized the importance of establishing "a firm grounding in inquiry-based learning and communication of information and ideas". While this approach capitalizes on one of the key strengths of research universities, the expertise of its faculty in research, it is one that can be fruitfully adopted throughout higher education.

North Carolina State University is at the forefront of the development and implementation of IGL both at the course level and as part of a successful faculty-led process of reform of undergraduate education in a complex research institution.

This book documents and explores NCSU's IGL initiative from a variety of perspectives: how faculty arrived at their current understanding of inquiry-guided learning and how they have interpreted it at various levels -- the individual course, the major, the college, the university-wide program, and the undergraduate curriculum as a whole. The contributors show how IGL has been dovetailed with other complementary efforts and programs, and how they have assessed its impact.

The book is divided into four parts, the first briefly summarizing the history of the initiative.

Part Two, the largest section, describes how various instructors, departments, and colleges in a range of disciplines have interpreted inquiry-guided learning. It provides examples from disciplines as varied as ecology, engineering, foreign language learning, history, music, microbiology, physics and psychology. It also outlines the potential for even broader dissemination of inquiry-guided learning in the undergraduate curriculum as a whole.

Part Three describes two inquiry-guided learning programs for first year students and the interesting ways in which NCSU's university-wide writing and speaking program and growing service learning program support inquiry-guided learning. Part Four documents how the institution has supported instructors (and how they have supported themselves) as well as the methods used to assess the impact of inquiry-guided learning on students, faculty, and the institution as a whole.

The book has been written with three audiences in mind: instructors who want to use inquiry-guided learning in their classrooms, faculty developers considering supporting comparable efforts on their campuses, and administrators interested in managing similar undergraduate reform efforts. It will also appeal to instructors of courses in the administration of higher education who are looking for relevant case studies of reform. While this is a model successfully implemented at a research university, it is one that is relevant for all institutions of higher education. (From the Publisher)

Table Of Content:
Preface

Part I: Setting The Context
ch. 1 What is inquiry-guided learning? (Viginia S. Lee, David B. Greene, Janice Odom, Ephrain Schechter, and Richard W. Slatta)
ch. 2 Inquiry-guided learning at North Carolina State University : a brief history (David B. Greene, Virginia S. Lee, and J. Douglas Wellman)

Part II: Interpreting and Implementing Inquiry-Guided Learning
ch. 3 All in the balance : psychology 201 "controversial issues in psychology" (Samuel B. Pod, III)
ch. 4 Music 200 "understanding music" : an inquiry-guided approach to music appreciation (Jonathan Kramer, and Alison Arnold)
ch. 5 Scale-up : bringing inquiry-guided learning to large enrollment courses (Maria Oliver-Hoyo, and Robert Beichner)
ch. 6 Inquiry-guided learning and the foreign language classroom (Ana Kennedy, and Susan Navey-Davis)
ch. 7 Incorporating active learning, critical thinking, and problem-based learning in an advanced French culture and civilization course (Arlene Malinowski)
ch. 8 Enhancing inquiry-guided learning with technology in history courses (Richard W. Slatta)
ch. 9 Inquiry-guided learning in a food science capstone course (Lynn G. Turner, and Christopher R. Daubert)
ch. 10 Inquiry-guided learning through collaborative research in a graduate course (George R. Hess, and C. Ashton Drew)
ch. 11 Inquiry-guided learning and the undergraduate major in the department of microbiology (Michael Hyman, and Gerry Luginbuhl)
ch. 12 The challenge of implementing an inquiry-guided approach in a highly technical curriculum (Adrianna G. Kirkman, Medwick V. Byrd, Hasan Jameel, and John A. Heitmann)
ch. 13 Engineering computing as an essential component of inquiry-guided learning (Roger P. Rohrbach, Joni E. Spurlin, Kathy Mayberry, and Sarah A. Rajala)
ch. 14 Inquiry by design : learning in the studio setting (Meredith Davis and Paul Tesar)
ch. 15 Inquiry-guided learning and the undergraduate curriculum : general education and the major (Susan Blanchard, Marilee Bresciani, Michael Carter, Virginia S. Lee, and Gerry Luginbuhl)
ch. 16 Inquiry, critical thinking, and first year programs (David B. Greene, Janice Odom, and Arlene Malinowski)
ch. 17 The heart of the matter : writing, speaking, and inquiry-guided learning (Chris M. Anson, and Deanna P. Dannels)
ch. 18 Service-learning : integrating inquiry and engagement (Sarah L. Ash, and Patti H. Clayton)
ch. 19 Mastering inquiry-guided learning one step at a time : faculty development and dissemination (Virginia S. Lee)
ch. 20 Assessing the impact of inquiry-guided learning at NCSU (Virginia S. Lee)

Contributors
Index
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The Joy of Teaching: A Practical Guide for New College Instructors

Book
Filene, Peter
2005
University of North Carolina Press, Chapel Hill, NC
LB2331.F493 2005
Topics: Philosophy of Teaching   |   General Overviews

Additional Info:
Gathering concepts and techniques borrowed from outstanding college professors, The Joy of Teaching provides helpful guidance for new instructors developing and teaching their first college courses.

Award-winning professor Peter Filene proposes that teaching should not be like a baseball game in which the instructor pitches ideas to students to see whether they hit or strike out. Ideally, he says, teaching should resemble a game of Frisbee in which ...
Additional Info:
Gathering concepts and techniques borrowed from outstanding college professors, The Joy of Teaching provides helpful guidance for new instructors developing and teaching their first college courses.

Award-winning professor Peter Filene proposes that teaching should not be like a baseball game in which the instructor pitches ideas to students to see whether they hit or strike out. Ideally, he says, teaching should resemble a game of Frisbee in which the teacher invites students to catch ideas and pass them on.

Rather than prescribe any single model for success, Filene lays out the advantages and disadvantages of various pedagogical strategies, inviting new teachers to make choices based on their own personalities, values, and goals. Filene tackles everything from syllabus writing and lecture planning to class discussions, grading, and teacher-student interactions outside the classroom. The book's down-to-earth, accessible style makes it appropriate for teachers in all fields. Instructors in the humanities, the social sciences, and the natural sciences will all welcome its invaluable tips for successful teaching and learning. (From the Publisher)

Table Of Content:
Foreword

ch. 1 Understanding yourself as a teacher
ch. 2 Understanding your students
ch. 3 Defining your aims and outcomes
ch. 4 Constructing a syllabus
ch. 5 Lecturing
ch. 6 Discussing
ch. 7 Broadening the learning environment
ch. 8 Evaluating and grading
ch. 9 Relating to students
ch. 10 Teaching and not perishing
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Trouble-shooting Your Teaching: A step-by-step guide to analysing and improving your practice

Book
Squires, Geoffrey
2003
RoutledgeFalmer, London, UK
LB1025.3.S693 2003
Topics: Assessing Teaching   |   General Overviews

Additional Info:
This self-assessment guide will help all teaching professionals - whether in higher education, schools or management training - to assess, critique, reflect on and improve practice.

The book is based on extensive research carried out at the Institute for Learning at the University of Hull. Fully practical, it looks at the generic skills of teaching, and guides readers to consider their own work both in the light of ...
Additional Info:
This self-assessment guide will help all teaching professionals - whether in higher education, schools or management training - to assess, critique, reflect on and improve practice.

The book is based on extensive research carried out at the Institute for Learning at the University of Hull. Fully practical, it looks at the generic skills of teaching, and guides readers to consider their own work both in the light of best practice and of their own strengths and weaknesses. In so doing it will help to assess and build teaching that is best for the individual and their situation.

Developed around the basic functions of teaching, rather than the methods used to actually deliver learning, the Guide shows readers how to identify key elements of their teaching, and its context, and uses a matrix approach to suggest routes to bring about change.

"Trouble-Shooting Your Teaching" will help to identify possible problem factors (intake, course, materials, teaching, support, assessment); to recognize agents of change (learners, self, colleagues, support staff, management, stake-holders); and to initiate improvement. It will be a valuable self-help tool for any teacher who is concerned about diagnosing, understanding and developing his or her own practice. (From the Publisher)

Table Of Content:
Acknowledgements
Introduction

ch. 1 Trouble-shooting the session
Does your teaching build on the students' previous learning?
Do the students know where they are going?
Are the students getting the inputs they need?
Do the students understand what they are learning?
Are the learning tasks appropriate?
Do the students get enough feedback?
Are the students motivated to learn?
Do the students believe in themselves?
Do the students find their learning rewarding?
Do the students explore what they learn?
Do the students reflect on their learning?

ch. 2 Trouble-shooting the course
Are the students on the right course?
Do they know what to expect?
Have they got the resources for learning?
Is the course manageable?
Is the course well delivered?
Do the students know how to go about their studies?
Are the teachers good models?
Do the students get the support they need?
Do the students learn from one another?
Is there a good learning environment?
Is education valued in the wider community?
Are the assessment criteria satisfactory?
Are the assessment methods and procedures satisfactory?
Are the results as good as expected?
Was the course a positive experience for everyone?

ch. 3 Managing it all
Are things well organized?
Are problems dealt with quickly?
Is there adequate planning?
Is there effective evaluation?
Is there sufficient stability?
Is there enough development?
Is staff morale good?
Is there appropriate leadership?
Are there the resources to do the job?

App. 1 What's going on?
App. 2 Whose job is it anyway?
App. 3 Guidelines for workshop leaders
App. 4 A note for foreign readers

Further reading
Notes
Article cover image

"A Preliminary Study of the Feasibility and Utility for National Policy of Instructional "Good Practice" Indicators in Undergraduate Education"

Article
Corrallo, Sal
1994
National Center for Education Statistics, Washington D.C.
Topics: General Overviews

Additional Info:
Additional Info:
Cover image

Chalk Talk: E-advice from Jonas Chalk, Legendary College Teacher

Book
Qualters, Donna M. and Miriam Rosalyn Diamond
2004
New Forums Press, Stillwater, OK
LB2331.Q34 2004
Topics: General Overviews

Additional Info:
This book presents a national award-winning approach to encouraging dialogue among interdisciplinary faculty about ways to reflect on and broaden their repertoire of teaching skills. Based on the "Dear Abby" advice column format, the process was developed to initiate a dialogue on best practices, successes, and ways to address frustrations in teaching.

Faculty from four different disciplines (math, chemistry, physics and engineering) began asking questions about their instructional ...
Additional Info:
This book presents a national award-winning approach to encouraging dialogue among interdisciplinary faculty about ways to reflect on and broaden their repertoire of teaching skills. Based on the "Dear Abby" advice column format, the process was developed to initiate a dialogue on best practices, successes, and ways to address frustrations in teaching.

Faculty from four different disciplines (math, chemistry, physics and engineering) began asking questions about their instructional practices and thinking about teaching in a more scholarly way. A team of outstanding teachers from across Northeastern University and the staff of the Center for Effective University Teaching formed a community of practitioners to construct responses to common teaching challenges, drawing upon the literature on effective teaching as well as their own personal experience. The resulting "columns" were sent to faculty via mass e-mail in the form of suggestions from "Jonas Chalk," an experienced teacher/advisor colleague. Topics were archived and posted on a website. Each quarter, one column was included for publication in the teaching center's newsletter.

Topics Jonas tackled included testing approaches, effective uses of office hours, the ways and hows of asking questions in class, dealing with disruptive classroom behavior and much more. The mechanism garnered enthusiastic responses across disciplines; faculty were eager to share their concerns as well as techniques they had developed. Significant numbers of the faculty put the columns' ideas to work in their classrooms.

Faculty interested in practicing the scholarship of teaching, while dealing with common classroom concerns, will be able to increase their understanding of classroom dynamics and their repertoire of teaching skills through the concepts and resources described in this book. Written in entertaining, enjoyable and readable prose, Chalk Talk includes a history of the project's development, the actual columns grouped into chapters by topic, and responses from faculty about how the column helped them with their teaching. (From the Publisher)

Table Of Content:
ch. 1 Dear Jonas: Why an E- Advice Column?

ch. 2 Becoming JONAS: Reflections from the Team, Master Teaching Team

ch. 3 Dear Jonas: Where's the Water Fountain or What's the Best Way to Reach Freshmen?
Lost Students
Helping Freshmen Get up to Speed
Teaching Problem Solving
An Appeal from a Freshmen
Freshmen Switchers
Student Backgrounds
Role Models

ch. 4 Dear Jonas: Don't They Teach Them Anything in High School Anymore?
First Class of the Term
Time Management
Teaching Decisions
Non-facilitating Faculty Behaviors
Peer Review of Teaching
Mid-term Assessment
Paired Programming

ch. 5 Dear Jonas: What Can I Say?
Inattentive Students
Excused (or not) Absences
Student Excuses
"But the dog ate my homework!"
Lonely Office Hours
Effective Use of Office Hours
Students monopolizing time
Team Teaching
Managing E-mail Communication
Communication Outside of Class

ch. 6 Dear Jonas: Since When Did I Become the Manager Of the Class?
Attendance
Why Ask Questions
Asking Questions: How to
Reacting to Student Responses
Homework
Student Athletes
Civility in the Classroom
Cheating
End-of-term course evaluation results

ch. 7 Dear Jonas: How Can I be Everything to Everybody?
Accidental Stereotyping
Appealing to Different Learning Styles
Multimedia
Learning Disabilities
On Issues of Diversity

ch. 8 Dear Jonas: When is an A an A?
Why We Test
Unfair Testing
Testing Poorly
Answering Questions during Exams
Understanding Grading Practices
Letter Grades to Numerical Scores
Impact of Late Grades
Multiple Choice Testing
Helping students prepare for and take exams
Changing the Ground Rules
Changing the Syllabus Midstream

ch. 9 Dear Jonas: How Can I Get My TAs on Board?
Guiding TAs
Standards for Multiple Graders
Communication about Grading
Command of Course Material
Shirking Responsibilities
Fostering a Team Mentality
TAs Not Yet Fluent in English

ch. 10 Dear Jonas: How Can I Use Your Information to Help My Faculty?
Announcing Awards
Invitation To Lunch
Jonas Signs Off For The Summer
Cover image

Teaching & Performing: Ideas for Energizing Your Classes

Book
Timpson, William M. and Suzanne Burgoyne
2002
Atwood Publishing, Madison, WI
LB2331.T34 2002
Topics: General Overviews

Additional Info:
To be or not to be. That is the question. To be a teacher-performer or not to be. Authors Timpson and Burgoyne assert that teachers are inherently performers and as such, techniques from the stage enhance and expand a teacher’s ready repertoire of discipline-based content.

While teachers are trained as planners and scholars, very few are trained as performers. Using performance theory, the authors show how an ...
Additional Info:
To be or not to be. That is the question. To be a teacher-performer or not to be. Authors Timpson and Burgoyne assert that teachers are inherently performers and as such, techniques from the stage enhance and expand a teacher’s ready repertoire of discipline-based content.

While teachers are trained as planners and scholars, very few are trained as performers. Using performance theory, the authors show how an educator can transform ordinary classroom experiences into occasions that attract and engage the students.

In this second edition of Teaching and Performing, the authors expand on the possibilities of using warm-up exercises, assuming roles, props, lighting, blocking, energy, concentration, and a variety of other techniques important to good theatre and good teaching. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword from the Lectern
Foreword from the Stage
Introduction

ch. 1 Planning and Performance
ch. 2 Warming Up
ch. 3 The Lecture
ch. 4 Questions, Answers, and Discussions
ch. 5 Energy, Creativity, and Spontaneity
ch. 6 The Developmental Case for Drama
ch. 7 Discovery and Drama
ch. 8 Performance Enhancing Exercises
ch. 9 Scenes for Practice, Fun, and Exploration

References with Annotations
Index
Article cover image

"Outcomes: A Ten Year Perspective"

Article
Otter, Sue
The Oxford Centre for Staff and Learning Development, Oxford Brookes University, Oxford UK
Topics: General Overviews

Additional Info:
Series of brief paragraph-length essays in response to specific questions, such as: how do I deal with groups who are not functioning well together? how do I get students over anxiety about the course? and should class be fun?
Additional Info:
Series of brief paragraph-length essays in response to specific questions, such as: how do I deal with groups who are not functioning well together? how do I get students over anxiety about the course? and should class be fun?
Cover image
Wabash tree

The Art of Teaching

Book
Parini, Jay
2005
Oxford University Press, New York, NY
LA2317.P335A3 2005
Topics: Vocation of Teaching   |   General Overviews

Additional Info:
"Becoming an effective teacher can be quite painful and exhausting, taking years of trial and error. In The Art of Teaching, writer and critic Jay Parini looks back over his own decades of trials, errors, and triumphs, in an intimate memoir that brims with humor, encouragement, and hard-won wisdom about the teacher's craft." Here is a godsend for instructors of all levels, offering valuable insight into the many challenges that ...
Additional Info:
"Becoming an effective teacher can be quite painful and exhausting, taking years of trial and error. In The Art of Teaching, writer and critic Jay Parini looks back over his own decades of trials, errors, and triumphs, in an intimate memoir that brims with humor, encouragement, and hard-won wisdom about the teacher's craft." Here is a godsend for instructors of all levels, offering valuable insight into the many challenges that educators face, from establishing a persona in the classroom, to fostering relationships with students, to balancing a teaching load with academic writing and research. (From the Publisher)

Table Of Content:
ch. 1 Beginnings
ch. 2 My life in school
ch. 3 The teaching life
ch. 4 Nitty-gritty
ch. 5 Endings
Cover image

Seeing Through Teachers' Eyes: Professional Ideals and Classroom Practices

Book
Hammerness, Karen
2006
Teachers College Press, New York, NY
LB2832.2.H35 2006
Topics: Vocation of Teaching   |   General Overviews

Additional Info:
In this book, Karen Hammerness sheds light on the complex relationship between teachers' ideal and the realities of school life. Through the stories of four teachers, she reveals how teacher educators can help new teachers articulate, develop, and sustain their visions and assist them as they navigate the gap between their visions and their daily work. (From the Publisher)
Additional Info:
In this book, Karen Hammerness sheds light on the complex relationship between teachers' ideal and the realities of school life. Through the stories of four teachers, she reveals how teacher educators can help new teachers articulate, develop, and sustain their visions and assist them as they navigate the gap between their visions and their daily work. (From the Publisher)

Table Of Content:
ch. 1 What is teachers' vision
ch. 2 Teaching with the subject in mind
ch. 3 Teaching through the wormhole
ch. 4 Teaching toward powerful moments
ch. 5 Teaching with a social purpose
ch. 6 Taking vision into account

App. A Methodology : how can we hear what other people see?
App. B Vision statement writing prompt
Journal cover image

Methods of Theological Teaching

Journal Issue
1973
Theological Education 9, no. 3 (The Association of Theological Schools, Pittsburgh)
Topics: Theological Education   |   General Overviews

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Impossible Possibility: On Teaching Church History in the D.Min. Curriculum (James H. Smylie, H. McKennie Goodpasture, and Dean K. Thompson)
“Embodiment”: A Way of Doing Theological Education (Louis Weeks)
The Classical and the Functional: Interdisciplinary Team Teaching (Carl Bangs and Tex S. Sample)
Teaching the New Testament for Professional Ministry (Richard L. Scheef, Jr.)
Changing Roles for Seminary Faculty in an Issue-Centered Curriculum: A Case Study (L. Paul Trudinger)
Eliciting Educational Awareness: Pre-education and Seminary Education (Donald B. Rogers)
An Exploratory Model of Clinical Pastoral Education Involving Seminary, Hospital, and Parish (Paul R. Swanson)
A Doctor of Ministry Program: Nature, Educational Philosophy, and Structure (Warren F. Groff)
Readiness For Ministry (David S. Schuller)
Cover image
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Teaching First-Year College Students: Revised and Expanded Edition of Teaching College Freshmen

Book
Erickson, Bette LaSere; Peters, Calvin B.; Strommer, Diane Weltner
2006
Jossey-Bass, San Francisco, CA
LB2331.E76 2006
Topics: 18-22 Year Olds   |   General Overviews

Additional Info:
Teaching First-Year College Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strategies and approaches for faculty who teach first-year courses. The new edition is based on the most current research on teaching and learning and incorporates information about the demographic changes that have occurred in student ...
Additional Info:
Teaching First-Year College Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strategies and approaches for faculty who teach first-year courses. The new edition is based on the most current research on teaching and learning and incorporates information about the demographic changes that have occurred in student populations since the first edition was published. The updated strategies are designed to help first-year students adjust effectively to both the academic and nonacademic pressures of college. The authors also help faculty understand first-year students and show how their experiences in high school have prepared or not prepared them for the world of higher education. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Authors

Part One - Understanding First-Year Students
ch. 1: First-Year Students in Perspective
ch. 2: Intellectual Development in College
ch. 3: Learning Styles

Part Two - Effective Instruction for First-Year Students
ch. 4: Knowing, Understanding, Thinking, and Learning How to Learn: The Goals of First-Year Instruction
ch. 5: Preparing a Syllabus and Meeting the First Class
ch. 6: Presenting and Explaining
ch. 7: Creating Involvement in the Classroom
ch. 8: Encouraging Active Reading
ch. 9: Supporting Active Study Practices
ch. 10: Trying Transformed Teaching
ch. 11: Evaluating Student Learning
ch. 12: Grading

Part Three - Opportunities and Challenges in First-Year Instruction
ch. 13: Creating Inclusion in First-Year Classrooms and Curricula
ch. 14: Teaching Large Classes
ch. 15: Sustaining Engagement Outside Class: Office Hours, Advising, and First-Year Seminars
ch. 16: Strengthening Commitment to First-Year Instruction

References
Index
Article cover image

"Co-Teaching - Training Professionals To Teach"

Article
Eddy, Pamela
Article: Tomorrow's Professor #739, http://ctl.stanford.edu/Tomprof/postings/5739.html
Topics: General Overviews   |   Leadership and Faculty Development

Additional Info:
Additional Info:
Book cover image
Wabash tree

Tom's New Teaching Resource

Book
Thomas Pearson
Dynamo Publishers
this is the call number
Topics: Course Design   |   Service Learning   |   General Overviews

Additional Info:
Additional Info:


Table Of Content:
taking off web now (km 6-6)
Cover image
Wabash tree

McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers

Book
McKeachie, Wilbert J., and Svinicki, Marilla
2006
Houghton Mifflin, Boston, MA
LB 2331.M394 2006
Topics: Learning Designs   |   General Overviews

Additional Info:
McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The strategies suggested in the text are adaptable to specific classroom situations. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. (...
Additional Info:
McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The strategies suggested in the text are adaptable to specific classroom situations. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. (From the Publisher)

Table Of Content:
Preface
A Special Preface for Teaching Assistants and Graduate Student Instructors

Part 1 Getting Started
ch. 1 Introduction
The College or University Culture
Research Versus Teaching?
Teaching as Scholarship
In Conclusion

ch. 2 Countdown for Course Preparation
Time: Three Months Before the First Class
Write Objectives, Goals, or Outcomes
What Goals?
Order Textbooks, Lab Supplies, or Other Resources Students May Need
Choose a Textbook or Other Reading Materials
Time: Two Months Before the First Class
Begin Drafting a Syllabus for the Class
Time: One Month Before the First Class
Begin Preparing Lesson Plans
Plan for Out-of-Class Learning
Choose Appropriate Teaching Methods
Select Appropriate Technology
Time: Two Weeks Before the First Class
Check Resources
Start a Portfolio
Time: One Week Before the First Class

ch. 3 Meeting a Class for the First Time
Setting the Stage
Breaking the Ice
Problem Posting
Introducing the Syllabus
Testing, Grading, and Fairness
Introducing the Textbook
Assessing Prior Knowledge
Questions and Reactions
What About Subject Matter?
In Conclusion

Part 2 Basic Skills for Facilitating Student Learning
ch. 4 Reading as Active Learning
Textbooks
How Do You Get Students to Do the Assigned Reading?
Research on Learning from Reading
Teaching Students to Learn More from Reading
In Conclusion

ch. 5 Facilitating Discussion: Posing Problems, Listening, Questioning
A Little Bit of Theory
Problems in Teaching by Discussion
Starting Discussion
Starting Discussion with a Common Experience
Starting Discussion with a Controversy
Starting Discussion with Questions
Starting Discussion with a Problem or Case
Breaking a Problem into Subproblems
Socratic Discussion
Barriers to Discussion
What Can I Do About Nonparticipants?
Buzz Groups--Peer Learning
The Inner Circle or Fishbowl
The Discussion Monopolizer
How Can We Have a Discussion If the Students Haven't Read the Assignment?
Handling Arguments and Emotional Reactions
The Two-Column Method
Emotional Reactions
Teaching Students How to Learn Through Discussion
Student-Led Discussions
Taking Minutes or Notes, Summarizing
Online Discussions
In Conclusion

ch. 6 How to Make Lectures More Effective
Research on the Effectiveness of Lectures
What Are Lectures Good For?
A Little Bit of Theory
Planning Lectures
Preparing Your Lecture Notes
Organization of Lectures
The Introduction
The Body of the Lecture
How Can Lectures Be Improved?
Attention
What Can Be Done to Get Attention?
Teaching Students How to Be Better Listeners
How Do Students Process the Content of a Lecture?
Should Students Take Notes?
How to Get Students Actively Thinking in a Lecture Situation
The Lecturer as a Person
In Conclusion

ch. 7 Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function
Planning Methods of Testing and Assessment
Alternative Testing Models
Group Testing
Online Testing
Other Methods of Assessing Learning
Performance Assessment (Authentic Assessment)
Graphic Representations of Concepts
Journals, Research Papers, and Annotated Bibliographies
Portfolios
Peer Assessment
Assessing Group Work
Classroom Assessment
In Conclusion

ch. 8 Testing: The Details
When to Test
Constructing the Test
Choosing the Type of Question
How Many Questions Should You Use?
Administering the Test
After the Test
Grading Essay Questions
Helping Yourself Learn from the Test
Assigning a Grade
Returning Test Papers
Dealing with an Aggrieved Student
What Do You Do About the Student Who Missed the Test?
In Conclusion

ch. 9 Tests from the Students' Perspective
Reducing Student Frustration and Aggression
Helping Students Become Test-Wise
Taking Multiple-Choice Tests
Taking Essay Tests
Why Teach Test Taking?
Helping Students Learn from a Test
In Conclusion

ch. 10 What to Do About Cheating
Who Cheats?
Why Do Students Cheat?
How Do Students Cheat?
Preventing Cheating
Preventing Plagiarism in the Internet Age
Handling Cheating
In Conclusion

ch. 11 The ABC's of Assigning Grades
Do Grades Provide Information Useful for Decision Making?
Can We Trust Grades?
Contract Grading
Comptetency-Based Grading
Assigning Grades
Grading on the Curve (Norm-Referenced) vs. Grading Against a Preset Standard (Criterion-Referenced)
What About the Student Who Wants a Grade Changed?
Grades vs. Learning: Some Related Research
In Conclusion

Part 3 Understanding Students
ch. 12 Motivation in the College Classroom
Motivational Theories: An Overview
Autonomy and Self-Determination
Intrinsic and Extrinsic Motivation
Expectancy-Value Theory
Mastery and Performance Goals
Attribution Theory
Social Goals and Social Motivation
Putting Motivation Theory into Practice
In Conclusion

ch. 13 Teaching Culturally Diverse Students
Culture and Communication
Nonverbal Communication
Verbal Communication
Motivation and Stress
Cultural Differences in Motivation
Cultural Stressors
Increasing Motivation
Dealing with Stressors
Tailoring Your Teaching Methods
Match Learning Styles
Be Concrete
Enhance Performance Measurement
Choose Appropriate Nonverbal Behaviors
Be Accessible
In Conclusion

ch. 14 Dealing with Student Problems and Problem Students (There's Almost Always at Least One!)
Intellectual/Academic Problems
Aggressive, Challenging Students
Students Who Want hte Truth and Students Who Believe that Everything Is Relative
Students Who Are Underprepared for the Course or Struggling
Individualized Teaching and Mentoring
Class Management Problems
Attention Seekers and Students Who Dominate Discussions
Inattentive Students
Students Who Come to Class Unprepared
The Flatterer, Disciple, Con Man (or Woman)
Students with Excuses
Emotional Problems
Angry Students
Discouraged, Ready-to-Give-up Students
Students with Emotional Reactions to Sensitive Topics
Dealing with Psychological Problems
Potential Suicides
In Conclusion

Part 4 Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning
ch. 15 How to Enhance Learning by Using High-Stakes and Low-Stakes Writing
A Little Theory: High Stakes and Low Stakes
Low-Stakes Writing
Kinds
Occasions
Handling Low-Stakes Writing
High-Stakes Writing
Topics and Assignments
Criteria for Evaluation
Multiple Papers and Multiple Drafts
Worst-Case Scenario
Responding to High-Stake Papers
Middle-Stakes Assignments: Think Pieces
Peer Response
About Correctness: Spelling and Grammar
About Grading
Portfolios
Contract Grading
Preventing--and Handling--Plagiarism
In Conclusion

ch. 16 Active Learning: Cooperative, Collaborative, and Peer Learning
Peer Learning and Teaching
Peer Tutoring
The Learning Cell
Team Learning: Syndicate and Jigsaw
Student Characteristics and Peer Learning
Why Does Peer Learning Work?
In Conclusion

ch. 17 Problem-Based Learning: Teaching with Cases, Simulations, and Games
Problem-Based Learning
The Case Method
Finding the Right Cases
Tips for Teaching with Cases
Games and Situations
In Conclusion

ch. 18 Technology and Teaching
How Will Technology Enhance Teaching and Learning?
What Considerations Go into Teaching with Technology?
Course Content
The Instructor
Students
Technology Tools
What Are the Effects of Technology on Teaching?
In Conclusion

Part 5 Skills for Use in Other Teaching Situations
ch. 19 Teaching Large Classes (You Can Still Get Active Learning!)
Facilitating Active Learning
Encouraging Student Writing in Large Classes
Other Ways to Maintain Student Involvement
Student Anonymity
Organization Is the Key
Giving Tests in Large Classes
Making Outside Reading Assignments
Communicating with Large Classes
Coordinating Multisection Courses
Training and Supervising Teaching Assistants
In Conclusion

ch. 20 Laboratory Instruction: Ensuring an Active Learning Experience
Styles of Laboratory Instruction
Expository Instruction
Inquiry Instruction
Discovery Instruction
Problem-Based Learning
Studio Instruction Brings Together the Arts and Sciences
Turning Novice Researchers into Practicing Scientists
Link to Cognitive Development
What Research Says
In Conclusion

ch. 21 The Teacher's Role in Experiential Learning
History of Experiential Learning
Six Possible Roles
The Teacher as Expert
The Teacher as Facilitator
The Teacher as Person
The Teacher as Ego Ideal
The Teacher as Formal Authority: Options for Assessing Field Learning
The Teacher as Socializing Agent
Outcomes
In Conclusion

ch. 22 Teaching by Distance Education
Sketching Out the Shape of a Course
Developing a Teaching Narrative
Making the Course Manageable
In Conclusion

Part 6 Teaching for Higher-Level Goals
ch. 23 Teaching Students How to Become More Strategic and Self-Regulated Learners
What Are the Characteristics of Strategic Learners?
The Importance of Goals and Self Reflection
Increasing Students' Self-Awareness
Using Existing Knowledge to Help Learn New Things
Teaching Domain-Specific and Course Specific Strategies
Methods for Checking Understanding
Knowing How to Learn Is Not Enough--Students Must Also Want to Learn
Putting It All Together--Executive Control Processes in Strategic Learning
What Instructors Can Do to Help Their Students
In Conclusion

ch. 24 Teaching Thinking
Setting Goals for Thinking
Improving Thinking Quality
In Conclusion

ch. 25 The Ethics of Teaching and Teaching of Ethics
Responsibilities to Students
To Encourage the Free Pursuit of Learning
To Demonstrate Respect for Students
To Respect Confidentiality
To Model the Best Scholarly and Ethical Standards
To Foster Honest Academic Conduct and to Ensure Fair Evaluation
To Avoid Exploitation, Harassment, or Discrimination
The Teaching of Ethics
How Can We Teach Values?
Modeling Values
Making Ethical Choices
In Conclusion

Part 7 Lifelong Learning for the Teacher
ch. 26 Vitality and Growth Throughout Your Teaching Career
How Can You Develop Effective Skills and Strategies?
Looking for New Ideas, New Methods, and Alternative Strategies for Handing Problems
Reading
Hearing, Discussing
Seeing, Experiencing
How Can You Get and Use Feedback to Continue to Improve Your Teaching?
Feedback from Student Performance
Feedback from Peers
Feedback from Faculty Development Specialists
Feedback from Students
Keys to Improvement with Feedback from Students
Consultation
Classroom Assessment and Research
Self-Evaluation
In Conclusion

References
Index
Cover image

Blueprint for Learning: Constructing College Courses to Facilitate, Assess, and Document Learning

Book
Richlin, Laurie
2006
Stylus, Sterling, VA
LB2361.R476 2006
Topics: General Overviews

Additional Info:
An acclaimed educator presents hands-on advice on teaching that meets today's emphasis on learning outcomes and assessment. This book is informed by the most up-to-date research on how people learn. It is suitable for all instructors in higher education - as well as high school teachers. Laurie Richlin has been running a workshop on course design for higher education for over fifteen years, modifying and improving it progressively from the ...
Additional Info:
An acclaimed educator presents hands-on advice on teaching that meets today's emphasis on learning outcomes and assessment. This book is informed by the most up-to-date research on how people learn. It is suitable for all instructors in higher education - as well as high school teachers. Laurie Richlin has been running a workshop on course design for higher education for over fifteen years, modifying and improving it progressively from the feedback of participants, and from what they in turn have taught her. Her goals are to enable participants to appropriately select teaching strategies, to design and create the conditions and experiences that will enable their students to learn; and in the process to develop the scholarly scaffold to document their ongoing course design and achievements. This book familiarizes readers with course design elements; enables them to understand themselves as individuals and teachers; know their students; adapt to the learning environment; design courses that promote deep learning; and assess the impact of the teaching practices and design choices they have made. She provides tools to create a full syllabus, offers guidance on such issues as framing questions that encourage discussion, developing assignments with rubrics, and creating tests. The book is packed with resources that will help readers structure their courses and constitute a rich reference of proven ideas. What Laurie Richlin offers is a intellectual framework, set of tools and best practices to enable readers to design and continually reassess their courses to better meet their teaching goals and the learning needs of their students. (From the Publisher)

Table Of Content:
ch. 1 Scholarly teaching and the scholarship of teaching and learning
ch. 2 Scholarly design process
ch. 3 Professor
ch. 4 Students
ch. 5 Environment
ch. 6 Content
ch. 7 Biology of learning
ch. 8 Kolb experiential learning cycle
ch. 9 Gardner's multiple intelligences
ch. 10 Styles of learning and teaching
ch. 11 Cognitive development of college students
ch. 12 Bloom taxonomies
ch. 13 Motivation
ch. 14 Metaphors for the teaching
ch. 15 Ethics of teaching
ch. 16 Designing learning experiences
ch. 17 Grading schemes and policies
ch. 18 From goals to assessment
ch. 19 Building in feedback : classroom assessment techniques
ch. 20 Tests and blueprints
ch. 21 Assignments and rubrics
ch. 22 Syllabus
ch. 23 Attachments
ch. 24 Explanation of design choices

Seven principles for good practice in undergraduate education
Learner-centered psychological principles
Course portfolio design : syllabus, attachments, and explanation
Cover image

College Teaching: Developing Perspective Through Dialogue

Book
Galbraith, Michael W.
2008
Krieger Publishing Company, Malabar, FL
LB2331.G35 2008
Topics: General Overviews

Additional Info:
"College Teaching: Developing Perspective Through Dialogue" casts a wide net over the topic of teaching in college. It begins with the notion that to understand what it means to be a good college teacher, self-awareness is essential. From there it provides helpful guidelines for beginning teachers, as well as to more experienced ones, about the instructional process and the academic activities outside the classroom that are imperative for survival as ...
Additional Info:
"College Teaching: Developing Perspective Through Dialogue" casts a wide net over the topic of teaching in college. It begins with the notion that to understand what it means to be a good college teacher, self-awareness is essential. From there it provides helpful guidelines for beginning teachers, as well as to more experienced ones, about the instructional process and the academic activities outside the classroom that are imperative for survival as a college teacher. "College Teaching" uses a question-answer format to explore its nine parts. Readers of the book will find its conversational and personal tone to be a welcoming approach to exploring the complexities, dynamics, and joys of college teaching. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

Part One: Gaining Some Insight on Self
Part Two: Preparing to Teach the Course
Part Three: The First Class Session
Part Four: Issues in the Classroom
Part Five: Teaching Methods and Techniques
Part Six: Teaching With Technology
Part Seven: Evaluating and Grading
Part Eight: Academic Advising
Part Nine: Academic Activities Outside the Classroom

References

Index
Cover image
Wabash tree

Teaching Reflectively in Theological Contexts: Promises and Contradictions

Book
Hess, Mary E., and Stephen D. Brookfield, eds.
2008
Krieger Publishing Company, Malabar, FL
BV4020.T43 2008
Topics: Theological Education   |   Ministerial Formation   |   General Overviews

Additional Info:
Teaching Reflectively in Theological Contexts explores the dynamics, principles, contradictions and tensions of teaching within theological contexts. It offers practical suggestions on modeling pastoral leadership, building trust with learners, negotiating the dynamics of team-teaching, questioning received truth, teaching through discussions, working with diversities, and building a culture of reflective teaching. (From the Publisher)
Additional Info:
Teaching Reflectively in Theological Contexts explores the dynamics, principles, contradictions and tensions of teaching within theological contexts. It offers practical suggestions on modeling pastoral leadership, building trust with learners, negotiating the dynamics of team-teaching, questioning received truth, teaching through discussions, working with diversities, and building a culture of reflective teaching. (From the Publisher)

Table Of Content:
Introduction

Foundational Questions
ch. 1 “How can we teach authentically?” Reflective practice in the dialogical classroom (Stephen D. Brookfield and Mary E. Hess)
ch. 2 “How do we make space for students to seek truth?” Teaching with conviction (David J. Lose)
ch. 3 “How do we invite students into conversation?” Teaching dialogically (Stephen D. Brookfield)
ch. 4 “How do we meet students where they are, while challenging them further?” Teaching developmentally (Mary E. Hess)

Questions Arising From Practice
ch. 5 “How do students experience the teacher?” Knowing who you are as a teacher (and knowing that your students do not) (Rolf Jacobson)
ch. 6 “How can students learn to trust us as we challenge who they are?” Building trust and trustworthiness in a biblical studies classroom. (Matthew L. Skinner)
ch. 7 “How does team teaching model trust in and beyond the classroom?” Teaming to create the conditions for transformation (Janet Ramsey)
ch. 8 “How do we teach across cultural diversity?” Teaching in the face of cross-cultural conversation (Frieder Ludwig)

Realizing promises and confronting contradictions
ch. 9 “How can white teachers recognize and challenge racism?”Acknowledging collusion and learning an aggressive humility (Mary E. Hess and Stephen D. Brookfield)
ch. 10 “How do we enter students’ worlds we cannot know?” Praying and teaching when not “at home” (Mary E. Hess)
ch. 11 “How do we know what our students are learning?” Assessing learning in the context of pastoral engagement and candidacy processes (Alvin Luedke)
ch. 12 “How can technology stretch us without snapping?” Teaching with technology (Mary E. Hess)

Conclusions
ch. 13 “How do we connect classroom teaching to institutional practice?” Sustaining a culture of reflective practice in teaching (Mary E. Hess and Stephen D. Brookfield)

References
Index
Additional Info:
No other teaching experience will feel quite like the first time an instructor walks into a classroom to face a class of students.
This book is a wise and friendly guide for new faculty and graduate student instructors who are about to teach for the first time.
It provides an introduction to the theory of teaching; describes proven strategies and activities for engaging students in their learning; and ...
Additional Info:
No other teaching experience will feel quite like the first time an instructor walks into a classroom to face a class of students.
This book is a wise and friendly guide for new faculty and graduate student instructors who are about to teach for the first time.
It provides an introduction to the theory of teaching; describes proven strategies and activities for engaging students in their learning; and offers advice on classroom management, syllabus creation, grading, assessment, and discipline issues, among other topics. It prepares readers for a confident start as teachers, and gives them a firm foundation on which to develop their skills and personal classroom styles.
The author breaks teaching down into its component elements and tasks to enable graduate student instructors to identify their particular responsibilities, and learn about what works and does not. They will also benefit from reading the book as a whole as it sets their work in the context of course objectives and learning theory.
For new faculty this engaging book provides a solid basis from which to develop their skills and personal styles as teachers; and offers guidance on documenting their classroom success for the purposes of promotion and tenure. For graduate student instructors, the book is a companion that will give them confidence and pleasure in teaching, and stand them in good stead if they decide on a in any future career in academe. (From the Publisher)

Table Of Content:
Acknowledgments
Beginnings

On Being a Novice College Teacher
The Bold Enterprise
Apprehensions and Trepidations
The "It" Factor-Help Students Understand What It Means to Be Educated
Types of Appointments
Finding Help for Your Teaching
Teaching Intentionally
Success-Three Brief Tips
Pedagogy
Teacher-Centered or Student-Centered
Teachers in Their Many Roles
Active Learning
Critical Thinking
Some Major Figures in Pedagogy
Special Attention to Undergraduates
Making Use of Technology
The First Day
A Tone That Signals Community
Authority in the Classroom
Facilities and Their Modifications
Your First Class-Instruction or Only Orientation
Dealing With Anxiety
Day One Arrives
Employing Active Learning From the Start
Messages to Students ... Subtle and Bold
Diversity, Diversity,Diversity
Introducing Students to Your Discipline
The Great Start-Yours
Creating a Syllabus
Syllabus or Course Guidelines-Which Works for You?
Your Course's "Clock"
Constructing a Syllabus
Pausing to Assess and Refresh
Finding Out What Your Students Know-and Helping Them Change Their Minds
Classroom Assessments
Students-What They Expect and What You Might Expect
Student Constituents-Gender, Race, Ethnicity, Religion, Class, Age, Students With Disabilities, Athletes, and Celebrities
Grade Inflation
The Notion of Students as Customers
Your Students' Unasked Questions
Preparing Your Students for Learning-Mnemonics and Beyond
Mandatory Conferences
Learning Styles
Preparation for Discussions
One Hundred Percent Participation
Creating Guidelines With Students
A Safe Environment
Learning Names-Everyone's Task
Who Speaks and Who Doesn't and Who Talks Too Much
Difficult or Challenging Topics: Taboos, Personal Values, and Hurt or Angry Feelings
Humor
Laughing at Others-Be Prepared
Preparing Content
Session Goals
Using PowerPoint
Facilitating Discussions
Texts, Problems, Evidence
Relying on Homework
What You Should Know About How Well Students Read
Using the Board
Video Clips and Films
Using Computer Displays and Overheads
Some Formats to Jump-Start Discussions
Time-Outs for Sluggish Sessions
Discussions Gone Wild
Dealing With Un(der)prepared Classes
Planning Assignments
Your Opportunities for Creating Assignments
The Mechanics of Planning
Papers, Real and Cyber
Exercise versus Display
Motivation
Repetition
Carrots and Sticks-Getting Students to Do Their Homework
When Students Write-Considerations and Assignment Ideas
Writing-the Emotional Side
Assignment Ideas
Term Papers and Their Alternatives
Group Work and Presentations
Using Groups in Your Classes
Gender and Race in Small Groups
Long-Term Projects
Optimizing Group Activities
Pitfalls of Group Projects
Helping Students Give Successful Presentations
Fraud, Cheating, Plagiarism, and Some Assignments That Discourage It
Fraud in Higher Education
Cheating
Plagiarism and Assignments That Discourage It
Dealing With Students Who Cheat or Plagiarize
Grading
Institutional Requirements
Two Mandates in Grading
Learning Outcomes
Rubrics
Test Construction
Improvement as a Factor
Nonnative English Speakers and Others With Writing Problems
Weighting Grades
Gatekeeping Knowledge
Extra Credit
Grading Attendance
Keeping Track of Participation
Assessment of Public Speaking
Grading Group Presentations
Efficient Grading
Making Use of Technology
Grade Complaints
Student Evaluations of You
Making the Most of Your Teaching Time and Planning for Your Future
Teaching Portfolios
Papers and Poster Sessions, Awards, and More
Translating Teaching Experiences Into a Career Other Than Teaching
Resume or Curriculum Vitae

Index
Cover image

Teaching Nonmajors: Advice for Liberal Arts Professors

Book
Arvidson, P. Sven
2008
State University of New York Press, Albany, NY
LC1011.A68 2008
Topics: Liberal Arts   |   General Overviews

Additional Info:
Delivers uncomplicated and useful techniques for better teaching to nonmajors in liberal arts courses.
Teaching Nonmajors focuses on what dedicated teachers want to know—how can I teach better in the classroom? Unlike most books on teaching, this book delivers uncomplicated and immediately useful techniques and strategies for teaching required courses to nonmajors. Providing practical examples and brief anecdotes drawn from a variety of disciplines in the liberal arts ...
Additional Info:
Delivers uncomplicated and useful techniques for better teaching to nonmajors in liberal arts courses.
Teaching Nonmajors focuses on what dedicated teachers want to know—how can I teach better in the classroom? Unlike most books on teaching, this book delivers uncomplicated and immediately useful techniques and strategies for teaching required courses to nonmajors. Providing practical examples and brief anecdotes drawn from a variety of disciplines in the liberal arts and sciences, the author describes simple ways to break up lectures, how to stimulate the best discussions, the art of assignments, how to improve student ratings, and successful strategies for engaging nonmajors and for handling problem students. Teaching Nonmajors is written especially for liberal arts college and university professors at all career stages—from adjuncts and new professors, to seasoned professors looking for a fresh approach heading into a new term. (From the Publisher)

Table Of Content:
ch. 1 Give better lectures
ch. 2 Break up lectures
ch. 3 The best discussions and student presentations
ch. 4 The art of assignments
ch. 5 Sensible policies
ch. 6 Professor and student problems
ch. 7 Understand and improve student ratings
ch. 8 Conclusion

Index
Cover image

The Art & Craft of College Teaching: A Guide for New Professors & Graduate Students

Book
Rotenberg, Robert
2005
Left Coast Press, Inc., Walnut Creek, CA
LB2331.R64 2005
Topics: General Overviews   |   Doctoral Students and New Teachers

Additional Info:
The Art & Craft of College Teaching provides a hands-on, quick-start guide to the college classroom for those who are facing their first five years as independent teachers. In it, you'll find the answers to some of college teachings most common questions How do college students learn most effectively? What are the questions to consider when you develop a course for the first time? How does class size affect course design? ...
Additional Info:
The Art & Craft of College Teaching provides a hands-on, quick-start guide to the college classroom for those who are facing their first five years as independent teachers. In it, you'll find the answers to some of college teachings most common questions How do college students learn most effectively? What are the questions to consider when you develop a course for the first time? How does class size affect course design? How do you set your expectations for your students? How can you help students become better thinkers? Why is the assessment of student learning important to the classroom teacher? What makes lecturing effective? What techniques of preparation and performance work best with which discussions? How do you deal with a slow or non-responsive class? How do you deal with challenges to your authority in the classroom? How do you set up a seminar so that it runs will a minimum of input from you? How do you get students to work collaboratively and effectively on learning exercises? What are the best practices for grading student exams and papers? What do you actually learn from student evaluations? (From the Publisher)

Table Of Content:
Part 1 Teaching as an Art and Teaching as a Craft
ch. 1 The Learning Curve of the College Teacher
ch. 2 Plan of the Book

Part 2 What Do We Know About Postsecondary Intellectual Development?
ch. 3 Bloom and Perry on Adult Learners
ch. 4 Kolb and Experiential Learning
ch. 5 Gardner and Multiple Intelligences
ch. 6 Baxter-Magolda and Ways of Knowing
ch. 7 King and Kitchener and the Reflective Judgment Model
ch. 8 Current Approaches to Understanding Growth in Thinking Skills

Part 3 What Do We Know About Effective Undergraduate Teaching?
ch. 9 History and Development of Best Practices Research

Part 4 The Role of the Teacher in the Classroom
ch. 10 The Real Relationship Between Teacher and Student
ch. 11 Figuring Out What to Teach and How Much of It
ch. 12 Who Are the Students?

Part 5 Demands on the New Instructor
ch. 13 Departmental Demands
ch. 14 Demands of General Education Courses
ch. 15 Demands of the Undergraduate Major
ch. 16 Demands of Graduate Programs
ch. 17 Interdisciplinary Demands

Part 6 Constructing the Syllabus
ch. 18 Developing a Course for the First Time
ch. 19 The Impact of Class Size on a Syllabus
ch. 20 Taking the Calendar into Account
ch. 21 Ordering Books and Photocopying Material
ch. 22 Technical Components of a Syllabus
ch. 23 Selecting the Knowledge Base for the Course
ch. 24 Selecting Texts
ch. 25 Fitting the Course into the Curriculum
ch. 26 Organizing the Course around Problem Sets
ch. 27 Organizing the Course around Specific Experiences

Part 7 Determining Your Expectations for Students' Reasoning Skills
ch. 28 Characterizing Critical Thinking
ch. 29 How Do You Recognize Critical Thinking When You See It?

Part 8 Determining Your Expectations for Creativity
ch. 30 The Cognitive Basis for Creative Thinking
ch. 31 Characterizing Creative Thinkers
ch. 32 How Do You Recognize Creativity When It Occurs?
ch. 33 Supporting the Creative Process

Part 9 Assessing Student Learning
ch. 34 Best Practices in Student Assessment
ch. 35 Tools for Classroom-Level Assessment
ch. 36 Assessment Essays
ch. 37 Group Assessment
ch. 38 Portfolio Assessment

Part 10 The Lecture Classroom
ch. 39 What Is a Lecture?
ch. 40 Tools for More Effective Lectures
ch. 41 What Lecture Formats Can and Cannot Do
ch. 42 The Living Textbook Approach
ch. 43 Developing an Active Lecture Format
ch. 44 Techniques for Livelier Lecture Classes
ch. 45 Helping Students Listen Effectively to Lectures
ch. 46 Working with Teaching Assistants

Part 11 The Discussion Classroom
ch. 47 Discussion Techniques
ch. 48 Making It Difficult for the Students to Be Unprepared
ch. 49 Motivational Issues in Discussions
ch. 50 Dealing with Silence
ch. 51 Dealing with Talkers
ch. 52 Student-Generated Discussion
ch. 53 Designing a Discussion around Specific Roles
ch. 54 First Aid for Tired Discussions
ch. 55 Preparing for Discussions of Controversial Subjects
ch. 56 The Socratic Form of Discussion
ch. 57 Non-Socratic Forms of Discussion
ch. 58 Insuring Equity and Full Participation
ch. 59 Evaluating Discussion Outcomes

Part 12 The Seminar Classroom
ch. 60 Strategies for Organizing a Seminar
ch. 61 Preparation for Seminar Participation
ch. 62 The Seminar Process
ch. 63 Evaluating Seminar Performance

Part 13 The Laboratory Classroom
ch. 64 Collaborative Learning in the Scientific Laboratory?
ch. 65 Teaching Strategies for Laboratories
ch. 66 Teaching Reasoning Skills in the Laboratory
ch. 67 Collaborative Learning in Problem-Based Classrooms
ch. 68 Strategies for Problem-Based Learning in the Laboratory
ch. 69 Applying Problem-Based Learning in the Classroom
ch. 70 The Role of Theoretical Literature in Problem-Based Learning
ch. 71 Framing the Students' Learning Process in Problem-Based Learning
ch. 72 Tutoring Techniques in Problem-Based Learning
ch. 73 Managing Team and Group Research Dynamics
ch. 74 Forming Work Groups in a Collaborative Classroom
ch. 75 Dealing with Student Complaints
ch. 76 Case-Based Learning Methods
ch. 77 Designing a Case-Based Method Course
ch. 78 How to Teach Cases
ch. 79 Simulation and Games
ch. 80 Film, Video, and Audio Case Materials
ch. 81 Fieldwork, Internships, and Service and Experiential Learning
ch. 82 Field-Based Learning
ch. 83 Teaching in the Field
ch. 84 Evaluating Field-Based Learning
ch. 85 Writing Field-Based and Laboratory Reports
ch. 86 Evaluating Collaborative Learning

Part 14 Advising in the Classroom
ch. 87 Diffusing Career Anxiety
ch. 88 Supporting Time Management
ch. 89 Understanding Learning Disabilitiesv ch. 90 Helping Students with Emotional and Medical Issues
ch. 91 Dealing with Angry, Aggressive, or Bullying Studentsv ch. 92 Dealing with Flattery
ch. 93 Dealing with Discouraged and Struggling Studentsv ch. 94 Dealing with Emotional Reactions to Sensitive Topics

Part 15 Effective Grading of Student Achievement
ch. 95 Establishing Fair and Effective Grading Policies
ch. 96 How Not to Grade
ch. 97 Combating Grade Inflation
ch. 98 Criterion-Based Grading
ch. 99 Asking Appropriate Questions for Evaluation
ch. 100 The Test
ch. 101 Timed vs. Untimed Tests
ch. 102 Partial vs. Comprehensive Testingv ch. 103 Oral vs. Written Exams
ch. 104 The Presentation
ch. 105 The Essay
ch. 106 The Research Projectv ch. 107 The Group Project
ch. 108 How Group Work Differs from Individual Work

Part 16 Administrative Issues in the Classroom
ch. 109 Academic Integrity
ch. 110 Student Contractual Issues
ch. 111 Independent Studies
ch. 112 Makeup Policies and Exams
ch. 113 Grade Challenges

Part 17 Evaluating the Instructor
ch. 114 Student-Based Evaluation
ch. 115 What to Do About "Bad" Evaluations
ch. 116 Peer-Based Evaluation

A Final Word
Cover image

Tools for Teaching, Second Edition

Book
Davis, Barbara Gross
2009
Jossey-Bass, San Francisco, CA
LB2331.D37 2009
Topics: General Overviews

Additional Info:
This thoroughly revised and updated edition of Barbara Gross Davis's classic book Tools for Teaching presents the very latest in ideas and strategies for college teaching: hundreds of tools, tips, and methods, all grounded in research and best practices of faculty. Topics from the bestselling first edition have been extensively updated, and new sections have been added to reflect recent developments in classroom and online technology. (From the Publisher)
Additional Info:
This thoroughly revised and updated edition of Barbara Gross Davis's classic book Tools for Teaching presents the very latest in ideas and strategies for college teaching: hundreds of tools, tips, and methods, all grounded in research and best practices of faculty. Topics from the bestselling first edition have been extensively updated, and new sections have been added to reflect recent developments in classroom and online technology. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 Preparing or Revising a Course
ch. 2 The Course Syllabus
ch. 3 The First Day of Class
ch. 4 Academic Accommodations for Students with Disabilities
ch. 5 Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender
ch. 6 Reentry Students
ch. 7 Teaching Academically Diverse Students
ch. 8 Leading a Discussion
ch. 9 Encouraging Student Participation in Discussion
ch. 10 Asking Questions
ch. 11 Fielding Students' Questions
ch. 12 Preparing to Teach the Large Lecture Course
ch. 13 Delivering a Lecture
ch. 14 Explaining Clearly
ch. 15 Personalizing the Large Lecture Class
ch. 16 Supplements and Alternatives to Lecturing: Encouraging Student Participation
ch. 17 Maintaining Instructional Quality with Limited Resources
ch. 18 Collaborative Learning: Group Work and Study Teams
ch. 19 Role Playing and Case Studies
ch. 20 Fieldwork
ch. 21 Helping Students Learn
ch. 22 Learning Styles and Preferences
ch. 23 Motivating Students
ch. 24 Helping Students Write Better in All Courses
ch. 25 Designing Effective Writing Assignments
ch. 26 Evaluating Students' Written Work
ch. 27 Homework: Problem Sets
ch. 28 Quizzes, Tests, and Exams
ch. 29 Allaying Students' Anxieties About Tests
ch. 30 Multiple-Choice and Matching Tests
ch. 31 Short-Answer and Essay Tests
ch. 32 Grading Practices
ch. 33 Calculating and Assigning Grades
ch. 34 Preventing Academic Dishonesty
ch. 35 Chalkboards
ch. 36 Flipcharts
ch. 37 Transparencies and Overhead Projectors
ch. 38 Slides
ch. 39 Films and Videotapes
ch. 40 Computers and Multimedia
ch. 41 Fast Feedback
ch. 42 Watching Yourself on Videotape
ch. 43 Self-Evaluation and the Teaching Dossier
ch. 44 Holding Office Hours
ch. 45 Academic Advising and Mentoring Undergraduates
ch. 46 Guiding, Training, and Supervising Graduate Student Instructors
ch. 47 The Last Days of Class
ch. 48 Student Rating Forms
ch. 49 Writing Letters of Recommendation

Index
Additional Info:
Before entering higher education, most students' learning experiences have been traditional and teacher-centered. Their teachers have typically controlled their learning, with students having had little say about what and how to learn. For many students, encountering a learner-centered environment will be new, possibly unsettling, and may even engender resistance and hostility.
Taking as his starting point students' attitudes toward, and unfamiliarity with, learner-centered classrooms, Terry Doyle explains that motivating ...
Additional Info:
Before entering higher education, most students' learning experiences have been traditional and teacher-centered. Their teachers have typically controlled their learning, with students having had little say about what and how to learn. For many students, encountering a learner-centered environment will be new, possibly unsettling, and may even engender resistance and hostility.
Taking as his starting point students' attitudes toward, and unfamiliarity with, learner-centered classrooms, Terry Doyle explains that motivating students to engage with this practice first of all requires explaining its underlying rationale, and then providing guidance on how to learn in this environment. This book is about how to help students acquire the new skills and knowledge they need to take on unfamiliar roles and responsibilities. It is informed by the author's extensive experience in managing learner-centered classes, and by his consultation work with faculty.
The first four chapters focus on the importance of imparting to students the evidence and underlying philosophy that is driving higher education to move from a teacher-centered to a learner-centered practice, and what this means for students in terms of having control over, and making important choices about, their learning. The final eight chapters focus on how to impart the skills that students need to learn or hone if they are to be effective learners in an environment that is new to them. The book covers such practices as learning on one's own; creating meaningful learning when collaborating with others; peer teaching; making presentations; developing life long learning skills; self and peer evaluation; and give meaningfulfeedback.
This book provides a rich and informative answer to the fundamental question: how do I help my students adjust to a learner-centered practice? (From the Publisher)

Table Of Content:
ch. 1 Optimizing Students' Learning
ch. 2 Why Students Resist Learner-Centered Teaching
ch. 3 Creating Relevance for a Learner-Centered Practice
ch. 4 Putting Students' Learning into the Context of Current Learning Theory
ch. 5 Promoting Independent Learning
ch. 6 Communication Skills for Working with Peers
ch. 7 Helping Students Take Charge of Their Learning
ch. 8 When Students Teach One Another
ch. 9 Presentations and Performance Assessments
ch. 10 Becoming Lifelong Learners
ch. 11 Helping Students Recognize What They Know, Don't Know, and Misunderstand
ch. 12 Student Evaluations - Themselves, Others, and the Teacher

App. A Research Report Writing and Reading Assignments Report Writing
App. B Problem-Solving Process
App. C Feedback Rubric
App. D Sample Rubrics
App. E Student Background Questionnaire
App. F Websites on Learning How to Give Effective Criticism

References
Index
Cover image

On Course: A Week-by-Week Guide to Your First Semester of College Teaching

Book
Lang, James M.
2008
Harvard University Press, Cambridge, MA
LB2331.L245 2008
Topics: General Overviews

Additional Info:
You go into teaching with high hopes: to inspire students, to motivate them to learn, to help them love your subject. Then you find yourself facing a crowd of expectant faces on the first day of the first semester, and you think “Now what do I do?”

Practical and lively, On Course is full of experience-tested, research-based advice for graduate students and new teaching faculty. It provides a ...
Additional Info:
You go into teaching with high hopes: to inspire students, to motivate them to learn, to help them love your subject. Then you find yourself facing a crowd of expectant faces on the first day of the first semester, and you think “Now what do I do?”

Practical and lively, On Course is full of experience-tested, research-based advice for graduate students and new teaching faculty. It provides a range of innovative and traditional strategies that work well without requiring extensive preparation or long grading sessions when you’re trying to meet your own demanding research and service requirements. What do you put on the syllabus? How do you balance lectures with group assignments or discussions—and how do you get a dialogue going when the students won’t participate? What grading system is fairest and most efficient for your class? Should you post lecture notes on a website? How do you prevent cheating, and what do you do if it occurs? How can you help the student with serious personal problems without becoming overly involved? And what do you do about the student who won’t turn off his cell phone?

Packed with anecdotes and concrete suggestions, this book will keep both inexperienced and veteran teachers on course as they navigate the calms and storms of classroom life. (From the Publisher)

Table Of Content:
Acknowledgments
Preface

Before the Beginning: The Syllabus
Week 1 First Days of Class
Week 2 Teaching with Technology
Week 3 In the Classroom: Lectures
Week 4 In the Classroom: Discussions
Week 5 In the Classroom: Teaching with Small Groups
Week 6 Assignments and Grading
Week 7 Students as Learners
Week 8 Students as People
Week 9 Academic Honesty
Week 10 Finding a Balance Outside the Classroom
Week 11 Re-Energizing the Classroom
Week 12 Common Problems
Week 13 Student Ratings and Evaluations
Week 14 Last Days of Class
Week 15 Teachers as People
After the End: Top Ten Resources

Appendix A: A Sample Syllabus
Appendix B: Student Participation Evaluation Form

Index
Cover image

A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, Third Edition

Book
Heather Fry, Steve Ketteridge, Stephanie Marshall, eds.
2009
Routledge, NY
LB2331.H3145 2009
Topics: General Overviews

Additional Info:
Written for both new and existing lecturers, this handbook is based upon exemplary practice and case studies. It gives readers the information they will need to ensure that teaching practice is in line with current standards and best practice. (From the Publisher)
Additional Info:
Written for both new and existing lecturers, this handbook is based upon exemplary practice and case studies. It gives readers the information they will need to ensure that teaching practice is in line with current standards and best practice. (From the Publisher)

Table Of Content:
List of illustrations
Notes on contributors
Acknowledgements
Foreword

Part 1 Teaching, supervising and learning in higher education
ch. 1 A user's guide (Heather Fry, Steve Ketteridge and Stephanie Marshall)
ch. 2 Understanding student learning (Heather Fry, Steve Ketteridge and Stephanie Marshall)
ch. 3 Organizing teaching and learning: outcomes-based planning (Sherria L. Hoskins and Stephen E. Newstead)
ch. 4 Principles of student assessment (Lorraine Stefani)
ch. 5 Encouraging student motivation (Ann Morton)
ch. 6 Lecturing for learning (Sandra Griffiths)
ch. 7 Teaching and learning in small groups (Sam Brenton)
ch. 8 Supervising projects and dissertations
ch. 9 Teaching and learning for student skills development (Pauline Kneale)
ch. 10 Supporting learning from experience (David Gosling)
ch. 11 Virtual space, real learning: an introduction to VLEs
ch. 12 Supporting student learning
ch. 13 Assuring quality and standards in teaching
ch. 14 The evaluation of teaching

Part 2 Teaching in the disciplines
ch. 15 Reflective practice
ch. 16 Observation of teaching
ch. 17 Teaching portfolios
ch. 18 Key aspects of teaching and learning in experimental sciences and engineering
ch. 19 Key aspects of teaching and learning in information and computer sciences
ch. 20 Key aspects of teaching and learning in arts, humanities and social sciences
ch. 21 Key aspects of teaching and learning in nursing and midwifery
ch. 22 Key aspects of teaching and learning in languages
ch. 23 Key aspects of teaching and learning in medicine and dentistry
ch. 24 Key aspects of teaching and learning in accounting, business and management
ch. 25 Key aspects of teaching and learning in mathematics and statistics
ch. 26 Key aspects of teaching and learning in medicine and dentistry
ch. 27 Key aspects of teaching and learning in nursing and midwifery

Part 3 Enhancing personal practice
ch. 28 Enhancing personal practice: establishing teaching and learning credentials
ch. 29 Teaching excellence as a vehicle for career progression

Glossary
Index
Cover image
Wabash tree

Teaching What You Don't Know

Book
Huston, Therese
2009
Harvard University Press, Cambridge, MA
LB2331.H875 2009
Topics: Vocation of Teaching   |   Faculty Well-Being   |   General Overviews

Additional Info:
Your graduate work was on bacterial evolution, but now you're lecturing to 200 freshmen on primate social life. You've taught Kant for twenty years, but now you're team-teaching a new course on “Ethics and the Internet.” The personality theorist retired and wasn't replaced, so now you, the neuroscientist, have to teach the "Sexual Identity" course. Everyone in academia knows it and no one likes to admit it: faculty often have to ...
Additional Info:
Your graduate work was on bacterial evolution, but now you're lecturing to 200 freshmen on primate social life. You've taught Kant for twenty years, but now you're team-teaching a new course on “Ethics and the Internet.” The personality theorist retired and wasn't replaced, so now you, the neuroscientist, have to teach the "Sexual Identity" course. Everyone in academia knows it and no one likes to admit it: faculty often have to teach courses in areas they don't know very well. The challenges are even greater when students don't share your cultural background, lifestyle, or assumptions about how to behave in a classroom.

In this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. How can you prepare most efficiently for a new course in a new area? How do you look credible? And what do you do when you don't have a clue how to answer a question?

Encouraging faculty to think of themselves as learners rather than as experts, Therese Huston points out that authority in the classroom doesn't come only, or even mostly, from perfect knowledge. She offers tips for introducing new topics in a lively style, for gauging students' understanding, for reaching unresponsive students, for maintaining discussions when they seem to stop dead, and -yes- for dealing with those impossible questions.

Original, useful, and hopeful, this book reminds you that teaching what you don't know, to students whom you may not understand, is not just a job. It's an adventure. (From the Publisher)

Table Of Content:
Introduction

ch. 1 The Growing Challenge
ch. 2 Why It's Better Than It Seems
ch. 3 Getting Ready
ch. 4 Teaching and Surviving
ch. 5 Thinking in Class
ch. 6 Teaching Students You Don't Understand
ch. 7 Getting Better
ch. 8 Advice for Administrators

Appendixes
Notes
Acknowledgments
Index
Cover image

The Essential College Professor: A Practical Guide to an Academic Career

Book
Buller, Jeffrey L.
2010
Jossey-Bass, San Francisco
LB1778.2.B85 2010
Topics: Vocation of Teaching   |   General Overviews   |   Leadership and Faculty Development   |   Doctoral Students and New Teachers

Additional Info:
College professors are expected to perform a large number of tasks for which they receive little or no training. For instance, where in graduate school do you learn how to teach most effectively in a large auditorium, and what do you do differently in those classes from when you are teaching in a more intimate setting, with a few upper-level students around a seminar table or in a tutorial? How ...
Additional Info:
College professors are expected to perform a large number of tasks for which they receive little or no training. For instance, where in graduate school do you learn how to teach most effectively in a large auditorium, and what do you do differently in those classes from when you are teaching in a more intimate setting, with a few upper-level students around a seminar table or in a tutorial? How do you secure a contract for a book that you would like to publish? How do you go about applying for external funding to support your research? How do you write a particularly effective syllabus or exam? How do you create the sort of curriculum vitae that is most likely to earn you tenure, promotion, another position, or an administrative appointment? How do you chair a committee? How do you deal with a student who is disrupting one of your classes? Why should you engage in fundraising, recruiting new students, or maintaining close ties with alumni? Why should you develop a "strategic plan" for your career, improving your teaching and enhancing your research? Why is service only a small part of genuine academic citizenship?

The Essential College Professor is about the "how" and "why" of being a faculty member in higher education today. Based on the author's series of highly successful faculty development workshops, each chapter deals concisely with the most important information college professors need at their fingertips when confronted by a particular challenge or faced with an exciting opportunity. Written both as a comprehensive guide to an academic career and as a ready reference to be consulted when needed, The Essential College Professoremphasizes proven solutions over untested theories and stresses what faculty members need to know now in order to be successful in their careers. (From the Publisher)

Table Of Content:
The Author
Introduction

Part I: The College Professor's Career
ch. 1 Applying for a Faculty Position
ch. 2 Interviewing for a Faculty Position
ch. 3 What Kind of Professor Are You?
ch. 4 Career Planning for College Professors
ch. 5 The Tenure and Promotion Process
ch. 6 Special Challenges for Junior Faculty
ch. 7 Special Challenges for Mid-Career Faculty
ch. 8 Special Challenges for Senior Faculty
ch. 9 Taking the Next Step in Your Career

Part II: The College Professor as Teacher
ch. 10 Assessing Student Learning
ch. 11 Writing an Effective Course Syllabus
ch. 12 Developing Creative Course Materials
ch. 13 Teaching Small Classes
ch. 14 Teaching Large Classes
ch. 15 Teaching One-on-One
ch. 16 Teaching with Technology
ch. 17 Reducing Grade Anxiety
ch. 18 Promoting Student Engagement
ch. 19 Addressing Academic Misconduct
ch. 20 Maintaining Appropriate Faculty-Student Relations
ch. 21 Dealing with Student Problems and Problem Students
ch. 22 Taking the Next Step in Your Teaching.

Part III: The College Professor as Scholar
ch. 23 Writing a Grant Proposal
ch. 24 Writing a Book Proposal
ch. 25 Overcoming Research Block
ch. 26 Balancing Scholarship with Other Duties
ch. 27 Seeking and Providing Peer Support for Scholarship
ch. 28 Alternative Forms of Scholarship
ch. 29 Taking the Next Step in Your Scholarship

Part IV: The College Professor as Citizen
ch. 30 Service Reconsidered
ch. 31 Creating an Effective Curriculum Vitae
ch. 32 Seeking Leadership Positions
ch. 33 Serving on Committees
ch. 34 Serving as an Academic Advisor
ch. 35 Serving as a Mentor
ch. 36 Handling Conflict with a Supervisor
ch. 37 Handling Conflict with Colleagues
ch. 38 The Faculty Member as Fundraiser
ch. 39 Exploring the Possibility of Administrative Work
ch. 40 Taking the Next Step in Your Service

Epilogue: A Checklist for the Essential College Professor
Cover image

Learning and Teaching in Higher Education: The Reflective Professional, Second Edition

Book
Greg Light, Roy Cox and Susanna Calkins
2009
Sage Publication, Thousand Oaks, CA
LB2331.L49 2009
Topics: General Overviews

Additional Info:
Around the world, higher education services are challenged by increased numbers and diversity of students, tougher demands for professional accountability, increasing calls for educational relevance and thinning resources. Learning and Teaching in Higher Education: The Reflective Professional addresses key issues in the practice and theory of teaching and learning in the sector. The authors draw upon theory, practice and current research to provide a new way of thinking about the ...
Additional Info:
Around the world, higher education services are challenged by increased numbers and diversity of students, tougher demands for professional accountability, increasing calls for educational relevance and thinning resources. Learning and Teaching in Higher Education: The Reflective Professional addresses key issues in the practice and theory of teaching and learning in the sector. The authors draw upon theory, practice and current research to provide a new way of thinking about the many aspects of learning and teaching in higher education, enabling the reader to critically reflect upon their teaching. (From the Publisher)

Table Of Content:
Authors' details
Preface to the First Edition
Preface to the Second Edition
Acknowledgements
Introduction: the challenge of professionalism

Part I The Academic As Reflective Professional
ch. 1 The reflective professional in academic practice
Introduction
The reflective professional: knowledge and language
Worlds apart
Teacher-student encounter
Teacher-researcher encounter
Principles of academic dialogue
Conclusions

ch. 2 A critical matrix of learning and teaching
The academic weave
Learning gaps
1 The gap between recall and understanding
2 The gap between understanding and having the ability/skills to practise effectively
3 The gap between having the skills/abilities and actually wanting to use them
4 The gap between having the abilities, wanting to use them and actually doing so
5 The gap between actually using the skills/abilities and changing
The learning situation: structures of meaning
Conclusions

Part 2 Genres Of Teaching In Higher Education
ch. 3 Designing: course and curriculum design
Introduction
Course and curriculum design
Course design and the critical matrix
Learning contexts: balance and structure
Addressing the impossible
Conclusions

ch. 4 Lecturing: large-group teaching
Introduction
Being where the action is
Designing the lecture
Expanding the learning matrix
Lecturing preparation and performance
Delivering and managing the lecture
Conclusions

ch. 5 Facilitating: small-group teaching
Introduction
Group work
The intellectual dimension
The personal dimension
The social dimension
The practical dimension
Conclusions

ch. 6 Supervising: project, dissertation and thesis guidance
Introduction
Key issues of supervision
The intellectual dimension
The personal dimension
The social dimension
The practical dimension
Assessing research
Conclusions

ch. 7 Innovating: teaching with technology
Introduction
Conceptual dimensions of using new technologies
Integrating technology into teaching and learning
Extending the matrix
Designing flexible courses
Conclusions

ch. 8 Assessing: student assessment
Introduction
Definitions
The centrality of learning outcomes
Key aspects of assessment
The intellectual dimension
The personal dimension
The social dimension
The practical dimension
Conclusions

ch. 9 Evaluating: teaching and course evaluation
Introduction
Teaching and courses: methods of evaluation
Evaluation of academic outcomes and change
Conclusions

Part 3 Performance Strategy
ch. 10 Realizing the reflective professional
Introduction: developing a strategy
Integrating practice and research
Teaching as research
The reflective professional through action research

Conclusion
Appendix: structured observation of teaching: guidelines
References
Index
Cover image

Teaching for Understanding at University: Deep Approaches and Distinctive Ways of Thinking

Book
Noel Entwistle
2009
Palgrave Macmillan, New York
LB2361.E67 2009
Topics: General Overviews

Additional Info:
University Teaching and Student Learning draws on a wide range of research findings to provide an up-to-date guide to the main principles of teaching and the devlopment of students' understanding. (From the Publisher)
Additional Info:
University Teaching and Student Learning draws on a wide range of research findings to provide an up-to-date guide to the main principles of teaching and the devlopment of students' understanding. (From the Publisher)

Table Of Content:
List of Figures and Tables
Series Editors' Preface
Author's Preface
Acknowledgements for Tables and Figures

ch. 1 Teaching for Understanding in a Complex World
Some initial propositions
The relationship between teaching and learning
The nature of educational research
The structure of the book

Part 1 How Students Learn
Bridge into Chapter 2 Educational Psychology and Student Learning
ch. 2 Learning and the Influences on It
Fundamental processes of learning
Practice and feedback
Attention and memory
Conceptual development
Rote and meaningful learning
Learning processes in studying
Influences on learning
Previous knowledge and experience
Abilities and learning styles
Personality and motivation
Thinking dispositions
An alternative research paradigm
Concluding summary

Bridge into Chapter 3 The Impact of Approaches to Learning
ch. 3 How Students Learn and Study
Concepts describing student learning
Identity and self-confidence
Personal and vocational aspirations
Conceptions of knowledge and learning
Approaches to learning
Organized effort
Cultural differences in learning and studying
Students with disabilities
Concluding summary

Part 2 What is Learned
Bridge into Chapter 4 Understanding Understanding - Or Do We?
ch.4 The Nature of Academic Understanding
Personal understanding
Experience of developing and reaching an understanding
The disposition to understand for oneself
The construction and use of knowledge objects
Making understanding visible through concepts maps
Integrative personal understandings
Target understanding across the disciplines
Electronic engineering
Biological sciences
Economics
History
Media and communication studies
Threshold concepts
Concluding summary

Part 3 How Academics Teach
Bridge into Chapter 5 Evolving Approaches to Teaching
ch. 5 Ideas about Teaching and Learning
Understanding pedagogy
Contrasting beliefs and approaches
The role of the university teacher
What makes a good university teacher?
Coping with contrasting roles and working within constraints
Students' experiences of teaching
Perceptions of lecturing
Perceptions of discussion classes
Perceptions of set work and assessment
National reviews of teaching quality
Concluding summary

Bridge into Chapter 6 Teaching for Personal Understanding
ch. 6 Research into Teaching for Understanding
The inner logic of the subject and its pedagogy
Examples of subject-specific teaching focused on understanding
Encouraging a deep approach to problem solving in electronic engineering
Establishing the critical features of a concept in computer studies
Helping students to understand threshold concepts in economics
Using concept maps to develop integrative understanding in history
The teaching-learning environment as a whole
Congruence within a teaching-learning environment
Examples of whole teaching-learning environments supporting understanding
Teaching for understanding
Powerful learning environments
Designing a whole curriculum to encourage deep approaches
Concluding summary

Part 4 Providing Teaching and Assessment to Support Learning
Bridge into Chapter 7 A Heuristic Model of Teaching and Learning
ch. 7 Research Guiding Teaching
Student characteristics influencing learning
Subject content and how it is taught
Planning a course
Beliefs about the role of the teacher
Thinking about the subject and its pedagogy
Target understanding and throughlines
Selection and organization of course content
Teaching that encourages thinking and understanding
Giving an overview and monitoring delivery
Arousing interest, explaining terms and encouraging understanding
Exemplifying ways of thinking and practising
Emphasizing critical features and patterns of variation
Encouraging individual reflection and group discussion
Being alert while teaching and showing empathy with students
Technological aids, e-learning and blended learning
Concluding summary

Bridge into Chapter 8 Assessment the driver, but in which Direction?
ch. 8 Influences of the Learning Environment
Institutional and departmental influences
Teaching and learning cultures within course teams
Course structure, organization and management
Allocation of set work and feedback on it
Formative and summative assessment
Varieties of assessment
Effects of assessment of study strategies
Support for individual learning and studying
Concluding summary

Part 5 Monitoring the Effectiveness of Teaching
Bridge into Chapter 9 Measuring Students' Approaches and Perceptions
ch. 9 Monitoring and Developing Teaching
An evaluation questionnaire to monitor teaching
Interviews to explore student learning
Investigating the effectiveness of teaching
Encouraging teaching development
The scholarship of teaching

Appendices
Index
Cover image

Making Learning Happen: A Guide for Post-Compulsory Education

Book
Race, Phil
2010
Sage Publication, Thousand Oaks, CA
LB2331.R272 2010
Topics: Curriculum Design and Assessment   |   General Overviews

Additional Info:
Making Learning Happen provides an accessible and practical discussion of teaching and learning for the post-compulsorysector of higher and further education. Much of the existing educational literature on 'learning' is written in language which makes it inaccessible to the people most directly involved in learning: learners and their teachers. This book avoids the unnecessary jargon and elitist language which has too often hitherto hindered teachers and learners alike in thinking ...
Additional Info:
Making Learning Happen provides an accessible and practical discussion of teaching and learning for the post-compulsorysector of higher and further education. Much of the existing educational literature on 'learning' is written in language which makes it inaccessible to the people most directly involved in learning: learners and their teachers. This book avoids the unnecessary jargon and elitist language which has too often hitherto hindered teachers and learners alike in thinking about how best to make learning happen.

This book will help staff in higher and further education increase the 'learning payoff' which their students derive from a wide range of educational contexts, at all levels in post-compulsory education.

The book is centred around Phil Race's well-known 'ripples on a pond' model of learning, which has identified five fundamental factors underpinning successful learning:

'wanting' to learn

'needing' to learn

'learning by doing'

'feedback'

'digesting - making sense of what has been learned'.

This text will allow teachers and students to address these factors head-on in a wide range of contexts, including large-group teaching, small-group work, online learning, and in their use of formative feedback to help their students.

Included in the book is a self-analysis questionnaire to enable learners to reflect on how these factors contribute to their own approaches to learning.

Making Learning Happen is a valuable resource for Postgraduate students on PGD higher and further education courses, staff development courses in all Bristish universities, and is a helpful tool for lecturers and tutors in higher and further education, post-16 teachers in secondary education, educational managers, and students themselves. (From the Publisher)

Table Of Content:
ch. 1 Setting the scene
ch. 2 Five factors underpinning successful learning
ch. 3 Beyond learning styles?
ch. 4 Assessment driving learning
ch. 5 Learning through feedback
ch. 6 Making learning happen in large groups
ch. 7 Making learning happen in small groups
ch. 8 Responding to diversity and widening participation
ch. 9 Addressing employability
ch. 10 Putting the learning into e-learning
ch. 11 Making workshops work
Cover image
Wabash tree

How Learning Works: Seven Research-Based Principles for Smart Teaching

Book
Ambrose, Susan; Bridges, Michael W.; DiPietro, Michele; Lovett, Marsha C; Norman, Marie K., and Mayer, Richard E.
2010
Jossey-Bass, San Francisco
LB1025.3.H68 2010
Topics: Cognitive Development   |   General Overviews

Additional Info:
Praise for How Learning Works

How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve ...
Additional Info:
Praise for How Learning Works

How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning.

This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching.

Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues.

As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. (From the Publisher)

Table Of Content:
List of Figures, Tables, and Exhibits
Foreword
Acknowledgments
About the Authors

Introduction Bridging Learning Research and Teaching Practice
ch. 1 How Does Students' Prior Knowledge Affect Their Learning?
ch. 2 How Does the Way Students Organize Knowledge Affect Their Learning?
ch. 3 What Factors Motivate Students to Learn?
ch. 4 How Do Students Develop Mastery?
ch. 5 What Kinds of Practice and Feedback Enhance Learning?
ch. 6 Why Do Student Development and Course Climate Matter for Student Learning?
ch. 7 How Do Students Become Self-Directed Learners?

Conclusion Applying the Seven Principles to Ourselves
Appendices
Appendix A What Is Student Self-Assessment and How Can We Use It?
Appendix B What Are Concept Maps and How Can We Use Them?
Appendix C What Are Rubrics and How Can We Use Them?
Appendix D What Are Learning Objectives and How Can We Use Them?
Appendix E What Are Ground Rules and How Can We Use Them?
Appendix F What Are Exam Wrappers and How Can We Use Them?
Appendix G What Are Checklists and How Can We Use Them?
Appendix H What Is Reader Response/Peer Review and How Can We Use It?

References
Name Index
Subject Index
Cover image

Win Them Over: Dynamic Techniques for College Adjuncts and New Faculty

Book
Linehan, Patricia
2007
Atwood Publishing, Madison, WI
LB1738.L56 2007
Topics: Adjuncts   |   General Overviews   |   Leadership and Faculty Development   |   Doctoral Students and New Teachers

Additional Info:
A new course. Maybe a new institution. Or, perhaps a last-minute class assignment. Where does the adjunct or new faculty member begin? How to make this an involving, innovative course?

Patricia Linehan creates a plan for developing a dynamic and well-organized course. By using the structure that she outlines, instructors--whether experienced or novice--will be able to easily structure the course and then move on to concerning themselves with ...
Additional Info:
A new course. Maybe a new institution. Or, perhaps a last-minute class assignment. Where does the adjunct or new faculty member begin? How to make this an involving, innovative course?

Patricia Linehan creates a plan for developing a dynamic and well-organized course. By using the structure that she outlines, instructors--whether experienced or novice--will be able to easily structure the course and then move on to concerning themselves with the content.

Based on her own experiences as an adjunct, a new instructor, and an advisor to new professionals, Dr. Linehan developed this straightforward and practice system. It includes preparing for a new class, assessment, active learning skills, and important attention to professional development. (From the Publisher)

Table Of Content:
Why You Should Read This Book

ch. 1 Welcome to the World of Teaching and Hurry Up, Your Class Is About to Start!
ch. 2 Reality Check for Adjunct Instructors
ch. 3 Reality Check for New Full-time Instructors
ch. 4 Getting Ready to Teach
ch. 5 Course Design
ch. 6 Course Management
ch. 7 Grading Issues
ch. 8 Assessment
ch. 9 Motivating Students
ch. 10 Classroom Dynamics
ch. 11 Active Teaching and Learning
ch. 12 Communication and Final Tips
ch. 13 Final Words
ch. 14 Good Resources for Instructors
ch. 15 About the Author
Cover image

Effective Teaching and Learning in Practice

Book
Skinner, Don
2010
Continuum International London
LB1025.3.S6 2010
Topics: General Overviews

Additional Info:
Essential for all teachers looking to develop their understanding and skillful use of a range of teaching modes and strategies to promote successful learning. (From the Publisher)
Additional Info:
Essential for all teachers looking to develop their understanding and skillful use of a range of teaching modes and strategies to promote successful learning. (From the Publisher)

Table Of Content:
Contents

Part 1 Introduction
ch. 1 Perspectives On Education and Teaching
ch. 2 Conceptions of Effective Teaching and Learning

Part 2 The Four Modes of Teaching and Learning
ch. 3 Direct teaching
ch. 4 Teaching Through Dialogue and Discussion
ch. 5 Learning Through Action and Experience
ch. 6 Learning Through Enquiry

Part 3 Using These Modes in Practice-Wider Issues
ch. 7 Whole Class, Group and Individualised Teaching
ch. 8 Cross-Disciplinary Learning and Thinking Skills
ch. 9 Information Technology, Teaching and Learning

Part 4 Background Theory
ch. 10 Understanding and Developing Pedagogy
ch. 11 Brain Science, Cognitive Psychology and Teaching

Part 5 How to be Reflective
ch. 12 Researching and Developing Teaching

Glossary
References
Index
Cover image

The Elements of Teaching

Book
Banner and Cannon
1997
Yale University Press, New Haven, CT
LB1025.3.B35 1997
Topics: General Overviews

Additional Info:
What are the characteristics of a great teacher? What qualities of mind and spirit are necessary to help others acquire the knowledge through which they can understand and live a good life? In this book, James Banner and Harold Cannon draw on many years of experience to set forth the intellectual, moral, and emotional capacities that they believe the best teachers must possess. Their book is an inspiring guide to ...
Additional Info:
What are the characteristics of a great teacher? What qualities of mind and spirit are necessary to help others acquire the knowledge through which they can understand and live a good life? In this book, James Banner and Harold Cannon draw on many years of experience to set forth the intellectual, moral, and emotional capacities that they believe the best teachers must possess. Their book is an inspiring guide to current and future schoolteachers and to college and university professors - indeed to everyone who teaches anything to anyone else. Arguing that teaching is an art, Banner and Cannon help teachers understand its components. They analyze the specific qualities of successful teachers and the ways in which these qualities promote learning and understanding. Throughout, they illustrate their discussion with sharply etched portraits of fictional teachers who exemplify - or fail to exemplify - a particular quality. Neither a how-to book nor a consideration of the philosophy, methods, or activities of teaching, this book, more precisely, assesses what it takes to teach. It encourages teachers to consider how they might strengthen their own level of professional performance. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 Learning
ch. 2 Authority
ch. 3 Ethics
ch. 4 Order
ch. 5 Imagination
ch. 6 Compassion
ch. 7 Patience
ch. 8 Character
ch. 9 Pleasure

Afterword
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Teaching and Learning in the College Classroom, 2nd Edition

Book
Feldman, Kenneth A. and Michael B. Paulsen
1998
Simon & Schuster Custom Publising
LB2331.T33 1998x
Topics: General Overviews

Additional Info:
This comprehensive review of classic and recent research in the area addresses issues from diverse theoretical and philosophical perspectives including educationist, feminist, humanistic, psychological, sociological, anthropological, and more. Each section includes quantitative and qualitative research, a separate introductory essay, research reports, literature reviews, theoretical essays, and practitioner-oriented articles. (From the Publisher)
Additional Info:
This comprehensive review of classic and recent research in the area addresses issues from diverse theoretical and philosophical perspectives including educationist, feminist, humanistic, psychological, sociological, anthropological, and more. Each section includes quantitative and qualitative research, a separate introductory essay, research reports, literature reviews, theoretical essays, and practitioner-oriented articles. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction to the Reader

Part I: The Evolution of College Teaching and Learning in America

Part II: Understanding Students as Learners
ch. 1 Theories of Learning
ch. 2 Learners: Similarities and Differences

Part III: Understanding Students and Teachers In The Classroom
ch. 3 Teacher and Student Expectations
ch. 4 Teacher Behaviors and Practices
ch. 5 Student-Teacher Interactions
ch. 6 Instruction and Learning Outcomes in the Classroom

Part IV: Understanding and Implementing Effective Teaching and Learning
ch. 7 General Models and Teaching Styles
ch. 8 Specific Strategies and Classroom Implementation
ch. 9 Instructional Improvement

Additional Readings
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Building Classroom Success: Eliminating Academic Fear and Failure

Book
Martin, Andrew
2010
Continuum International Publishing Group, New York
LB1025.3.M33713 2010
Topics: 18-22 Year Olds   |   General Overviews

Additional Info:
School has the potential to be a major source of personal and academic fulfillment. However, the reality is that fear and failure pervade many students' academic lives. Rather than respond to these fears in constructive and courageous ways, many students engage in self-defeating, avoidant and helpless behaviours.

This book examines the counterproductive strategies students use in schools today, and suggests successful practices educators can adopt to eliminate fear ...
Additional Info:
School has the potential to be a major source of personal and academic fulfillment. However, the reality is that fear and failure pervade many students' academic lives. Rather than respond to these fears in constructive and courageous ways, many students engage in self-defeating, avoidant and helpless behaviours.

This book examines the counterproductive strategies students use in schools today, and suggests successful practices educators can adopt to eliminate fear and failure in the classroom and help students respond to their problematic behaviours in more positive and productive ways. Through building student success, educators build classroom success. (From the Publisher)

Table Of Content:
About the Author
Acknowledgements
Foreword

Part 1 Achievement Evolution in the Classroom
ch. 1 Achievement in the 21st Century

Part 2 Success in the Classroom
ch. 2 Success Seekers

Part 3 Fear and Failure in the Classroom
ch. 3 Fear, Failure, and Self-Esteem
ch. 4 Self-Esteem Protection
ch. 5 Self-handicapping
ch. 6 Defensive Pessimism and Defensive Optimism
ch. 7 Disengagement and Helplessness
ch. 8 Overstriving and Perfectionism
ch. 9 Fear of Success and Success Avoidance

Part 4 Building Classroom Success, Eliminating Academic Fear and Failure
ch. 10 Courageous and Constructive Views of Poor Performance
ch. 11 Developing Broadly-based Self-esteem
ch. 12 Effectively dealing with competition
ch. 13 Reducing Avoidance and Increasing Success Orientation
ch. 14 Developing Healthy Views of Competence
ch. 15 Developing Rock-solid Self-esteem
ch. 16 Running Your Own Race
ch. 17 Seizing Control
ch. 18 Empowering Beliefs about Cause and Effect
ch. 19 Teacher Tip Wrap-up
ch. 20 Good Teacher-Student Relationships

Conclusion
Recommended reading
Index
Cover image
Wabash tree

The Dynamic Classroom: Engaging Students in Higher Education

Book
Black, Catherine, author, ed.
2010
Atwood Publishing, Madison, WI
LB2322.2.D96 2010
Topics: 18-22 Year Olds   |   General Overviews

Additional Info:
With each new era, educators must examine the cultural and technological changes that define the times in order to reflect or incorporate them into teaching practice. As a result of that examination, teachers find ways to use the best, ignore the worst, and strive to create a meaningful and dynamic learning environment.

The Dynamic Classroom: Engaging Students in Higher Education submits that there is no single method for ...
Additional Info:
With each new era, educators must examine the cultural and technological changes that define the times in order to reflect or incorporate them into teaching practice. As a result of that examination, teachers find ways to use the best, ignore the worst, and strive to create a meaningful and dynamic learning environment.

The Dynamic Classroom: Engaging Students in Higher Education submits that there is no single method for the current era or any other era, and accordingly approaches this crucial question from multiple angles in a collection of fourteen best-practices papers. These papers address student engagement thoughtfully and practically, offering in-depth insight into solutions for each pivotal issue.

This book includes sections on how to:

Prepare the ground for engaging students
Engage students in a variety of settings
Engage students with new technologies
Assess students engagement 

The Dynamic Classroom provides detailed examinations of a range of engagement strategies— from asking the right questions to using the Inquiry Circle to using new technologies. Selecting from these strategies streamlines the process for educators and offers the teacher some contemporary and exciting ways to inspire and engage students. (From the Publisher)

Table Of Content:
Preface

Part One: Preparing the Ground for Engaging Students
ch. 1 It Is Yours for the Asking: Using Questioning to Promote Discussion in the Classroom (Elleen Wood)
ch. 2 Strategies for Engaging Students with Learning Disabilities (Jacqueline A. Specht)
Mind Mapping: Engaging Students (Ernest Biktimirov)

Part Two: Engaging Students in a Variety of Settings
ch. 3 The Dreaded Pause: Initiating and Sustaining Discussion in a Small-to Medium-Sized Classroom (The Dynamic Classroom: Engaging Students in Higher Education)
ch. 4 Teaching Large Classes (Mike Atkinson)
ch. 5 The Inquiry Circle (Jeanette McDonald)

Part Three: Engaging Students with New Technologies
ch. 6 Blog or Discussion Board: Which Is the Right Tool to Choose? (Matt Crosslin)
ch. 7 LiveJournal: Technological Solutions to Traditional Journaling Problems (Margaret D. Anderson)
ch. 8 Online Teaching: The Joys of Joining the Discussion (M. Louise Ripley)
ch. 9 Using Electronic Portfolios to Foster Communication in K-12 Classrooms (Elizabeth Meyer, Anne Wade, Vanitha Pillay, Einat Idan, and Philip C. Abrami)
ch. 10 Broadcollecting: Using Personal Response Systems ("Clickers") to Transform Classroom Interaction (Tom Haffie)
ch. 11 Podcast: A Tool to Pique Curiosity, Evoke a Response, and Create Opportunities for Student Engagement (Dave Yearwood)

Part Four: Assessing Students’ Engagement
ch. 12 Assessment of Online Participation (Denise Stockley and Wendy Freeman)
ch. 13 When Learning Matters: Students’ Assessment and Participation Using Portfolios in Higher Education (Mercedes Rowinsky-Geurts)

Conclusion
For Further Reflection and Action
Contributors
Index
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The Comprehensive Handbook of Constructivist Teaching: From Theory to Practice

Book
Pelech, James
2010
Information Age Publishing, Charlotte, NC
LB1590.3.P45 2010
Topics: Constructivist & Active Learning Theory   |   General Overviews

Additional Info:
While many people talk about the Constructivist philosophy, there has not been a publication that provides a detailed description of what a Constructivist classroom sounds like and looks like. This book fills that void by examining the philosophy, translating it into teaching strategies, and providing over forty examples. These examples come from the elementary level up to and including the collegiate level, and include all content areas. These examples show ...
Additional Info:
While many people talk about the Constructivist philosophy, there has not been a publication that provides a detailed description of what a Constructivist classroom sounds like and looks like. This book fills that void by examining the philosophy, translating it into teaching strategies, and providing over forty examples. These examples come from the elementary level up to and including the collegiate level, and include all content areas. These examples show how the Constructivist educator uses the linguistic mode, the visual mode, and the kinesthetic mode to create a class environment in which the Constructivist philosophy flourishes. Examples of student work are provided; the book also includes chapters on note-taking, Problem-Based Learning (PBL), action research, and other Constructivist resources.

Written in user-friendly form, this book presents a concrete and step by step approach for translating the Constructivist philosophy into classroom practice. This book is intended for every Constructivist researcher, practitioner, and teacher-educator. The researcher and teacher-educator will benefit from topics such as the history of Constructivist thought, the principles of Constructivism and action research. This book is more than a list of recipes, and this will be beneficial to the practitioner. Starting with the principles of Constructivism, and bridging to four basic teaching strategies, the practitioner is guided on how to use different learning modes and meta-strategies to create a true Constructivist practice.

An educator's life is made up of one's philosophy, teaching principles, daily strategies,resources, and research tools. This book provides an in-depth look, from the Constructivist perspective, at each one of these components. In every sense of the word, this book is truly comprehensive. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Getting a Head Start on Our Constructivist Practice
ch. 2 An Introduction to Constructivist Teaching
ch. 3 Principles of Constructivism
ch. 4 Translating Principles into Strategies
ch. 5 Creating a Constructivist Environment through the Linguistic Mode and Cooperative Learning
ch. 6 The Linguistic Mode and Questioning
ch. 7 The Linguistic Mode and Authentic Writing
ch. 8 Creating a Constructivist Environment through Visual Literacy
ch. 9 Visual Literacy: Why It Works
ch. 10 Macrostrategies for Creating a Constructivist Environment
ch. 11 Creating a Constructivist Environment by Using Kinesthetic Activities, Manipulatives, and Drama
ch. 12 A Metastrategy for Note Taking
ch. 13 Delivering Constructivism through Problem-Based Learning
ch. 14 Metacognition, Reflection, and Constructivism
ch. 15 The Entire Process
ch. 16 Professional Resources for the Constructivist Teacher

References
Article cover image

"A Season of Teaching: A Casebook for College and University Instructors of Religion"

Article
Hadley, Douglas; Herling, Bradley; Cushing, Lesleigh; and Eckel, Malcolm David
2001
Boston University Division of Religious and Theological Studies
Topics: General Overviews

Additional Info:
Additional Info:
Cover image

How to be an Effective Teacher in Higher Education

Book
Mortiboys, Alan
2010
Open University Press, McGraw-Hill Education, New York
LB2331.M67 2010
Topics: General Overviews   |   Lectures and Large Classes

Additional Info:
This book is a practical resource for lecturers working with groups of all sizes, in a range of teaching environments. Written by a highly experienced teacher and lecturer, Alan Mortiboys, the book is a distillation of the common concerns and issues raised at workshops Alan has run.

The book reflects three of the six areas of activity outlined in the UK Professional Standards Framework for Teaching and Supporting ...
Additional Info:
This book is a practical resource for lecturers working with groups of all sizes, in a range of teaching environments. Written by a highly experienced teacher and lecturer, Alan Mortiboys, the book is a distillation of the common concerns and issues raised at workshops Alan has run.

The book reflects three of the six areas of activity outlined in the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education:

Design and Planning of Learning Activities and/or Programmes of Study
Teaching and/or Supporting Student Learning
Evaluation of Practice and Continuing Professional Development

The book answers 55 of the questions most commonly asked by HE teachers. There are 14 tasks to help the reader apply the answers to their own teaching practice. The answers are also linked to relevant literature for further reading.

How to be an Effective Teacher in Higher Education provides key reading for those teaching and undertaking PGCert in HE or other postgraduate teaching courses as well as academics concerned with their professional development. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Planning and Preparation
ch. 2 Participation
ch. 3 Performance
ch. 4 Management
ch. 5 Materials and Equipment
ch. 6 Problems
ch. 7 Outside The Lecture
ch. 8 Diversity

Evaluation
Excellence
Cover image

The Skinny on Teaching: What You Don’t Learn in Graduate School

Book
Anderson, J. M.
2011
Information Age Publishing, Charlotte, NC
LB2331.A53 2011
Topics: General Overviews

Additional Info:
This book is a straightforward and entertaining primer on college teaching. It discusses the nitty-gritty aspects of teaching while providing readers with a synoptic but concise explanation of the principles of the art. It also offers a viable alternative to the books on teaching currently available or in print. That alternative is the classic texts on education and pedagogy. These books are essential, the author argues, because they show teachers ...
Additional Info:
This book is a straightforward and entertaining primer on college teaching. It discusses the nitty-gritty aspects of teaching while providing readers with a synoptic but concise explanation of the principles of the art. It also offers a viable alternative to the books on teaching currently available or in print. That alternative is the classic texts on education and pedagogy. These books are essential, the author argues, because they show teachers how to apply the principles of teaching while fostering the aims of liberal education at the same time. These books also help them pose the fundamental questions about education that all teachers should be asking.

Aimed primarily at graduate students and new college professors, this book is a useful and practical guide for those who are passionate about teaching but feel unprepared to teach, unsure of what to expect in the classroom, and stifled in the current academic climate. It will likewise appeal to high school teachers and veteran college professors who are disenchanted and seek some way to break free from their malaise. It is intentionally short, little, “skinny,” so that it can be read through quickly and so that readers can peruse the chapters and mull over the topics at their leisure. Above all else, this book will introduce a new generation of readers to some of the great masters who can reveal the timeless truths—and yes, even the magic—behind the art. (From the Publisher)

Table Of Content:
Preface

ch. 1 The Art of Teaching
ch. 2 Yes, But Will They Remember?
ch. 3 Speak, That I May See Thee
ch. 4 A Little More Conversation
ch. 5 Why Great Books Still Matter
ch. 6 Layers of Reading
ch. 7 What’s Wrong With Academic Writing
ch. 8 How We Can Save Liberal Education

Notes
Suggested Readings
Acknowledgments
About the Author
Cover image

Elements of College Teaching

Book
Irving, David K.
2011
Atwood Publishing, Madison, WI
LB2331.I68 2011
Topics: General Overviews

Additional Info:
After many years in the classroom, in conjunction with many years of mentoring other teachers, David Irving has set out to create a succinct and highly accessible volume of techniques and strategies for beginning educators.

Most educators come to teaching with vast subject matter expertise, but limited classroom experience. This text is for them. It offers pragmatic guidelines and suggestions in easily managed bits. For those interested in ...
Additional Info:
After many years in the classroom, in conjunction with many years of mentoring other teachers, David Irving has set out to create a succinct and highly accessible volume of techniques and strategies for beginning educators.

Most educators come to teaching with vast subject matter expertise, but limited classroom experience. This text is for them. It offers pragmatic guidelines and suggestions in easily managed bits. For those interested in going deeper, there are suggestions for further study.

Drawing upon his own experience in film and the transition he made to the classroom, David is able to highlight some techniques that serve both professions and translate them here for teachers. The issues that he faced in moving to the classroom are the issues that all new educators encounter.

Further, drawing upon his experiences as a department chair, David sees the important role that a chair has in fostering the growth of the new educators. He suggests that chairs can do much to assist.

However, the most universally helpful part of the text is in the clear, unambiguous techniques and strategies for the classroom and career success. He writes:

Instructors need training to teach college courses. Equally important, they should be informed about the workings of the academic department in which they will teach.

This volume is ideal for new instructors and for professional development for departments. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Syllabus
ch. 2 Preparation
ch. 3 Class List
ch. 4 First Class
ch. 5 Lecture Class
ch. 6 Recitations and Seminars
ch. 7 Workshops and Laboratory Class
ch. 8 Quizzes, Exams, and Papers
ch. 9 Grading
ch. 10 Evaluations
ch. 11 Advising
ch. 12 Academically Challenged Students
ch. 13 Review and Promotion

Apendices
        Appendix A: Sample syllabus
        Appendix B: Center for Teaching Excellence
        Appendix C: Academic rankings
        Appendix D: FERPA

Bibliography
Index
Cover image

Becoming a New Instructor: A Guide for College Adjuncts and Graduate Students

Book
Falk, Erika
2012
Routledge, New York, NY
LB2331.F34 2012
Topics: Adjuncts   |   General Overviews   |   Doctoral Students and New Teachers

Additional Info:
Becoming a New Instructor guides new instructors through the planning, preparation, and execution of their first class, whether it is in person or online. Like any good mentor, this book provides clear, simple instructions and makes best-practice recommendations. Becoming a New Instructor provides a step-by-step guide to writing a syllabus, a simple explanation for how to calculate grades, and many additional suggestions from an experienced teacher about how to run ...
Additional Info:
Becoming a New Instructor guides new instructors through the planning, preparation, and execution of their first class, whether it is in person or online. Like any good mentor, this book provides clear, simple instructions and makes best-practice recommendations. Becoming a New Instructor provides a step-by-step guide to writing a syllabus, a simple explanation for how to calculate grades, and many additional suggestions from an experienced teacher about how to run a class. Chronologically arranged from conceptualizing the class through putting together the syllabus, planning in-class time, running the class, and assigning grades, this book will answer any new instructors’ questions. Adjuncts and graduate students charged with teaching a college course will find this succinct guide invaluable.

Special Features Include:

• An entire chapter on teaching online, plus "Concerns Specific to Online Instructors" throughout that connect chapter content to online teaching and CMS platforms

• Examples of best practice, checklists, sample assignments, syllabi, and rubrics that guide readers in creating materials for their own courses (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Conceptualizing the Class
ch. 2 Creating Graded Assignments
ch. 3 Putting Together the Syllabus ch. 4 Planning In-Class Time
ch. 5 Running Your Class
ch. 6 Grading
ch. 7 Interacting with Students
ch. 8 Taking Your Class Online

Appendix A: In-Person Syllabus Template
Appendix B: Sample In-Person Syllabus
Appendix C: Online Syllabus Template
Appendix D: Sample Online Syllabus

Index
Cover image

Not Quite a Teacher: Target practice for beginning teachers

Book
Bennett, Tom
2011
Continuum International Publishing Group, New York
LB2157.G7 B47 2011
Topics: General Overviews

Additional Info:
There are many, many teacher training books that claim to offer practical advice; some of them are even useful. There are also humorous books aimed at teachers claiming to offer a zany, sideways look at our madcap world; some of them even contain a joke.

This book, although light in tone, has a serious intent: to reassure trainee and beginning teachers that are parachuted into difficult schools without ...
Additional Info:
There are many, many teacher training books that claim to offer practical advice; some of them are even useful. There are also humorous books aimed at teachers claiming to offer a zany, sideways look at our madcap world; some of them even contain a joke.

This book, although light in tone, has a serious intent: to reassure trainee and beginning teachers that are parachuted into difficult schools without anything like the right level of preparation. Tom Bennett walks you through the training and initial teaching practice, offering practical advice and wisdom from the more experienced vantage point of hindsight. This double-narrator style allows you to identify with the situation, learn from the experience and then critically reflect on your own teaching journey. But most importantly, this is a teacher training guide disguised as something actually readable. (From the Publisher)

Table Of Content:
Introduction

Part 1. The Starter
ch. 1 No one forgets their first teacher: Stepping onto the rollercoaster
ch. 2 Keep the door propped open: Being a stranger in a strange land
ch. 3 Teachers teaching teachers: Inside the secret garden of teacher training

Part 2: The Teaching Placements
ch. 4 Drag me to Hell: In school, no one can hear you scream
ch. 5 Not waving, but drowning: Going under on the first placement
ch. 6 Be the Inspiration: Starting to feel like a teacher
ch. 7 Quo Vadis?: Facing up to the job market

Part 3: The Plenary
ch. 8 Are you a real teacher, Sir?: Putting the practice into practise
ch. 9 Cannons to the left, marking to the right: Adventures beyond the classroom
ch. 10 The Plenary; What have we learned?

Appendix: Useful websites
Index
Cover image

New Faculty: A Practical Guide for Academic Beginners

Book
Lucas, Christopher J., and Murry, Jr., John W.
2002
Palgrave Macmillan, New York
LB1778.2.L83 2002
Topics: General Overviews

Additional Info:
Successfully launching an academic career in the challenging environment of higher education today is apt to require more explicit preparation than the informal socialization typically afforded in graduate school. As a faculty novice soon discovers, job success requires balancing multiple demands on one's time and energy. New Faculty offers a useful compendium of 'survival' advice for the faculty newcomer, ranging from practical tips on classroom teaching and student performance evaluation ...
Additional Info:
Successfully launching an academic career in the challenging environment of higher education today is apt to require more explicit preparation than the informal socialization typically afforded in graduate school. As a faculty novice soon discovers, job success requires balancing multiple demands on one's time and energy. New Faculty offers a useful compendium of 'survival' advice for the faculty newcomer, ranging from practical tips on classroom teaching and student performance evaluation to detailed advice on grant-writing, student advising, professional service, and publishing. Beginning faculty members - and possibly their more experienced colleagues as well - will find this lively guidebook both informative and thought-provoking. (From the Publisher)

Table Of Content:
Acknowledgments
About the Author
Preface

Part I - Preliminary Consideration
ch. 1 Institutional Environment and the Academic Community
ch. 2 Faculty Mentoring

Part II - Faculty Work Activities
ch. 3 Teaching: Lectures and Discussion
ch. 4 Active Learning and Other Instructional Management Issues
ch. 5 Advising Students
ch. 6 Getting Published
ch. 7 The Art of Grantsmanship
ch. 8 Faculty Service
ch. 9 Legal Issues and the Professionate

Part III - Concluding Considerations
ch. 10 Further Thoughts

Notes
Index
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The Engaged Teacher: What Works with Today’s Students

Book
Vader-McCormick, Nancy
2012
New Forums Press, Stillwater, OK
LB2331.V33 2012
Topics: 18-22 Year Olds   |   Philosophy of Teaching   |   General Overviews

Additional Info:
As described by Terry O’Banion, “Nancy Vader-McCormick is an authentic voice, seasoned and tempered in the fires of the teaching and learning experience; she has been on the firing line, on the ground, and in the trenches. In this book, she has transcended her experience as a practitioner to become a scholar, an author, a mentor—but always a teacher who wants to make passionate connections with her students ...
Additional Info:
As described by Terry O’Banion, “Nancy Vader-McCormick is an authentic voice, seasoned and tempered in the fires of the teaching and learning experience; she has been on the firing line, on the ground, and in the trenches. In this book, she has transcended her experience as a practitioner to become a scholar, an author, a mentor—but always a teacher who wants to make passionate connections with her students and her readers.”
 
The Engaged Teacher describes today’s college students, trends in the growth of postsecondary education, and the increased demand for accountability in education. It reaffirms major lessons learned from the teaching and learning research. This new title answers the question: “What do exemplary teachers do to engage today’s students in deep and sustained learning?” 
 
The purpose of this book is to examine ways teachers can better engage today’s students in learning and help them succeed in school. Teachers that employ some of the practical approaches presented in this book will: 
• Understand the relationship between the students, the subject matter, themselves, and teaching practices that positively influence and sustain student learning. 
• Reflectively examine and expand their teaching approaches to increast student engagement in deeper learning and increased responsibility. 
• Learn effective ways of teaching to enhance overall student success by employing a wide variety of practical examples, strategies, and pedagogies. (From the Publisher)

Table Of Content:
Foreword
Introduction
Acknowledgements

Part One: Contemporary Teaching Challenges
ch. 1 The Changing Landscape
ch. 2 Teaching Matters
ch. 3 The Engaged Teaching and Learning Model
ch. 4 Listening to Students

Part Two: Engaged Teachers Meet Today's Challenges
ch. 5 Creating Connections
ch. 6 Engaging Students in Active Learning
ch. 7 Exploring Teaching Insights

Part Three: Sustaining Engaged Teaching and Learning
ch. 8 Tools for Engaged Teaching
ch. 9 Building a Community of Engaged Teachers

Epilogue: Final Thoughts on Engaged Thinking
References

Appendix A: Essential Resources for Teaching and Learning
Appendix B: Mid-Semester Assessment
Appendix C: A Course-Based Guide for Academic Service-Learning: Questions for Faculty
Appendix D: Code of Ethical Classroom Conduct
Appendix E: Speech School Storytellers Service-Learning Assignment Feedback and Reflection Assessment
Appendix F: The Engaged Teacher
Appendix G: The Engaged Teacher Institutional Culture Questionnaire
Appendix H: The Engaged Teacher Colleague/Supervisor Questionnaire
Appendix I: The Engaged Teacher Self-Reflection Questionnaire
Appendix J: Brookfield's "Fifteen Maxims of Skillful Teaching"
Appendix K: Teaching Squares
Appendix L: Student Information Form
Appendix M: Group Project Activity Log

About the Author
Index
Cover image
Wabash tree

Developing a Learning Classroom: Moving Beyond Management Through Relationships, Relevance, and Rigor

Book
Cooper, Nic, and Garner, Betty K.
2012
Corwin Press, A SAGE Publications Company, Thousand Oaks, CA
LB3013.C5655 2012
Topics: Course Design   |   Classroom Management   |   18-22 Year Olds   |   Learning Designs   |   Constructivist & Active Learning Theory   |   General Overviews

Additional Info:
All too often, managing a classroom means gaining control, dictating guidelines, and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, Developing a Learning Classroom explores how to create a thriving, learning-centered classroom through three critical concepts?relationships, relevance, and rigor. Discover how you can:

• Develop an interactive learning mindset
• Create a safe environment where students question, explore, and discover
• Uncover a ...
Additional Info:
All too often, managing a classroom means gaining control, dictating guidelines, and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, Developing a Learning Classroom explores how to create a thriving, learning-centered classroom through three critical concepts?relationships, relevance, and rigor. Discover how you can:

• Develop an interactive learning mindset
• Create a safe environment where students question, explore, and discover
• Uncover a student's learning profile as well as your own teaching style
• Use student input to create classroom practices and procedures
• Apply brain-based instructional strategies to keep students engaged
• Use student surveys and a personal education plan to improve learning environments

Filled with classroom stories, starter worksheets, and action steps, this book reveals the secrets to transforming an ordinary classroom into an extraordinary learning community! (From the Publisher)

Table Of Content:
Acknowledgments
About the Authors

ch. 1 What Is a Learning Classroom? How to Develop Relationships, Relevance, and Rigor
ch. 2 Who Am I Who Teaches? How Knowing Oneself Impacts Practice
ch. 3 Who Are the Students We Teach? How Knowing Our Students Affects Teaching and Learning
ch. 4 How Do We Reach Our Students? How Procedures and Clear Expectations Develop a Learning Classroom
ch. 5 How Do We Teach Our Students? How to Engage Students in Their Own Learning With Rigor and Relevance
ch. 6 How Do We Know If Our Students Are Learning? How to Assess and Motivate Students
ch. 7 How Do We Stay in the Game? How to Cultivate Learning Communities for Continual Professional Growth

Appendix A - Introductory Student Survey
Appendix B - Advanced Student Survey
Appendix C - Sample Socratic Questions: Tools to Stimulate Critical Thinking
Appendix D - Flexible Lesson Design
Appendix E - Personal Education Plan

References
Index
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Inspiring Academics: Learning with the World's Great University Teachers

Book
Hay, Iain
2011
Open University Press, McGraw-Hill Education, New York
LB1025.3.I57 2011
Topics: Vocation of Teaching   |   General Overviews

Additional Info:
Inspiring Academics draws on the experience and expertise of award-winning university teachers to illuminate exemplary teaching practice. It is structured around five core themes: inspiring learning, command of the field, assessment for independent learning, student development and scholarship.

Mirroring the vast range of practices and characteristics that constitute high quality teaching, 26 distinguished scholars from Australia, Canada, New Zealand, the UK and the USA recount and reflect on the ...
Additional Info:
Inspiring Academics draws on the experience and expertise of award-winning university teachers to illuminate exemplary teaching practice. It is structured around five core themes: inspiring learning, command of the field, assessment for independent learning, student development and scholarship.

Mirroring the vast range of practices and characteristics that constitute high quality teaching, 26 distinguished scholars from Australia, Canada, New Zealand, the UK and the USA recount and reflect on the personal and professional circumstances that have made them great teachers. Through its autoethnographic approach, this book provides captivating and illuminating personal explorations of the 'hows and whys' of excellent university teaching. (From the Publisher)

Table Of Content:
List of boxes, figures and tables
Notes on contributors
Acknowledgements

ch. 1 Opening doors

Part 1: Approaches to teaching that influence, motivate and inspire students to learn
ch. 2 Mindfulness and presence in teaching and learning
ch. 3 The art of loving and learning: Erich Fromm and the learning (of) transformation
ch. 4 I teach as the mountains teach me
ch. 5 The what, why and how of inspiring learning
ch. 6 Your skin or mine? A living drama in interprofessional education

Part 2: Developing curricula and resources that reflect a command of the field
ch. 7 The meaning and evolution of teaching excellence: A 'radical' case study from Radford University, Virginia
ch. 8 No magic needed: Designing instruction for learning - a case study
ch. 9 On scholarly teaching - a personal account
ch. 10 Destinations and pathways: The curriculum challenge

Part 3: Approaches to assessment and feedback that foster independent learning
ch. 11 An assortment of small anomalies
ch. 12 Beyond the classroom walls: Using assessment strategies to foster independent learning
ch. 13 In the lion's den: teaching and assessing medical ethics
ch. 14 Upgrading teaching and assessment in a traditional medical course

Part 4: Respecting and supporting the development of students as individuals
ch. 15 "I am a writer": Unlocking fear and releasing possibility in the classroom
ch. 16 Seeing the tree in the midst of the forest: Respecting and supporting the development of students as individuals
ch. 17 A classroom of colleagues
ch. 18 Extending the reach of higher education inside and outside the classroom
ch. 19 Personalizing the student experience

Part 5: Scholarly activities that influence and enhance learning and teaching
ch. 20 Exploring the 'inner' and 'outer' worlds: Steps along a scholarly journey
ch. 21 Integrating a sustainable academic career around scholarly learning and teaching activities
ch. 22 Useful sharing
ch. 23 Excellence in scholarship in teaching: Some reflections
ch. 24 From fear to flourish
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University Teaching in Focus: A learning-centered approach

Book
Hunt, Lynne, and Chalmers, Denise, eds.
2013
Routledge, New York, NY
LB2331.U56 2013
Topics: Constructivist & Active Learning Theory   |   General Overviews

Additional Info:
University Teaching in Focus provides a foundational springboard for early career academics preparing to teach in universities. Focusing on four critical areas - teaching, curriculum, students, and quality/leadership - this succinct resource offers university teachers a straightforward approach to facilitating effective student learning. The book empowers university teachers and contributes to their career success by developing teaching skills, strategies, and knowledge, as well as linking theory to practice. Written ...
Additional Info:
University Teaching in Focus provides a foundational springboard for early career academics preparing to teach in universities. Focusing on four critical areas - teaching, curriculum, students, and quality/leadership - this succinct resource offers university teachers a straightforward approach to facilitating effective student learning. The book empowers university teachers and contributes to their career success by developing teaching skills, strategies, and knowledge, as well as linking theory to practice. Written in a clear and accessible style by internationally acclaimed experts, topics include: learning theories, assessment, discipline-based teaching, curriculum design, problem-based and work-integrated learning, effective classroom teaching, and flexible modes of delivery. The needs of diverse student groups are explored and the scholarship of teaching and learning is addressed within a quality and leadership framework. The book also makes reference to seminal works and current resources. Real-world cases illuminate the theoretical content and 'Your Thoughts' sections encourage reflection and adaptation to local contexts. University Teaching in Focus explores ways that teachers can effectively engage students in life-long learning, extending their capacity to solve problems, to enter the workforce, to understand their discipline, and to interact positively with others in a global community throughout their professional lives. (From the Publisher)

Table Of Content:
PART 1 Focus on Teaching
ch. 1 Understanding Learning: theories and critique (Martyn Stewart)
ch. 2 Effective Classroom Teaching (Lynne Hunt, Denise Chalmers, and Ranald Macdonald)
ch. 3 Discipline-based Teaching (Ray Land)
ch. 4 Teaching Graduate Attributes and Academic Skills (Denise Chalmers, and Lee Partridge)
ch. 5 Using Effective Assessment to Promote Learning (Sally Brown and Phil Race)

PART 2 Focus on Curriculum
ch. 6 Designing Subjects for Learning: Practical research- based principles and guidelines (Tom Angelo)
ch. 7 Designing Online and Blended Learning (Thomas C. Reeves, and Patricia M. Reeves
ch. 8 Research-Led or Research-based Undergraduate Curricula? (Alan Jenkins, and Mick Healey)
ch. 9 Problem-based Learning (Lyn Brodie)
ch. 10 Authentic Work Integrated Learning (Jonathan Garnett)

PART 3 Focus on Students
ch. 11 Inclusive Teaching (Christine Broughan, and Lynne Hunt)
ch. 12 Teaching International Students (Michelle Barker)
ch. 13 Indigenous Knowers and Knowledge in University Teaching (Michael Christie, and Christine Asmar)

PART 4 Focus on Quality and Leadership
ch. 14 A Quality Approach to University Teaching (Kerri-Lee Krause)
ch. 15 Scholarship of Teaching and Learning (Keith Trigwell)
ch. 16 Leadership in Teaching (Paul Blackmore)

Bibliography
Index
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Flip Your Classroom: Reach Every Student in Every Class Every Day

Book
Bergmann, Jonathan; and Sam, Aaron
2012
International Society for Technology
LB1044.75.B47 2012
Topics: Constructivist & Active Learning Theory   |   General Overviews   |   Alternative Classrooms

Additional Info:
It started with a simple observation: Students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don’t need their teachers present to listen to a lecture or review content.From there, Jonathan Bergmann and Aaron Sams began the flipped classroom: Students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. ...
Additional Info:
It started with a simple observation: Students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don’t need their teachers present to listen to a lecture or review content.From there, Jonathan Bergmann and Aaron Sams began the flipped classroom: Students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. What Bergmann and Sams found was that their students demonstrated a deeper understanding of the material than ever before.This is the authors’ story, and they’re confident it can be yours too.

Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!

Features - An argument for and overview of the flipped and flipped mastery classrooms; the logistics of conducting a flipped classroom, from the equipment needed to create videos to what to do during class to student assessment; a FAQ section that addresses important topics, including computer access, administrator buy in, and making sure your students are reliably accessing content on their own time (From the Publisher)

Table Of Content:
Foreword

ch. 1 Our Story: Creating The Flipped Classroom
ch. 2 The Flipped Classroom
ch. 3 Why You Should Flip Your Classroom
ch. 4 How to Implement the Flipped Classroom.
ch. 5 The Flipped-Mastery Classroom
ch. 6 The Case for the Flipped-Mastery Model
ch. 7 How to Implement the Flipped-Mastery Model
ch. 8 Answering Your Questions (FAQs)
ch. 9 Conclusion
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Reflections From The Field: How Coaching Made Us Better Teachers

Book
DeMeulenaere, Eric J.; Cann, Colette N.; McDermott, James E.; and Maline, Chad R.
2013
Information Age Publishing, Charlotte, NC
LB1025.3.D445 2013
Topics: Mentoring Students   |   General Overviews

Additional Info:
Click Here for Book Review
Abstract: The coaching metaphor first entered the educational literature over twenty-five year ago when Ted Sizer urged classroom teachers to model the pedagogical relationship between coaches and athletes. Yet, since then, educators have rarely drawn direct lessons from the athletic arena for their practice... until now. DeMeulenaere, Cann, Malone and McDermott, in this groundbreaking analysis, explore the implications of athletic coaching for improved pedagogy. ...
Additional Info:
Click Here for Book Review
Abstract: The coaching metaphor first entered the educational literature over twenty-five year ago when Ted Sizer urged classroom teachers to model the pedagogical relationship between coaches and athletes. Yet, since then, educators have rarely drawn direct lessons from the athletic arena for their practice... until now. DeMeulenaere, Cann, Malone and McDermott, in this groundbreaking analysis, explore the implications of athletic coaching for improved pedagogy. They offer concrete lessons and suggestions for best practices in the classroom. (From the Publisher)

Table Of Content:
Foreword
Preface

ch. 1 Introduction
ch. 2 Winning Has Little to Do With the Score
ch. 3 Commentary on Coach McDermott’s Narrative
ch. 4 The Lie Is More Sinful Than the Score
ch. 5 Commentary on Coach Malone’s Narrative
ch. 6 Learning to Detrack on the Volleyball Court
ch. 7 Commentary on Coach Cann’s Narrative
ch. 8 Lessons from the Soccer Field
ch. 9 Commentary on Coach DeMeulenaere’s Narrative
ch. 10 Reconciliations
ch. 11 Reflections from the Field and Classroom

References
About the Authors
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Teacher: Mastering the Art and Craft of Teaching

Book
Bennett, Tom
2012
Continuum, New York, NY
LB1025.3.B462 2012
Topics: Vocation of Teaching   |   General Overviews

Additional Info:
Most teacher manuals talk about what teachers need to do. That's useful enough, especially for new teachers. But no list, however long, can anticipate every circumstance, and in teaching unusual circumstances are an integral part of everyday life. But how do experienced teachers know what to do?

Successful teachers develop a Teaching Character; they've worked on the qualities and personality traits that they need in order to cope ...
Additional Info:
Most teacher manuals talk about what teachers need to do. That's useful enough, especially for new teachers. But no list, however long, can anticipate every circumstance, and in teaching unusual circumstances are an integral part of everyday life. But how do experienced teachers know what to do?

Successful teachers develop a Teaching Character; they've worked on the qualities and personality traits that they need in order to cope successfully with the full spectrum of situations that being a teacher can involve. Veterans don't ask themselves, 'What does the teaching guide book tell me?' when confronted with difficult situations - they react instinctively, based on the character skills they've developed over time. Unfortunately, for most people this process of learning is unguided, and unconscious. It's time for a self-help manual that actually helps.

This book includes case studies and anecdotes, chapter summaries and humorous illustrations to help teachers reflect on what it means to be a teacher, and why it is the most rewarding profession there is. (From the Publisher)

Table Of Content:
Introduction

Section One: What does it Mean to Be a Teacher?
ch. 1 Why You Need to Read this Book
ch. 2 The Hidden History of Teachers
ch. 3 How Policy is Made
ch. 4 Teachers of the World
ch. 5 Get Me to the Greeks

Section Two: Developing Your Own Teaching Character
ch. 6 I am the Law: Judgement
ch. 7 Lion Taming: Courage
ch. 8 I am Waiting: Patience
ch. 9 I am the Adult: Wisdom
ch. 10 If at First you don't Succeed: Perseverance
ch. 11 They are Only Children: Compassion
ch. 12 The Dangers of the Profession

Section Three: The Workout
ch. 13 Pumping Iron: Continual Character Development and Sharing Good Practice
ch. 14 Keeping in Shape: Perpetual Professional Development and Following the Right Career Path

Conclusion
References and Further Reading
Index
Cover image

University Teaching: An Introductory Guide

Book
Harland, Tony
2012
Routledge, New York, NY
LB2331.H317 2012
Topics: General Overviews

Additional Info:
University Teaching: An Introductory Guide is a vital tool for the new lecturer that aims to encourage and support an inquiry into university teaching and academic life. This book understands that teaching is not discrete but one of many activities integrated in academic work. It recognizes that teaching is directly affected by administrative concerns such as timetabling and workload demands, departmental culture, disciplinary research expectations and how we think about ...
Additional Info:
University Teaching: An Introductory Guide is a vital tool for the new lecturer that aims to encourage and support an inquiry into university teaching and academic life. This book understands that teaching is not discrete but one of many activities integrated in academic work. It recognizes that teaching is directly affected by administrative concerns such as timetabling and workload demands, departmental culture, disciplinary research expectations and how we think about the purposes and values of higher education. The new lecturer must learn to adapt to and shape the circumstances of their academic work.

Understanding that teaching is an integral part of this work, rather than a dislocated discipline, can help us think about practice in new ways. Harland argues against the teaching-research divide and popular opinion that ‘teaching takes time away from research’. He proffers the sentiment that all aspects of academic practice need to be considered when inquiring into learning how to teach, and that teaching is better understood when it is firmly embedded and integrated in this work. Writing from his experience extracted from a ten-year research project working with early career staff, he addresses popular concerns of academics, including:

Lecturing
Peer review of teaching
Discussion as an approach to teaching
Research and the new academic
The subject and the idea of critical thinking

This clearly written and practical book will be ideal for all new lecturers in higher education, and also more seasoned academics wishing to progress their professional development. (From the Publisher)

Table Of Content:
List of Figures
List of Tables
Acknowledgements
Introduction

ch. 1 Learning to Teach in University
ch. 2 Peer Review of Teaching
ch. 3 Lecturing
ch. 4 Discussion as an Approach to Teaching
ch. 5 Theory and Practice in Student Learning
ch. 6 Students Past and Present
ch. 7 Research and the New Academic
ch. 8 Academic Work
ch. 9 The Purposes and Values of a University Education
ch. 10 The Subject and the Idea of Critical Thinking

Index
Additional Info:
Analysis and guidelines to help you maintain a focus on learning, study the learning process, and plan curriculum, instruction, and assessment.
Additional Info:
Analysis and guidelines to help you maintain a focus on learning, study the learning process, and plan curriculum, instruction, and assessment.
Additional Info:
Excellent, simple to use; a long list of teaching strategies and things to consider, from one of the best teacher resource centers, UC Berkeley. A “cliff notes” version that has been expanded into publisher Jossey-Bass’s landmark "Tools for Teaching."
Additional Info:
Excellent, simple to use; a long list of teaching strategies and things to consider, from one of the best teacher resource centers, UC Berkeley. A “cliff notes” version that has been expanded into publisher Jossey-Bass’s landmark "Tools for Teaching."
Additional Info:
Arthur Chickering and Zelda Gamson’s useful summary of what decades of educational research indicates are the kinds of teaching/learning activities most likely to improve learning outcomes.
Additional Info:
Arthur Chickering and Zelda Gamson’s useful summary of what decades of educational research indicates are the kinds of teaching/learning activities most likely to improve learning outcomes.
Additional Info:
A library of practical ideas and suggestions for achieving the “Seven Principles of Good Practice in Undergraduate Education” through the online environment.
Additional Info:
A library of practical ideas and suggestions for achieving the “Seven Principles of Good Practice in Undergraduate Education” through the online environment.
Additional Info:
Exhaustive overview to help teachers, administrators, facilitators, and students understand distance education, including: teaching strategies, review of research, the key processes of instructional development, evaluation, profiles of online students, copyright issues, glossary. University of Idaho.
Additional Info:
Exhaustive overview to help teachers, administrators, facilitators, and students understand distance education, including: teaching strategies, review of research, the key processes of instructional development, evaluation, profiles of online students, copyright issues, glossary. University of Idaho.
Additional Info:
A comprehensive set of documents produced by Illinois Online Network (University of Illinois) on such topics as: Assessment, Instructional Design, Course Objectives, Hybrid Courses, Communications, and Intellectual Property Rights
Additional Info:
A comprehensive set of documents produced by Illinois Online Network (University of Illinois) on such topics as: Assessment, Instructional Design, Course Objectives, Hybrid Courses, Communications, and Intellectual Property Rights
Additional Info:
An extensive “checklist” of best practices for pedagogical and user-interface design for online teaching. Hyperlinks are provided within the checklist to expedite and facilitate understanding of each indicator on the checklist.
Additional Info:
An extensive “checklist” of best practices for pedagogical and user-interface design for online teaching. Hyperlinks are provided within the checklist to expedite and facilitate understanding of each indicator on the checklist.
Additional Info:
Aimed at students, this site is a user-friendly bulleted list of briefly treated topics, all related to college study skills and how to learn.
Additional Info:
Aimed at students, this site is a user-friendly bulleted list of briefly treated topics, all related to college study skills and how to learn.
Additional Info:
Collected here, without examples or detailed explanations, are practices that constitute excellence in college teaching. These elements represent the broad range of the most effective actions teachers take, and requisite conditions teachers establish, to facilitate learning.
Additional Info:
Collected here, without examples or detailed explanations, are practices that constitute excellence in college teaching. These elements represent the broad range of the most effective actions teachers take, and requisite conditions teachers establish, to facilitate learning.
Additional Info:
A brief, reflective article that summarizes the factors in fostering deeper learning: the degree of interest, relevance and challenge provided by the subject content, a workload which is not perceived as excessive by students, clarity and organization of classes, provision of a framework through the use of concept maps which demonstrate interrelationships, assessment instruments which reward deeper learning, and student involvement in their own learning through the use of strategies ...
Additional Info:
A brief, reflective article that summarizes the factors in fostering deeper learning: the degree of interest, relevance and challenge provided by the subject content, a workload which is not perceived as excessive by students, clarity and organization of classes, provision of a framework through the use of concept maps which demonstrate interrelationships, assessment instruments which reward deeper learning, and student involvement in their own learning through the use of strategies such as group work or negotiation of topics for subject assessment tasks.
Additional Info:
Developed by California State University, Chico, to offer several rubrics to assess various aspects of the design and instruction of online courses: organization and design; learner support, assessment, use of student feedback, etc.
Additional Info:
Developed by California State University, Chico, to offer several rubrics to assess various aspects of the design and instruction of online courses: organization and design; learner support, assessment, use of student feedback, etc.
Additional Info:
Developed by The San Diego State University College of Education.
Additional Info:
Developed by The San Diego State University College of Education.
Additional Info:
Over 40 short (4-6 page) essays by leading faculty development and learning experts. Many are tied to specific items in their Student Ratings of Instruction system. The IDEA Center (Individual Development & Educational Assessment)) is a non-profit founded by Kansas State University.
Additional Info:
Over 40 short (4-6 page) essays by leading faculty development and learning experts. Many are tied to specific items in their Student Ratings of Instruction system. The IDEA Center (Individual Development & Educational Assessment)) is a non-profit founded by Kansas State University.
Additional Info:
49 (and counting) succinct 2-page papers explaining the “why” and “how to” for specific teaching methods utilized in the IDEA Center’s Teaching Diagnostic Form. Each article includes a brief “Background” to the issue/technique, “Helpful Hints” and “References and Resources.”
Additional Info:
49 (and counting) succinct 2-page papers explaining the “why” and “how to” for specific teaching methods utilized in the IDEA Center’s Teaching Diagnostic Form. Each article includes a brief “Background” to the issue/technique, “Helpful Hints” and “References and Resources.”
Additional Info:
A report from the Social Science Research Council (SSRS) that extends findings reported in the 2010 book "Academically Adrift" to document practices associated with improved student performance, as well as differences across individuals and institutions in the level of learning.
Additional Info:
A report from the Social Science Research Council (SSRS) that extends findings reported in the 2010 book "Academically Adrift" to document practices associated with improved student performance, as well as differences across individuals and institutions in the level of learning.
Additional Info:
 A repository of more than 70 discipline-specific multimedia case stories providing real-life experiences of exemplary teaching strategies and the process of implementing them. You can access case stories by discipline (not religion or theology, however) and topic (including: first day of class, active learning in large lectures, community service learning, course design, assessment rubrics and many more). Learn about how to use case stories as a faculty development resource, and ...
Additional Info:
 A repository of more than 70 discipline-specific multimedia case stories providing real-life experiences of exemplary teaching strategies and the process of implementing them. You can access case stories by discipline (not religion or theology, however) and topic (including: first day of class, active learning in large lectures, community service learning, course design, assessment rubrics and many more). Learn about how to use case stories as a faculty development resource, and read about  the lessons learned through the Merlot Elixer project.
Cover image

Facilitating Seven Ways of Learning: A Resource for More Purposeful, Effective, and Enjoyable College Teaching

Book
Davis, James R.; and Arend, Bridget D.
2013
Stylus Publishing, LLC, Sterling, VA
LB2331.D377 2013
Topics: Constructivist & Active Learning Theory   |   General Overviews

Additional Info:
Click Here for Book Review
Abstract: For teachers in higher education who haven’t been able to catch up with developments in teaching and learning, James Davis and Bridget Arend offer an introduction that focuses on seven coherent and proven evidence-based strategies. The underlying rationale is to provide a framework to match teaching goals to distinct ways of learning, based on well-established theories of learning. The authors present approaches ...
Additional Info:
Click Here for Book Review
Abstract: For teachers in higher education who haven’t been able to catch up with developments in teaching and learning, James Davis and Bridget Arend offer an introduction that focuses on seven coherent and proven evidence-based strategies. The underlying rationale is to provide a framework to match teaching goals to distinct ways of learning, based on well-established theories of learning. The authors present approaches that readers can readily and safely experiment with to achieve desired learning outcomes, and build confidence in changing their methods of teaching.

Research on learning clearly demonstrates that learning is not one thing, but many. The learning associated with developing a skill is different from the learning associated with understanding and remembering information, which in turn is different from thinking critically and creatively, solving problems, making decisions, or change paradigms in the light of evidence. Differing outcomes involve different ways of learning and teaching strategies.

The authors provide the reader with a conceptual approach for selecting appropriate teaching strategies for different types of content, and for achieving specific learning objectives. They demonstrate through examples how a focused and purposeful selection of activities improves student performance, and in the process makes for a more effective and satisfying teaching experience.

The core of the book presents a chapter on each of the seven ways of learning. Each chapter offers a full description of the process, illustrates its application with examples from different academic fields and types of institutions, clearly describes the teacher’s facilitation role, and covers assessment and online use.

The seven ways of learning are: Behavioral Learning; Cognitive Learning; Learning through Inquiry; Learning with Mental Models; Learning through Groups and Teams; Learning through Virtual Realities; and Experiential Learning.

Along the way, the authors provide the reader with a basis for evaluating other approaches to teaching and other learning methodologies so that she or he can confidently go beyond the “seven ways” to adapt or adopt further strategies.

This is the ideal companion for teachers who are beginning to explore new ways of teaching, and want to do some serious independent thinking about learning. The book can also be used to prepare graduate students for teaching, and will be welcomed by centers for teaching and learning to help continuing faculty re-examine a particular aspect of their teaching. (From the Publisher)

Table Of Content:
Foreword
Preface

Part One: Understanding Teaching and Learning
ch. 1 The Lecture Paradigm and the New Context of Teaching and Learning
ch. 2 Alternative Approaches to Teaching and Learning
ch. 3 Using the Seven Ways of Learning for Teaching

Part Two: Organizing Teaching and Learning
ch. 4 Building Skills: Behavioral Learning
ch. 5 Acquiring Knowledge: Cognitive Learning
ch. 6 Developing Critical, Creative, and Dialogical Thinking: Learning Through Inquiry
ch. 7 Cultivating Problem Solving and Decision Making: Learning with Mental Models
ch. 8 Exploring Attitudes, Feelings, and Perspectives: Learning Through Groups and Teams
ch. 9 Practicing Professional Judgment: Learning Through Virtual Realities
ch. 10 Reflecting on Experience: Experiential Learning

Part Three: Transforming College Teaching
ch. 11 More Purposeful, Effective, and Enjoyable Teaching

About the Authors
Index
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Visible Learning and the Science of How We Learn

Book
Hattie, John; and Yates, Gregory C. R.
2014
Routledge, New York, NY
LC1067.5.H36 2014
Topics: Cognitive Development   |   Constructivist & Active Learning Theory   |   General Overviews

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Abstract: On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described ...
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Click Here for Book Review
Abstract: On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’.

Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond.

Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development.

The bookis structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as:

teacher personality;
expertise and teacher-student relationships;
how knowledge is stored and the impact of cognitive load;
thinking fast and thinking slow;
the psychology of self-control;
the role of conversation at school and at home;
invisible gorillas and the IKEA effect;
digital native theory;
myths and fallacies about how people learn.

This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes. (From the Publisher)

Table Of Content:
Acknowledgements
Introduction

Part 1 – Learning within classrooms
ch. 1 Why don’t students like learning at school? The Willingham thesis
ch. 2 Is knowledge an obstacle to teaching?
ch. 3 The teacher-student relationship
ch. 4 Your personality as teacher: Can your students trust you?
ch. 5 Time as a global indicator of classroom learning
ch. 6 The recitation and the nature of classroom learning
ch. 7 Teaching for automaticity in basic academic skill
ch. 8 The role of feedback
ch. 9 Acquiring complex skills though social modelling and explicit teaching
ch. 10 Just what does expertise look like?
ch. 11 Just how does expertise develop?
ch. 12 Expertise in the domain of classroom teaching

Part 2 – Learning foundations
ch. 13 How knowledge is acquired
ch. 14 How knowledge is stored in the mind
ch. 15 Does learning need to be conscious? What is the hidden role of gesture?
ch. 16 The impact of cognitive load
ch. 17 Your memory and how it develops
ch. 18 Mnemonics as sport, art, and instructional tools
ch. 19 Analysing your students’ style of learning
ch. 20 Multitasking: A widely held fallacy
ch. 21 Your students are digital natives. Or are they?
ch. 22 Is the Internet turning us into shallow thinkers?
ch. 23 How does music affect learning

Part 3 – Know thyself
ch. 24 Confidence and its three hidden levels
ch. 25 Self-enhancement and the dumb-and-dumber effect
ch. 26 Achieving self-control
ch. 27 Neuroscience of the smile: A fundamental tool in teaching
ch. 28 The surprising advantages of being a social chameleon
ch. 29 Invisible gorillas, inattentional blindness, and paying attention
ch. 30 Thinking fast and thinking slow - your debt to the inner robot
ch. 31 IKEA, effort, and valuing

Glossary
Reference
Index
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The first day of class sets the tone for the whole course. This is the best opportunity you have to establish your expectations for student achievement and behavior.
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The first day of class sets the tone for the whole course. This is the best opportunity you have to establish your expectations for student achievement and behavior.
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High Impact Educational Practices are defined as “an investment of time and energy over an extended period that has unusually positive effects on student engagement in educationally purposeful behavior.” Studies indicate that students who participate more frequently in educationally purposeful activities are more satisfied with their college experience.
Additional Info:
High Impact Educational Practices are defined as “an investment of time and energy over an extended period that has unusually positive effects on student engagement in educationally purposeful behavior.” Studies indicate that students who participate more frequently in educationally purposeful activities are more satisfied with their college experience.
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Ever wanted to ask an experienced faculty member how they teach? Get the secrets they've learned over a long, productive academic career? Ten teaching tips from Prof. John Boothroyd
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Ever wanted to ask an experienced faculty member how they teach? Get the secrets they've learned over a long, productive academic career? Ten teaching tips from Prof. John Boothroyd
Cover image

Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning

Book
Blumberg, Phyllis
2014
Jossey-Bass, San Francisco, CA
LB1025.3.B595 2014
Topics: Assessing Teaching   |   General Overviews   |   Leadership and Faculty Development

Additional Info:
Click Here for Book Review
Abstract: In order to make appropriate changes to improve your teaching and your students’ learning, first you need to know how you’re teaching now. Figure it out for yourself and invigorate your teaching on your own terms!

This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. Phyllis Blumberg starts by ...
Additional Info:
Click Here for Book Review
Abstract: In order to make appropriate changes to improve your teaching and your students’ learning, first you need to know how you’re teaching now. Figure it out for yourself and invigorate your teaching on your own terms!

This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. She then presents a new model of assessing teaching that builds upon a broader base of evidence and sources of support. This new model leads to self-assessment rubrics, which are available for download, and the book will guide you in how to use them. The book includes case studies of completed critical reflection rubrics from a variety of disciplines, including the performing and visual arts and the hard sciences, to show how they can be used in different ways and how to explore the richness of the data you’ll uncover. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 Growing Your Teaching Effectiveness: An Overview

Part I - A Teaching Model That Promotes Better Learning
ch. 2 Beliefs Leading to Better Teaching
ch. 3 Essential Aspects of Effective Teachingv ch. 4 Documenting Critical Self-Refl ection of Teaching
ch. 5 Evidence-Based Approaches to Enhance Teaching
ch. 6 Finding and Using Literature to Promote Better Teaching

Part 2 - A Model To Assess Teaching To Promote Better Learning
ch. 7 Principles of Assessing Teaching
ch. 8 Model for Assessing Teaching

Part 3 - Self Assessment Rubrics
ch. 9 How to Assess Teaching Using Rubrics Based on the Assessment Model
ch. 10 What These Rubrics Assess, and How That Improves Teaching

Part 4 - Cases Showing Effective Uses For the Rubrics
Introduction
ch. 11 How a Beginning Assistant Professor Used Rubrics to Plan and Track Her Personal Faculty Development
ch. 12 How a Faculty Developer Used the Rubrics with a Pretenure Instructor to Facilitate Improvement
ch. 13 How an Experienced Professor Used the Rubrics to Document Her Scholarship of Teaching and Learning
ch. 14 How a Pretenured Professor Used the Rubrics to Assess His Mentoring Undergraduate and Graduate Students in Research
ch. 15 How an Experienced Clinical Professor Used the Rubrics to Assess His Changed Roles While Precepting or Supervising Students in Hospital Settings

Comparisons among the Cases
References
Appendix: Rubrics for Self-Assessment of Teaching: Tools for Improving Different Types of Teaching
Index
Additional Info:
Before you reconcile yourself to the idea that excellence in teaching and research are mutually exclusive, consider the similarities between the two endeavors.
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Before you reconcile yourself to the idea that excellence in teaching and research are mutually exclusive, consider the similarities between the two endeavors.
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Effective teachers appear again and again to display certain characteristics, while ineffective teachers tend to make the same mistakes repeatedly.
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Effective teachers appear again and again to display certain characteristics, while ineffective teachers tend to make the same mistakes repeatedly.
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"A short bulleted check list of good teaching practices to get a course off to a good start. "
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"A short bulleted check list of good teaching practices to get a course off to a good start. "
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"A short bulleted list of effective techniques when lecturing, from Stanford University's Teaching Commons. "
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"A short bulleted list of effective techniques when lecturing, from Stanford University's Teaching Commons. "
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A helpful checklist of good teaching practices, organized around Stanford University's standard course evaluation questions.
Additional Info:
A helpful checklist of good teaching practices, organized around Stanford University's standard course evaluation questions.
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Five ideas on how to structure your course so students will stay engaged in your classroom and in the learning process.
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Five ideas on how to structure your course so students will stay engaged in your classroom and in the learning process.
Additional Info:
This graphic, with relevant links to Wikipedia, attempts to briefly describe all the established learning theories. It also maps the theories graphically 1) to one another, 2) to their key concepts and "world views," 3) to the learning theorists that developed them, and 4) to the scientific disciplines from which they arise.
Additional Info:
This graphic, with relevant links to Wikipedia, attempts to briefly describe all the established learning theories. It also maps the theories graphically 1) to one another, 2) to their key concepts and "world views," 3) to the learning theorists that developed them, and 4) to the scientific disciplines from which they arise.
Cover image

Innovating Teaching and Learning: Reports from University Lecturers

Book
Adamová, Ludmila; and Muráriková, Petra, eds.
2013
Budrich UniPress, Toronto, ON Canada
LB 1027.I625 2013
Topics: General Overviews

Additional Info:
Click Here for Book Review
Abstract: The book brings together unique teaching experiences of young researchers innovating their teaching and student learning and enhancing student engagement. Their teaching innovations serve as a valuable source of inspiration for other young teachers who face similar pedagogic problems.
Additional Info:
Click Here for Book Review
Abstract: The book brings together unique teaching experiences of young researchers innovating their teaching and student learning and enhancing student engagement. Their teaching innovations serve as a valuable source of inspiration for other young teachers who face similar pedagogic problems.

Table Of Content:
ch. 1 Innovating University Courses: Introduction (L’udmila Adamová; and Petra Muráriková)

Section 1: Improving Student Pre-class Preparation
ch. 2 Using Just-In-Time Teaching to Encourage Students’ Regular Pre-Class Preparation (L’udmila Adamová)
ch. 3 Self-scoring Online Quizzes as a Tool for Enhancement of Student Reading and Comprehension(Marek Zivčák)
ch. 4 Motivating Students to Read: Blogs in Philosophy Teaching (Katarina Hrnčiarová)

Section 2: Teaching Large Classes
ch. 5 Using Blended Learning to Develop Students’ Skills and Motivation (Petra Muráriková)
ch. 6 Problem Solving Class as a Tool for Effective Large Group Teaching (Peter Dzurjanik)

Section 3: Teaching Courses Rich in Complex Terminology
ch. 7 Mnemonics and Creativity as Tools for Enhancing Long-term Knowledge Retention (Adriana Boleková)
ch. 8 Enhancing Students’ Active Learning by Games (Martina Lučkaničová)

Section 4: Enhancing Student Abilities of Theory Application
ch. 9 Worksheets as a Method of Helping Students to Apply Theory (Anna Vallušová)

Section 5: Making Assessment an Effective Tool for Student Learning
ch. 10 Bloom’s Taxonomy as an Organizing Principle of an Assessment Innovation (Terézia Repánová)
ch. 11 Teaching Academic Writing Effectively (Miroslava Petáková)
ch. 12 How to Change Teaching and Student Learning: Findings from Practice (L’udmila Adamoviá; Petra Muráriková; and Gabriela Pleschová)

List of Contributors
Index
Additional Info:
Twelve invited blog postings by faculty who have been involved in Wabash Center programs, reflecting on their experiences with various active learning classroom teaching strategies.
Additional Info:
Twelve invited blog postings by faculty who have been involved in Wabash Center programs, reflecting on their experiences with various active learning classroom teaching strategies.
Cover image

How to Teach Adults: Plan Your Class, Teach Your Students, Change the World, Expanded Edition

Book
Spalding, Dan
2014
Jossey-Bass, San Francisco, CA
LC5225.T4 S67 2014
Topics: Adult Learners   |   General Overviews

Additional Info:
Your hands-on guide to teaching adults. . . no matter what the subject
In this expanded edition of How to Teach Adults, Dan Spalding offers practical teaching and classroom management suggestions that are designed for anyone who works with adult learners, particularly new faculty, adjuncts, those in community colleges, ESL teachers, and graduate students. This reader-friendly resource covers all phases of the teaching process from planning what to teach, to managing ...
Additional Info:
Your hands-on guide to teaching adults. . . no matter what the subject
In this expanded edition of How to Teach Adults, Dan Spalding offers practical teaching and classroom management suggestions that are designed for anyone who works with adult learners, particularly new faculty, adjuncts, those in community colleges, ESL teachers, and graduate students. This reader-friendly resource covers all phases of the teaching process from planning what to teach, to managing a classroom, to growing as a professional in the field.

How to Teach Adults can guide new instructors who are trying to get up to speed on their own or can help teacher trainers cover what their students need to know before they get in front of a class. It is filled with down-to-earth tips and checklists on such topics as connecting with adult students, facilitating discussions, and writing tests, plus everything you need to remember to put into your syllabus and how to choose the right textbook. Dan Spalding reveals what it takes to teach all students the skills they need to learn, no matter what the topic or subject matter.

Full of vivid examples from real-world classrooms, this edition:
Shows how to get started and tips for designing your course
Includes information for creating a solid lesson plan
Gives suggestions for developing your teacher persona

How to Teach Adults offers the framework, ideas, and tools needed to conduct your class or workshop with confidence. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Author

ch. 1 Foundations of Teaching
ch. 2 How to Get Started Teachingv ch. 3 How to Design Your Course
ch. 4 How to Lesson Plan
ch. 5 Grading and Assessments
ch. 6 How to Run Your Class
ch. 7 How to Present Information
ch. 8 How to Develop Your Teacher Persona
ch. 9 Growing as a Teacher
ch. 10 The Future of Education

Appendix: Teacher Glossary
References
Further Reading
Index
Cover image

Transfer, Transitions and Transformations of Learning

Book
Middleton, Howard; Baatman, L.K.J., eds.
2013
Sense Publishers, The Netherlands
LB1059.T73 2013
Topics: General Overviews

Additional Info:
This book explores one of the enduring issues in educational research and one of the challenges for formal education. That is, understanding the relationship between learning in one context, setting or time and a subsequent related learning experience or activity.

The chapters in the book examine the issue drawing on existing theory as starting points but using each author’s own research to push existing boundaries of what ...
Additional Info:
This book explores one of the enduring issues in educational research and one of the challenges for formal education. That is, understanding the relationship between learning in one context, setting or time and a subsequent related learning experience or activity.

The chapters in the book examine the issue drawing on existing theory as starting points but using each author’s own research to push existing boundaries of what we know in terms of the ideas captured in the title of the book: transfer, transitions and transformations of learning.

The chapters explore the issue through a range of approaches and settings including: possibilities for a concept-context approach to transfer, transfer between knowledge domains, transfer as an iterative process between contexts, transfer as boundary crossing between vocations, transfer as integration of theory and practice, transferring standards in assessment, representation in the transition from novice to expert, transformation of self through sustainability education, transforming identities of first year design and technology teachers and the role of implicit knowledge in understanding the relationship between declarative and procedural knowledge in the transition to expertise.

This book should be of interest to teachers in schools and the adult education sector, research students, teacher educators, researchers and policy-makers who are involved in learning in, through or with technology. (From the Publisher)

Table Of Content:
ch. 1 Transfer, Transition, or Transformation? (Howard Middleton & Lisbeth Baartman
ch. 2 Transfer in Technology through a Concept-Context Approach (Marc J. de Vries)
ch. 3 Transferring Knowledge versus Knowledge through Technology Education: What's the Difference? (Frank Banks; and Malcolm Plant)
ch. 4 Transfer as an Iterative Process Between School and Work: The LISA-Project (Veronica Bjurulf)
ch. 5 Nurses' and Technicians' Communication and Learning at the Boundary (Liesbeth Baartman, Koeno Gravemeijer; and Elly de Bruijn)
ch. 6 Transfer of Learning Through Integration of Theory and Practice in Technical Vocational Education (Nina Kilbrink)
ch. 7 Transferring Standards: Judging "This-Now" by References to "That-Then" (Richard Kimbell)
ch. 8 Representation in the Transition from Novice to Expert Architect (Howard Middleton)
ch. 9 Education for Sustainable Development and the Transformation of Self: How the World Can Become a Better Place Live for All (Margarita Pavlova)
ch. 10 Transforming Identities: The Process of Becoming a Design and Technology Teacher (Denise MacGregor)
ch. 11 Why Do They Not See What I See? The Difference Between Knowing How and Knowing That (Lars Björklund)
Index
Cover image

A Concise Guide to Improving Student Learning: Six Evidence-Based Principles and How to Apply Them

Book
Persellin, Diane Cummings; and Daniels, Mary Blythe
2014
Stylus, Sterling, VA
LB2331.P425 2014
Topics: General Overviews

Additional Info:
Click Here for Book Review
Abstract: This concise guidebook is intended for faculty who are interested in engaging their students and developing deep and lasting learning, but do not have the time to immerse themselves in the scholarship of teaching and learning.

Acknowledging the growing body of peer-reviewed literature on practices that can dramatically impact teaching, this intentionally brief book:

* Summarizes recent research on six ...
Additional Info:
Click Here for Book Review
Abstract: This concise guidebook is intended for faculty who are interested in engaging their students and developing deep and lasting learning, but do not have the time to immerse themselves in the scholarship of teaching and learning.

Acknowledging the growing body of peer-reviewed literature on practices that can dramatically impact teaching, this intentionally brief book:

* Summarizes recent research on six of the most compelling principles in learning and teaching
* Describes their application to the college classroom
* Presents teaching strategies that are based on pragmatic practices
* Provides annotated bibliographies and important citations for faculty who want to explore these topics further

This guidebook begins with an overview of how we learn, covering such topics such as the distinction between expert and novice learners, memory, prior learning, and metacognition. The body of the book is divided into three main sections each of which includes teaching principles, applications, and related strategies – most of which can be implemented without extensive preparation.

The applications sections present examples of practice across a diverse range of disciplines including the sciences, humanities, arts, and pre-professional programs.

This book provides a foundation for the reader explore these approaches and methods in his or her teaching. (From the Publisher)

Table Of Content:
Foreword (Michael Reder)
Preface
Acknowledgments
Introduction - Knowing About Learning Informs Our Teaching

ch. 1 Deeper Learning and Better Retention
Principle 1 - Desirable Difficulties Increase Long-Term Retention
Workshop 1.1 - Concept Maps
Principle 2 - Meaningful and Spaced Repetition Increases Retention
Principle 3 - Emotion and Relevance Deepen Learning
Workshop 3.1 - Community-Based Learning

ch. 2 Actively Engaged Learning
Principle 4 - Multisensory Instruction Deepens Learning
Workshop 4.1 - The Flipped Classroom
Principle 5 - Small Groups Engage Students
Workshop 5.1 - Problem-Based Learning
Workshop 5.2 - Process-Oriented Guided-Inquiry Learning

ch. 3 Assessment
Principle 6 - Formative Assessment or Low-Stakes
Evaluation Strengthens Retention
Workshop 6.1 - Grading, Summative Assessment, and High-Stakes Evaluation
Workshop 6.1A - Creating Assessment Tools
Workshop 6.1B - Constructing Rubrics
Workshop 6.1C - Tips for Grading Papers and Essay Exams
Workshop 6.2 - Soliciting Midsemester Student Feedback to Improve a Course

Appendix A - Course Design Workshops Workshop A.1 - The Syllabus
Workshop A.2 - Strategies for the First and Last Days of Class
Appendix B - Workshop on Lectures and Mini-Lectures
Workshop B.1 - Planning and Delivery
Appendix C - Workshop on Classroom Discussions
Workshop C.1 - Classroom Discussions
Bibliography
Index
Cover image

Achieving Excellence in Teaching: A Self-help Guide

Book
Sweet, Charlie; Blythe, Hal; :Phillips, Bill; and Daniel, Chris
2014
New Forums Press, Stillwater, OK
LB2331.A25 2014
Topics: Assessing Teaching   |   General Overviews

Additional Info:
Click Here for Book Review
Abstract: This book is designed not only to provide you with a tightly focused set of strategies, selecting only the most fundamental and powerful, but also to offer you a user-friendly method to access your level of success through employment of the strategies.

With the authors’ goal of measurable self-improvement in mind, they’ve developed a set of rubrics keyed to each ...
Additional Info:
Click Here for Book Review
Abstract: This book is designed not only to provide you with a tightly focused set of strategies, selecting only the most fundamental and powerful, but also to offer you a user-friendly method to access your level of success through employment of the strategies.

With the authors’ goal of measurable self-improvement in mind, they’ve developed a set of rubrics keyed to each chapter, allowing you to assess where you currently stand as an instructor. Using a Likert scale, the rubrics ask you to evaluate such things as your attitude toward teaching, your alignment of student learning outcomes (SLOs) in your classes with those of larger academic units, and your delivery of class material. At the book’s end you’ll find a series of rubrics that replicate those in the earlier chapters. Comparison of your responses after experimenting with the various strategies offered throughout the text should provide a solid assessment of the handbook’s effectiveness.

So, you may start today on a focused, fast path to achieving teaching excellence in your classrooms. (From the Publisher)

Table Of Content:
Preface

ch. 1 Introduction
ch. 2 Using R.A.T.E. (a Rubric for Achieving Teaching Excellence
ch. 3 Deep Learning
ch. 4 Dispositions
ch. 5 Passion
ch. 6 Caring
ch. 7 Rapport
ch. 8 Excellence
ch. 9 Organization
ch. 10 Teaching Paradigms and Authority
ch. 11 Technology
ch. 12 Scholarly Teaching
ch. 13 Teaching Creatively
ch. 14 Synthesizing an Optimal Learning Environment

Afterword
Appendix A:  R.A.T.E.s
Additional Info:
A creative organization of resources to support teachers created by the Carnegie Mellon Eberly Center for Teaching Excellence and Educational Innovation. Step 1: identify the problem you’re encountering (from a long list). Each problem is then described briefly. with links to possible reasons for the problem, each of which is then linked to various strategies to address the problem.
Additional Info:
A creative organization of resources to support teachers created by the Carnegie Mellon Eberly Center for Teaching Excellence and Educational Innovation. Step 1: identify the problem you’re encountering (from a long list). Each problem is then described briefly. with links to possible reasons for the problem, each of which is then linked to various strategies to address the problem.
Cover image

For the Love of Learning: Innovations from Outstanding University Teachers

Book
Bilham, Tim, ed.
2013
Palgrave Macmillan, New York, NY
LB2331.F67 2013
Topics: General Overviews

Additional Info:
Click Here for Book Review
Abstract: Edited collection featuring essays from exceptional National Teaching Fellows. Presents the cutting-edge of pedagogical thinking on the most important topics in higher education today, including student engagement, assessment, internationalisation and employability. Destined to become a 'must-read' guide for anyone involved in higher education. (From the Publisher)
Additional Info:
Click Here for Book Review
Abstract: Edited collection featuring essays from exceptional National Teaching Fellows. Presents the cutting-edge of pedagogical thinking on the most important topics in higher education today, including student engagement, assessment, internationalisation and employability. Destined to become a 'must-read' guide for anyone involved in higher education. (From the Publisher)

Table Of Content:
List of figures and tables
Acknowledgements
How to use this book
List of abbreviations
Foreword
Series editor's preface
Introduction: Inspiration, innovation and excellence (Tim Bilham)

Part 1 Crossing boundaries
Crossing boundaries: disciplines
ch. 1 The liquidity of knowledge: learning across disciplinary divides (Heather Barnett)
ch. 2 Mixed cultures: microbiology, art and literature (Joanna Verran)
ch. 3 Blending approaches to teaching in art and design: case studies from glass and ceramics (Kevin Petrie)
ch. 4 New learning ecosystems: blurring boundaries, changing minds (Helen Keegan)
Crossing boundaries: transitions
ch. 5 Learning to love learning (Peter Ovens)
ch. 6 Crossing the boundaries of academic writing (James Elander, Lin Norton)
ch. 7 Beyond competence: enabling and inspiring healthcare students (Faith Hill)
ch. 8 `Disability matters': the role of personal tutors for Inclusive teaching and learning (Suanne Gibson)

Part 2 Learning differently
Learning differently: approaches to teaching
ch. 9 Designs on learning: the role of cross-university collaborative undergraduate research symposia (Kirsten Hardie, Annie Grove-White)
ch. 10 Innovative approaches to learning design: harnessing new technologies for learning (Grainne Conole)
ch. 11 Scaffolding problem-based learning (Derek Raine)
ch. 12 Developing subject-specific knowledge, digital creativity and soft skills: a games-based approach to teaching and learning (Rachel McCrindle)
Learning differently: teaching difficult topics
ch. 13 Teaching with assessment, feedback and feed-forward: using `preflights' to assist student achievement (Brian Whalley)
ch. 14 Ongoing challenges in cross-disciplinary teaching: a case study from statistics (Paul Hewson)
ch. 15 Demystifying statistics: bring your imprimatur to the laughter (Andy Field)
ch. 16 Performing critical thinking? (Stella Jones-Devitt)
Learning differently: assessment
ch. 17 Best practice in assessment and feedback: neglected issues (Peter Hartley)
ch. 18 Assessment strategies for developmental and experiential learning: successes and challenges (Anita Peleg)
ch. 19 Developing and assessing professional competence: using technology in learning design (Luke Dawson, Ben Mason)
Learning differently: international issues
ch. 20 Building curriculum internationalisation from the bottom up (David Killick)
ch. 21 New horizons and old challenges for distance learning: bridging the access gap in African universities (Basiro Davey)
ch. 22 Kinds of international: internationalisation through engagement with one another (Jane Spiro)

Part 3 Engaging students
Engaging students: in the process of learning and discovery
ch. 23 Doing, being and becoming: an occupational perspective on enabling learning (Rayya Ghul)
ch. 24 Learning together through student-lecturer collaborative enquiry (Will Curtis)
ch. 25 Creating space for student autonomy and engagement through partnership and letting go (Colin Bryson)
ch. 26 The student-professional (Laura Ritchie)
Engaging students: its wider influence
ch. 27 Wanted! Agents of change: enabling students to make change happen in their professional world (Duncan Reavey)
ch. 28 Authentic partnerships: inspiring professional identity and ownership in students (Ruth Matheson)
ch. 29 Learning from the real (Mary Hartog; Philip Frame; Chris Rigby; and Doirean Wilson)
ch. 30 Looking at the mirror in the suitcase: encouraging students to reflect on their professional learning journey (Anna Lise Gordon)

Part 4 Employability: moving on
ch. 31 SOARing to success: employability development from the inside-out (Arti Kumar)
ch. 32 Telling tales: the use of story to enhance employability (Beverly Leeds)
ch. 33 Authentic assessment and employability: a synergy? (Jane Thomas)
ch. 34 Getting ready for action: student engagement in an employability project (Jamie Thompson; Laura Bullerwell; Catherine Foster; Russell Jackson; and Nichola Larkin)
ch. 35 English language learning for international employability( Angela Goddard and Alastair Henry)
ch. 36 Engaging with and owning the enterprise agenda (Pauline Kneale)

Conclusion: Sustaining excellence (Tim Bilham)
References
Endnotes
Index
Web cover image

What Are Your Favorite Faculty Development Blogs?

Web
Prof. Hacker
2015
The Chronicle of Higher Education, February 6, 2015
Topics: General Overviews

Additional Info:
This February 2015 posting by Prof. Hacker on the Chronicle of Higher Education site provides brief annotations for “the best” blogs by faculty developers at teaching and learning centers across North America (according to an informal survey). 
Additional Info:
This February 2015 posting by Prof. Hacker on the Chronicle of Higher Education site provides brief annotations for “the best” blogs by faculty developers at teaching and learning centers across North America (according to an informal survey). 
Cover image

Teaching Adults: A Practical Guide for New Teachers

Book
Brockett, Ralph G.
2015
Jossey-Bass, San Francisco, CA
LC5215.B658 2015
Topics: Adult Learners   |   General Overviews

Additional Info:
Click Here for Book Review
Abstract: A highly practical guide for new instructors teaching in any setting
Regardless of the context, teaching is a tall task—and for those teaching adults, unique challenges await. Teaching Adults: A Practical Guide for New Teachers is chock-full of ideas that can be read quickly and implemented immediately in formal and informal settings, in classrooms and workplaces; in short, wherever adults are ...
Additional Info:
Click Here for Book Review
Abstract: A highly practical guide for new instructors teaching in any setting
Regardless of the context, teaching is a tall task—and for those teaching adults, unique challenges await. Teaching Adults: A Practical Guide for New Teachers is chock-full of ideas that can be read quickly and implemented immediately in formal and informal settings, in classrooms and workplaces; in short, wherever adults are learning.

Written with straightforward language that eschews jargon, yet grounded in theory, research, and practice in adult education, the book will benefit readers who have not previously been exposed to these ideas as well as more experienced teachers who seek new ways to reach adult learners. The book will serve as a resource to revisit from time to time as readers face new challenges and questions in teaching adults.

Readers will delve into to a variety of topics, including:
• A general teaching framework, including the author's four keys to effective teaching
• An in-depth exploration of the primary components of effective teaching
• An examination of the unique challenges involved with teaching adults, including how to best create a positive learning environment, overcoming resistance to learning, motivation techniques, and dealing with difficult or disruptive learners

The book elucidates the techniques required to connect with adult learners and provide instruction that is specifically tailored to the unique learning needs of these students. (From the Publisher)

Table Of Content:
Preface
About the Author

Part One: Getting Started 1
ch. 1 So, You’re Teaching Adults?
ch. 2 What Is Effective Teaching?

Part Two: Four Keys to Effective Teaching
ch. 3 So, What Are You Teaching About?
ch. 4 A Dozen Things You Need to Know About Adult Learners
ch. 5 Building Blocks of Adult Learning
ch. 6 Planning Instruction
ch. 7 Teaching Techniques
ch. 8 Knowing Yourself: Understanding the Teacher Within

Part Three: Unlocking Doors to Effective Teaching
ch. 9 Creating a Positive Learning Environment
ch. 10 Overcoming Resistance to Learning
ch. 11 Motivation
ch. 12 Dealing with Dilemmas and Challenges

Epilogue: So, Now You’re Ready: Go and Teach Adults
References
Index
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An Illinois Sampler: Teaching and Research on the Prairie

Book
Winkelmes , Mary-Ann; and Burton, Antoinette, eds.
2014
University of Illinois Press, Urbana, IL
LB2331.I45 2014
Topics: Writing the Scholarship of Teaching   |   Learning Designs   |   General Overviews   |   Leadership and Faculty Development

Additional Info:
Click Here for Book Review
Abstract: How world-class research makes its way into lecture halls and seminar rooms

Major research universities expect faculty to conduct significant research but also to excel as teachers. Too often those outside the classroom assume that these two functions have little in common when in fact the best teachers conduct exciting and innovative research that provides students the opportunity to learn by ...
Additional Info:
Click Here for Book Review
Abstract: How world-class research makes its way into lecture halls and seminar rooms

Major research universities expect faculty to conduct significant research but also to excel as teachers. Too often those outside the classroom assume that these two functions have little in common when in fact the best teachers conduct exciting and innovative research that provides students the opportunity to learn by doing.

An Illinois Sampler presents personal accounts from faculty members at the University of Illinois at Urbana-Champaign and other contributors, about their research and how it enriches and energizes their teaching. Contributors from the humanities, engineering, social and natural sciences, and other disciplines explore how ideas, methods, and materials merge to lead their students down life-changing paths to creativity, discovery, and solutions. As faculty introduce their classes to work conducted from the Illinois prairie to the farms of Africa, from densely populated cities to dense computer coding, they generate an atmosphere where research, teaching, and learning thrive inside a feedback loop of education across disciplines.

Aimed at alumni and prospective students interested in the university's ongoing mission, as well as current faculty and students wishing to stay up to date on the diverse work being done around them, An Illinois Sampler offers a rare glimpse into the impact of cutting-edge research on undergraduate education in a rapidly changing world. The book also showcases the best, the most ambitious, and the most effective teaching practices developed and nurtured at one of the world's premier research universities.

"The late Ernie Boyer inspired his readers when he wrote about the 'scholarship' of teaching. Years later, the engagement of faculty in the scholarly assessment of what students know and can do and in the exploration of ways in which these outcomes might be improved remains a formidable challenge. This is especially the case in complex research universities. In this timely volume and in fields as diverse as dance, geology, music, medicine, kinesiology, mathematics, engineering, and microbiology we have firsthand accounts of what faculty members are doing to make a better tomorrow. The narratives are as inspiring as they are practical and deserve to be shared and read by those who care about the quality of American universities."--Stanley Ikenberry, President Emeritus of the University of Illinois

"The land-grant model is discovery of new knowledge, teaching students, and engaging the broader community. Something is lost when you try to separate the three concepts because they are mutually enriching--discovery comes in part by engaging the community, discovery by faculty and students strengthens education, etcetera. In this time of accountability and scarce resources, the academy must better explain this integration of effort, particularly in connection with the allocation of faculty time and compensation to research and engagement. The stories of scholar-educators from the University of Illinois, one of the great land-grant universities of the country, wonderfully illustrate how this all works."--Peter McPherson, President Emeritus of Michigan State University and President of the Association of Public and Land-grant Universities (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction: Charting Common Ground in the Teaching-Research Nexus (Mary-Ann Winkelmes and Antoinette Burton)
ch. 2 A Sense of the Earth (Bruce W. Fouke)
ch. 3 Collaborative Artists: How to Speak and Listen at the Same Time (Julie Jordan Gunn)
ch. 4 The Intimate University:’We Are All in This Together (Nancy Abelmann)
ch. 5 Painting with Numbers (and Shapes, and Symmetry) (Jayadev Athreya)
ch. 6 From Desk to Bench: Linking Students’ Interests to Science Curricula (Lauren A. Denofrio-Corrales and Yi Lu)
ch. 7 Bringing Statistics to Life (Flavia C. D. Andrade)
ch. 8 The Humanity of Teaching: Reflections from the Education Justice Project (D. Fairchild Ruggles, with Hugh Bishop, Rebecca Ginsburg, Audrey Petty, Anke Pinkert, and Agniezska Tuszynska)
ch. 9 Prairie Tales: The Life of the Lecture at Illinois (Laurie Johnson)
ch. 10 Engineering Professors Who Are Reengineering Their Courses: The iFoundry Perspective (Luisa-Maria Rosu, with Betty Jo Barrett, Bryan Wilcox, Geoffrey Herman, Raymond Price, and Lizanne DeStefano)
ch. 11 It’s More than an ‘Ghetto Story’: Using Dancehall as a Pedagogical Tool in the Classroom (Karen Flynn)
ch. 12 Experiencing Histories of the City (Mark D. Steinberg)
ch. 13 More than Creativity: Infusing Research in the Design Studio (William Sullivan)
ch. 14 The Maps on Our Backs (Thomas J. Bassett)
ch. 15 My Education as a Medical School Teacher (Richard I. Tapping)
ch. 16 Dance and the Alexander Technique: A Dynamic Research-Teaching Design (Rebecca Nettl-Fiol)
ch. 17 Five Things Only I Care About (Carol Spindel)
ch. 18 Creative Code in the Design Classroom: Preparing Students for Contemporary Professional Practice (Bradley Tober)
ch. 19 Cybernavigating (Kate Williams)
ch. 20 Humanities and Sciences at Work: Liberatory Education for Millennials (Kyle T. Mays)

About the Contributors
Cover image

Teaching Excellence in Higher Education

Book
Gregory, Marshall
2013
Palgrave Macmillan, New York, NY
LB2331.G716 2013
Topics: Vocation of Teaching   |   General Overviews

Additional Info:
Click Here for Book Review
Abstract: In this volume, the culmination of a lifetime's work as an educator, Marshall Gregory lays out a pedagogical theory and ethical vision for teaching. He argues that teachers across the arts and sciences can reach for teaching excellence by relying on more than good will, good intentions, sincerity, enthusiasm, and trial and error. They can think, individually and collectively, about the educable capacities ...
Additional Info:
Click Here for Book Review
Abstract: In this volume, the culmination of a lifetime's work as an educator, Marshall Gregory lays out a pedagogical theory and ethical vision for teaching. He argues that teachers across the arts and sciences can reach for teaching excellence by relying on more than good will, good intentions, sincerity, enthusiasm, and trial and error. They can think, individually and collectively, about the educable capacities of the students they teach and about the ultimate aim of their teaching: not to merely impart information or train their students in a discipline, but to develop their students' abilities for thought, reflection, questioning, and engagement to their fullest extent. Drawing on over forty-five years of teaching and thirty-five years of training teachers to think about pedagogy, Gregory speaks to any teacher wanting to more fully ground the what of teaching in the how and why. (From the Publisher)

Table Of Content:
List of Figure
Preface
Acknowlegments

ch. 1 Good Teaching and Educational Vision: Not the Same Thing as Disciplinary Expertise
ch. 2 Forgetting, Learning, and Living: How Education Makes a Difference Even Though We Forget Most of What We Learn
ch. 3 The Dynamics of Desire in Everyday Classrooms
ch. 4 Ethical Pedagogy
ch. 5 From Shakespeare on the Page to Shakespeare on the Stage: What I Learned about Teaching in Acting Class
ch. 6 Love? What’s Love Got to Do with it?
ch. 7 Developing Your Own Philosophy of Education: Principles, Not Personalities
ch. 8 What Is Teaching, After All?
ch. 9 Teacherly Ethos Revisited

Bibliography
Index
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Reflective Teaching in Higher Education

Book
Ashwin, Paul; Boud, David; Coate, Kelly; Hallett, Flona; Keane, Elaine; Krause, Kerri-Lee; Leibowitz, Brenda; MacLaren, Ian; McArthur, Jan; McCune, Velda; and Tooher, Michelle
2015
Bloomsbury Academic, New York, NY
LB2331.A776 2015
Topics: General Overviews

Additional Info:
Click Here for Book Review
Abstract: Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education.

Written by an international collaborative author team of higher education experts led by Paul Ashwin, ...
Additional Info:
Click Here for Book Review
Abstract: Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education.

Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support:

- practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and

- evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education.

Case studies, activities, research briefings and annotated key readings are provided throughout. (From the Publisher)

Table Of Content:
Preface
Introduction

Part I: Becoming Reflective
1. Identity. Who are we, and who are our students?
2. Learning. How do students develop their understanding?
3. Reflection. How can we develop the quality of our teaching?
4. Principles. What are the foundations of effective teaching and learning?

Part II: Creating Conditions for Learning
5. Contexts. How do they shape us and how do we shape them?
6. Relationships. How are we getting on together?
7. Engagement. How does our engagement with teaching influence student learning?
8. Spaces. How are we creating environments for learning?

Part III: Teaching for Learning
9. Curriculum. What is to be taught and learned?
10. Planning. How are we implementing curricula?
11. Teaching. How can we develop strategies focused on student understanding?
12. Communication. How can we support learning through dialogue?
13. Assessment. How does it make a contribution to learning?

Part IV: Reflecting on Consequences
14. Quality. How are we monitoring and enhancing the quality of teaching and learning?
15. Inclusion. How are we enabling opportunities?

Part V: Deepening Understanding
16. Expertise. How do we develop a career-long fascination with teaching?
17. Professionalism. How does reflective teaching contribute to society?

Reflective activities
List of case studies, figures and research briefings
Bibliography
Index
Cover image

Tim Gunn: The Natty Professor: A Master Class on Mentoring, Motivating, and Making It Work!

Book
Gunn, Tim
2015
Gallery Books, New York, NY
LB1025.3.G858 2015
Topics: Classroom Management   |   Mentoring Students   |   General Overviews

Additional Info:
Click Here for Book Review
Abstract: A timeless book of lessons on mentorship, teaching, and learning from New York Times bestselling author Tim Gunn, host of the Emmy Award–nominated Project Runway and the reality show Under the Gunn.

Tim Gunn, America’s favorite reality TV cohost, is known for his kind but firm approach in providing wisdom, guidance, and support to the scores of design hopefuls ...
Additional Info:
Click Here for Book Review
Abstract: A timeless book of lessons on mentorship, teaching, and learning from New York Times bestselling author Tim Gunn, host of the Emmy Award–nominated Project Runway and the reality show Under the Gunn.

Tim Gunn, America’s favorite reality TV cohost, is known for his kind but firm approach in providing wisdom, guidance, and support to the scores of design hopefuls on Project Runway. Having begun his fashion career as a teacher at Parsons The New School for Design, Tim knows more than a thing or two about mentorship and how to convey invaluable pearls of wisdom in an approachable, accessible manner.

While Gunn’s Golden Rules showcased Tim “as life coach,” imparting lessons based on his personal experiences, Tim Gunn: The Natty Professor will focus on Tim “as teacher.” Divided into sections on common themes—leadership, curiosity, diversity, understanding, empathy—this practical, timely book takes us on a journey through life lessons and uses Tim’s own personal experiences, from the classroom to the therapist’s office, to illustrate larger concepts. Each chapter will end with a “life assignment,” where Tim challenges you to apply the lessons you’ve learned in practical mentoring or teaching situations. (From the Publisher)

Table Of Content:
Introduction: My T.E.A.C.H. Philosophy

I. Truth Telling
ch. 1 Life as a New Teacher
ch. 2 The Under the Gunn Workroom
ch. 3 The Lifetime Upfronts
ch. 4 Classroom Critiques
ch. 5 The Admission Office
ch. 6 My First Parsons Fashion Class
ch. 7 Repositioning the Parsons Fashion Design Program
ch. 8 The Cooper Hewitt National Design Museum Teen Fair
ch. 9 The Faculty Lounge
ch. 10 Test Day

II. Empathy
ch. 11 Project Runway Home Visits
ch. 12 Jury Duty
ch. 13 The Supermarket
ch. 14 Shopping at Mood
ch. 15 Church
ch. 16 Speaking Engagements
ch. 17 Reading Online Comments
ch. 18 Navigating Academic Politics
ch. 19 My Therapist’s Office

III. Asking
ch. 20 Meeting New People
ch. 21 On the Talk Show Couch
ch. 22 Around the Neighborhood
ch. 23 Registration Day
ch. 24 Teacher Evaluations ( and the Three Types of Bad Teacher)
ch. 25 My Senior Show
ch. 26 Out in Nature
ch. 27 The Library
ch. 28 The Barnes Collection
ch. 29 The Metropolitan Museum of Art
ch. 30 Playing with Lego Bricks
ch. 31 Clothes Shopping

IV. Cheerleading
ch. 32 Dinners Out
ch. 33 On Vacation
ch. 34 Shooting a Scholastic Webisode
ch. 35 At the Movies
ch. 36 Taping Guide to Style
ch. 37 Project Runway Auditions
ch. 38 Competing on Hollywood Game Night

V. Hoping For The Best
ch. 39 Going Down to the Runway
ch. 40 Disciplinary Hearings
ch. 41 Giving Final Grades
ch. 42 Awards Ceremonies
ch. 43 School Visits

VI. Take Aways
ch. 44 Five Fast Ways to Learn Something New Right Now
ch. 45 T.E.A.C.H. Book Clubs

Acknowledgments
Notes
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Class Not Dismissed: Reflections on Undergraduate Education and Teaching the Liberal Arts

Book
Aveni, Anthony
2014
University Press of Colorado, Boulder, Colorado
LC1011.A896 2014
Topics: Vocation of Teaching   |   Liberal Arts   |   General Overviews

Additional Info:
Click Here for Book Review
Abstract: In Class Not Dismissed, award-winning professor Anthony Aveni tells the personal story of his six decades in college classrooms and some of the 10,000 students who have filled them. Through anecdotes of his own triumphs and tribulations—some amusing, others heartrending—Aveni reveals his teaching story and thoughts on the future of higher education.

Although in recent years the lecture has come ...
Additional Info:
Click Here for Book Review
Abstract: In Class Not Dismissed, award-winning professor Anthony Aveni tells the personal story of his six decades in college classrooms and some of the 10,000 students who have filled them. Through anecdotes of his own triumphs and tribulations—some amusing, others heartrending—Aveni reveals his teaching story and thoughts on the future of higher education.

Although in recent years the lecture has come under fire as a pedagogical method, Aveni ardently defends lecturing to students. He shares his secrets on crafting an engaging lecture and creating productive dialogue in class discussions. He lays out his rules on classroom discipline and tells how he promotes the lost art of listening. He is a passionate proponent of the liberal arts and core course requirements as well as a believer in sound teaching promoted by active scholarship.

Aveni is known to his students as a consummate storyteller. In Class Not Dismissed he shares real stories about everyday college life that shed light on serious educational issues. The result is a humorous, reflective, inviting, and powerful inquiry into higher education that will be of interest to anyone invested in the current and future state of college and university education. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Why I Teach
I Love You, Miss Cohen
Dreams of Skywatching
The Ones I Remember
Archetype of the Professor
Learning, Loving, Breathing

ch. 2 What I Teach
From Mountaintop to Classroom
Assignment One
Acquiring the Tool of My Trade
Encountering the Liberal Arts
A Little History
The Core of the Liberal Arts: What Is It and What’s It Good For?
Tradition vs. Change, or How to Move a Graveyard
Diversity, Modernity, and Globalization: New Cores for New Generations

ch. 3 How I Teach
Teaching as Storytelling and Showing Learning by Experience
Am I the Sage on the State: What Makes for a Good Lecture?
Or the Guide on the Side: Is Techno-learning the Answer?
What’s on the Test? Teaching and Measuring Basic Student Skills
How To and How Not To Teach?

ch. 4 Questioning Teaching
Are Sound Teaching and Strong Scholarship Compatible?
Should My Job Be Guaranteed for Life?
How Can Teachers Serve the Wider Community?
In Loco Parentis: I’m Not Your Paren - or Am I?
Can We Really Measure Good Teaching?
Better Grades for Better Students?
Why Are Professors under Siege?
How Do We Teach in a Dummied-Down Culture?
The Life of Mind and Body: Do They Really Go Together?
How Can We Improve Our Colleges and Universities?
Why College Anyway?

ch. 5 Epilogue: Class (Not) Dismissed

Notes
Additional Info:
This guide containing over a dozen essays designed by and for faculty and graduate students in religious studies covering everything from procedural matters on the first day of class through in-depth examination of aspects of pedagogical philosophy.
Additional Info:
This guide containing over a dozen essays designed by and for faculty and graduate students in religious studies covering everything from procedural matters on the first day of class through in-depth examination of aspects of pedagogical philosophy.
Web cover image

The Teach Better Podcast

Web
McKee, Doug and O’Neill, Edward
Topics: General Overviews

Additional Info:
A fortnightly series of conversations with teachers about teaching. We talk mostly with faculty in higher education, but will occasionally talk with other teachers too. We started this podcast to share ideas and build community among folks who care about teaching. 
Additional Info:
A fortnightly series of conversations with teachers about teaching. We talk mostly with faculty in higher education, but will occasionally talk with other teachers too. We started this podcast to share ideas and build community among folks who care about teaching. 
Additional Info:
Blog-like entries on a wide range of topics in higher education teaching, including: asynchronous learning, blended and flipped learning, assessment, classroom management, faculty evaluation, instructional design, and teaching with technology. A free site (and e-newsletter sign up) that is part of the family of Magna Publications. 
Additional Info:
Blog-like entries on a wide range of topics in higher education teaching, including: asynchronous learning, blended and flipped learning, assessment, classroom management, faculty evaluation, instructional design, and teaching with technology. A free site (and e-newsletter sign up) that is part of the family of Magna Publications. 
Cover image

Motivating Teaching in Higher Education with Technology

Book
Wilson, Jay R.; and Ralph, Edwin G.
2014
New Forums Press, Stillwater, OK
LB2331.W54 2014
Topics: Using Technology   |   General Overviews

Additional Info:
Click Here for Book Review
Abstract: The authors created this manual particularly for beginning instructors at the post-secondary level who have never had formal teacher training. They not only present the essentials of effective instruction that incorporates technology, but in doing so, review key principles and practices that have been shown to enhance students’ motivation to learn. The manual is a distillation of core information derived from both the ...
Additional Info:
Click Here for Book Review
Abstract: The authors created this manual particularly for beginning instructors at the post-secondary level who have never had formal teacher training. They not only present the essentials of effective instruction that incorporates technology, but in doing so, review key principles and practices that have been shown to enhance students’ motivation to learn. The manual is a distillation of core information derived from both the authors’ own professional experience and the body of literature on teaching effectiveness, learning motivation, and the infusion of technology in post-secondary settings. They draw on their respective educational and research backgrounds that range from the elementary through to the college and university levels. (From the Publisher)

Table Of Content:
Foreword
Acknowledgements

ch. 1 Essential Motivational Principles
Key Ideas
Learning Motivation
Teaching and Learning
Learning Styles
Motivational Teaching
Motivating Teaching: A Conceptual Framework
Summary
Footnotes

ch. 2 Conditions of Conductive to Learning: Climate and Management
Key Ideas
Creating a Positive Teaching/Learning Climate
Ethical and Professional Considerations
The Managerial Process: Organizational Routines and Strategies
Summary
Footnotes

ch. 3 Instructional Practice
Key Ideas
Planning for Instruction
Implementing Instruction
Summary
Footnotes

ch. 4 Motivating Methods and Technologies
Key Ideas
Part I: Teacher-Centered Approaches
Part II: Student-Centered Approaches
Summary
Footnotes

ch. 5 Practical Technology Applications to Enhance Motivation
Key Ideas
Overview
What Is Your Motivation?
What Technology Will Not Do for You
Considerations Before Getting Started
Moving Forward
Impact of Technology on You
Technology Tools
Critical Questions
Levels of Technology Integration
What about the Students?
Technology and Teaching Using the Internet
Ensuring the Success of Your Online Learners
You Made It. Now What?
Summary
Concluding Thoughts: Inspiring Students
Footnotes

References
About the Authors
Additional Info:
Wabash Center blog spot with periodic postings from a variety of contributors on the teaching life and classroom practices.
Additional Info:
Wabash Center blog spot with periodic postings from a variety of contributors on the teaching life and classroom practices.
Cover image

Help! My College Students Can’t Read: Teaching Vital Reading Strategies in the Content Areas

Book
Gamel, Amelia Leighton
2015
Rowman & Littlefield, Publishers, Lanham, MD
LB2395.3.G36 2015
Topics: General Overviews

Additional Info:
Help! My College Students Can’t Read: Teaching Vital Reading Strategies in the Content Areas is designed as a resource guide for content area instructors who have no specific training in the field of literacy but want to help the struggling readers in their classrooms. This book provides simple, step-by-step ideas for introducing and embedding reading strategies within all content areas without sacrificing a lot of valuable class time. This ...
Additional Info:
Help! My College Students Can’t Read: Teaching Vital Reading Strategies in the Content Areas is designed as a resource guide for content area instructors who have no specific training in the field of literacy but want to help the struggling readers in their classrooms. This book provides simple, step-by-step ideas for introducing and embedding reading strategies within all content areas without sacrificing a lot of valuable class time. This easy-to-use resource will equip instructors to not only help their students be stronger readers in general, but to be stronger readers of content-area academic texts. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Active Reading
Modeling Active Reading in the Classroom
The Bottom Line
Toolbox
Putting It to Work
Professional Spotlight Reading Interview
Appendix

ch. 2 Determining a Purpose
Getting Students to Buy In
Applying Their New Skills to Reading
Pre-reading Strategies to Determine Purpose
Pause and Sum Up
Making Predictions
Being Savvy Readers
More Help to Stay Engaged
The Bottom Line
Toolbox
Putting It to Work
Professional Spotlight Reading Interview
Appendix

ch. 3 Determining What’s Important
Focused Reading Assignments
Intentional Focus
Read, Scan, or Skip?
Annotating a Text
Intentional Reading Demonstration
The Bottom Line
Toolbox
Putting It to Work
Professional Spotlight Reading Interview
Appendix

ch. 4 Developing Higher-Level Questions
Using Focus Quadrants to Teach Questioning Strategies
Teaching Students to Apply Questioning Strategies to Reading
The Bottom Line
Toolbox
Putting It to Work
Professional Spotlight Reading Interview
Appendix

ch. 5 Making Connections
Using Comparisons to Aid Understanding
Using Learned Information to Understand New Information
Drawing Inferences
Building Background Knowledge
The Bottom Line
Toolbox
Putting It to Work
Professional Spotlight Reading Interview

ch. 6 Navigating Unknown Words
Typical Student Default Strategy
Getting Students to Buy In
Vocabulary Resources
Prefixes, Root Words, and Suffixes
Using Familiar Words to Understand Unfamiliar Words
Swapping Words
Context Clues
Vocabulary Prompts
Vocabulary Lists
The Bottom Line
Toolbox
Putting It to Work
Professional Spotlight Reading Interview
Appendix

ch. 7 Creating Visuals to Enhance Comprehension and Recall
Getting Instructors to Buy In
Teaching Students to Create Visuals as They Read
The Bottom Line
Toolbox
Putting It to Work
Professional Spotlight Reading Interview
Appendix

ch. 8 Keeping It Real
Does Teaching Reading Strategies Really Change Anything?
How Much Time Does It Really Take?
Making the Most of Your Time
The Bottom Line
Professional Spotlight Reading Interview

Appendix
References
Web cover image

High-Impact Practices

Web
Association of American Colleges & Universities
Topics: Constructivist & Active Learning Theory   |   General Overviews

Additional Info:
The Association of American Colleges & Universities (AAC&U) website linking to a flyer describing10 teaching and learning practices that have been widely tested and been shown to be beneficial for college students from many backgrounds, especially historically underserved students, who often do not have equitable access to high-impact learning.
Additional Info:
The Association of American Colleges & Universities (AAC&U) website linking to a flyer describing10 teaching and learning practices that have been widely tested and been shown to be beneficial for college students from many backgrounds, especially historically underserved students, who often do not have equitable access to high-impact learning.
Additional Info:
Threaded discussion on the POD listserv in 2015. Thirteen directors of university and college teaching centers discuss which books about teaching they’ve used successfully for faculty reading groups.
Additional Info:
Threaded discussion on the POD listserv in 2015. Thirteen directors of university and college teaching centers discuss which books about teaching they’ve used successfully for faculty reading groups.
Cover image

147 Practical Tips for Emerging Scholars: From Publishing to Time Management, Grant Seeking, and Beyond

Book
King, Kathleen; and Cranston-Gingras, Ann
2014
Atwood Publishing, Madison, WI
LB1778.2.K55 2014
Topics: Balancing Teaching and Research   |   General Overviews   |   Leadership and Faculty Development

Additional Info:
Click Here for Book Review
Abstract: Higher educations professionals face a myriad of competing demands on their time. Many of these pressures exist apart from teaching and outside the classroom altogether. Career requirements can seem to be never ending, and if they are not carefully managed and balanced, they can overrun even the most committed scholar’s resolve.

The latest book in Atwood’s 147 Tips series, 147 Practical ...
Additional Info:
Click Here for Book Review
Abstract: Higher educations professionals face a myriad of competing demands on their time. Many of these pressures exist apart from teaching and outside the classroom altogether. Career requirements can seem to be never ending, and if they are not carefully managed and balanced, they can overrun even the most committed scholar’s resolve.

The latest book in Atwood’s 147 Tips series, 147 Practical Tips for Emerging Scholars presents readers with a much-needed guide to the varied ins and outs of a career in higher education. Advocating detailed planning and clear priorities, the authors have crafted a thorough and accessible book to simplify and de-stress the navigation of a scholar’s world. Their pragmatic and detailed tips offer advice on crucial topics including:

- Writing grants
- Research
- Working with technology
- Collaboration
- Mentoring

The authors write:
147 Practical Tips for Emerging Scholars assists you in developing your successful professional journey as a scholar by delivering proven and succinct guidance.... You can use this book as a ready reference that you can turn to again and again for solid direction, clarity, and encouragement.

This essential volume offers fresh and enriching insights, and will prove an indispensable tool for higher education professionals - new and veteran alike. (From the Publisher)

Table Of Content:
Dedication
Acknowledgments
Introduction

ch. 1 Time Management and the Missing Operating Instructions
ch. 2 How to Approach Academic Careers Systematically

Tips Categories
-Taking Control of Your Career as a Scholar
- Building A Research Agenda
- General Writing Tips
- Developing and Writing Your Literature Review
- Presenting at Conferences
- Publishing in Refereed Journals
- Writing Grants
- Writing Academic Books
- Ethics and Responsibility
- Technology for Writing and Teaching
- Passing It On: Collaborating and Mentoring

References
Appendix A: Resource Appendix
Appendix B: Three Research and Publication Tracking Tables
About the Authors
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A Toolkit for College Professors

Book
Cipriano, Robert E., and Buller, Jeffrey L.
2015
Rowman & Littlefield, Publishers, Lanham, MD
LB.2331.B794 2015
Topics: General Overviews

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Abstract: A Toolkit for College Professors is designed to give new and established faculty members the skills they need in order to do their jobs more effectively. Combining case studies, scenarios, practical advice, and problem-solving activities, this book offers college professors a valuable resource for excelling in the classroom, lab, studio, library, and beyond. From teaching effectively to promoting student success, facilitating collegiality with ...
Additional Info:
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Abstract: A Toolkit for College Professors is designed to give new and established faculty members the skills they need in order to do their jobs more effectively. Combining case studies, scenarios, practical advice, and problem-solving activities, this book offers college professors a valuable resource for excelling in the classroom, lab, studio, library, and beyond. From teaching effectively to promoting student success, facilitating collegiality with their peers, conducting research, applying for tenure and promotion, and many other areas relevant to academic life today, A Toolkit for College Professors helps faculty members achieve their goals and avoid common pitfalls along the way. (From the Publisher)

Table Of Content:
Dedication
Acknowledgements
Preface
Introduction

ch. 1 Teaching Effectively in the Classroom and Beyond
ch. 2 Promoting Student Success and Engagement
ch. 3 Facilitating Collegiality with Other Faculty Members
ch. 4 Establishing Positive Interactions with Administrators
ch. 5 Conducting Research Successfully
ch. 6 Engaging in Meaningful Service
ch. 7 Applying for Promotion and Tenure

Epilogue: Our Reflections
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Small Teaching: Everyday Lessons from the Science of Learning

Book
Lang, James M.
2016
John Wiley & Sons, San Francisco, CA
LB1063.L36 2016
Topics: Learning Designs   |   Balancing Teaching and Research   |   General Overviews

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Abstract: Employ cognitive theory in the classroom every day

Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student ...
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Abstract: Employ cognitive theory in the classroom every day

Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example:

- How does one become good at retrieving knowledge from memory?
- How does making predictions now help us learn in the future?
- How do instructors instill fixed or growth mindsets in their students?

Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students. (From the Publisher)

Table Of Content:
Acknowledgments
About the Author
Introduction: Small Teaching

Part I Knowledge
ch. 1 Retrieving
ch. 2 Predicting
ch. 3 Interleaving

Part II Understanding
ch. 4 Connecting
ch. 5 Practicing
ch. 6 Self-Explaining

Part III Inspiration
ch. 7 Motivating
ch. 8 Growing
ch. 9 Expanding

Conclusion: Beginning
Works Cited
Index
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Handbook for Higher Education Faculty: A Framework & Principles for Success in Teaching

Book
Way, David Garrett
2016
New Forums Press, Stillwater, OK
LB2331.W359 2016
Topics: General Overviews

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This book has been written and organized to prepare critically reflective teachers to take their place in society and to do that with the knowledge, personal framework and tools to be successful. The reader will begin with an exploration of the role of higher education—it’s history and development—in influencing society. He will examine how being critically reflective can serve as a ...
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This book has been written and organized to prepare critically reflective teachers to take their place in society and to do that with the knowledge, personal framework and tools to be successful. The reader will begin with an exploration of the role of higher education—it’s history and development—in influencing society. He will examine how being critically reflective can serve as a fundamental principle to guide our professional journey. She will start drawing the under-painting of a self-portrait of our identities to see what anchors us to our unique qualities that set us apart as individuals and will help inform our professional decisions and life-path. Out of the heightened awareness of our identities and experience we’ll initiate crafting a framework by which we think and are guided in our teaching practice. Readers will engage in exercises to flesh out this framework by unpacking our learning experiences and articulating what was previously implicit: our personal theories of teaching and learning.

Readers will experiment with ways in which we become more conscious of how our thinking and feelings inform our actions and how this increased consciousness can guide us in creating powerful and compelling learning experiences for our students. We’ll look at the changing population of diverse higher education students and how we can build community with them by using our sense of identity as a bridge.

Readers will learn to revise artifacts from our academic experiences to serve as benchmarks of our professional development and the major skill areas of teaching: preparing to teach, successfully executing our teaching plans in and out of the classroom to encourage deep and lasting learning in our students, effectively assessing their learning as an authentic process and how to document all these efforts throughout our careers for our own development and in preparation for when we are evaluated by others. I look forward to our collaborative journey together. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Teaching & Identify
ch. 2 Reflection & Teaching
ch. 3 Role of Higher Education in Society
ch. 4 Preparing to Teach
ch. 5 Creating Effective Learning Experiences
ch. 6 Assessing Student Learning & Providing Effective Feedback
ch. 7 Professional Development

Bibliography
About the Author
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An Evidence-based Guide to College and University Teaching Developing the Model Teacher

Book
Richmond, Aaron S.; Boysen, Guy A.; and Gurung, Regan A R
2016
Routledge, New York, NY
LB2331.R5175 2016
Topics: General Overviews   |   Leadership and Faculty Development

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Abstract: What makes a good college teacher? This book provides an evidence- based answer to that question by presenting a set of "model teaching characteristics" that define what makes a good college teacher. Based on six fundamental areas of teaching competency known as Model Teaching Characteristics outlined by The Society for the Teaching of Psychology (STP), this book describes how college faculty from all ...
Additional Info:
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Abstract: What makes a good college teacher? This book provides an evidence- based answer to that question by presenting a set of "model teaching characteristics" that define what makes a good college teacher. Based on six fundamental areas of teaching competency known as Model Teaching Characteristics outlined by The Society for the Teaching of Psychology (STP), this book describes how college faculty from all disciplines and at all levels of experience can use these characteristics to evaluate, guide, and improve their teaching. Evidence based research supports the inclusion of each characteristic, each of which is illustrated through example, to help readers master the skills. Readers learn to evaluate their teaching abilities by providing guidance on what to document and how to accumulate and organize the evidence. Two introductory chapters outline the model teaching characteristics followed by six chapters, each devoted to one of the characteristics: training, instructional methods, course content, assessment, syllabus construction, and student evaluations. (From the Publisher)

Table Of Content:
Preface
Defining Model Teaching
Structure of the Book
Yes, This Book is for You
Acknowledgments
About the Authors

ch. 1 Why Do We Need Model Teachers?
ch. 2 What is Great Teaching?
ch. 3 How do we Train to be Model Teachers?
ch. 4 What Instructional Methods do Model Teachers Use?
ch. 5 What do Students Learn in Model Teachers’ Courses?
ch. 6 How do Model Teachers Assess Student Learning?
ch. 7 How do Model Teachers Construct Syllabi?
ch. 8 How do Model Teachers Use Student Evaluations?

Epilogue
Avoid Teacherly Regret: One Last Self-Assessment
What is Stopping You?
Appendix: The Model Teaching Criteria Scale
References
Author Index
Subject Index
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Emerging Strategies for Supporting Student Learning: A Practical Guide for Librarians and Educators

Book
Allan, Barbara
2016
ALA American Library Association, Chicago, IL
LB2343.4.A44 2016
Topics: Librarians as Teachers   |   General Overviews

Additional Info:
The higher education landscape is rapidly evolving due to changes in the student population (millenials, increasing diversity, changing work habits), technology (the rise in the use of social media) and learning spaces (the increase in physical and virtual social learning spaces). Allan presents the first book to bring together recent developments in both theory and practice, covering a wide range of tools and techniques which will suit students in different ...
Additional Info:
The higher education landscape is rapidly evolving due to changes in the student population (millenials, increasing diversity, changing work habits), technology (the rise in the use of social media) and learning spaces (the increase in physical and virtual social learning spaces). Allan presents the first book to bring together recent developments in both theory and practice, covering a wide range of tools and techniques which will suit students in different contexts, from large groups of 500+ to very small classes of research students. Making extensive use of case studies, examples, checklists, and tables, this practical book contains:

- an analysis of the current higher education landscape, the changes that are occurring and the diverse nature of student populations;

- an exploration of new theories of digital literacy including case studies demonstrating how library and information workers have applied these models in practice;

- a demonstration of the many different ways in which academic library and information services are working in support of student employability;

- a theoretical overview of different approaches to teaching and learning including Kolb's learning cycle, Laurillard's conversational framework for university teaching, Entwistle's teaching for understanding at university, Land and Meyer's threshold concepts and the Higher Education Academy's work on flexible pedagogies;

- practical guidance on designing, developing and evaluating courses and other learning and teaching events in different situations including face-to-face, flipped classroom, blended learning, and online learning; and an exploration of approaches to personal and professional development including 90+ approaches to workplace learning; accredited courses; short courses, conferences and workshops;

- networking through professional organizations; and developing online networks.

This book will be essential reading for different groups working in colleges and universities including library and information workers, staff developers, educational technologists, educational development project workers, educational change agents and students of library and information science who are planning their careers in higher education institutions. (From the Publisher)

Table Of Content:
Figures and tables
Acknowledgements

ch. 1 Introduction
Introduction to the book
Introduction to this chapter
Changing the learning landscape
Student expectations and experiences
Flexible learning
Library spaces
Employability
Internationalization of higher education
Institutional responses to change
Changing ways of working for library and information professionals
Structure of the book
Summary
References

ch. 2 Working with diversity
Introduction
Diverse student populations
Students in the digital age
Working with international students
Students with disabilities
Part time students
Diverse learning styles
Practical approaches for working with diverse groups of students
Summary
References

ch. 3 Digital literacies
Introduction
Digital literacies
Information literacy
Metaliteracy
Additional case studies
Digital badges
Summary
References

ch. 4 Employability
Introduction
Academic libraries and employability
Graduate attributes
Working with students
Summary
References

ch. 5 Approaches to learning and teaching
Introduction
Kolb's learning cycle
A conversational framework for university teaching
Teaching for understanding at university
Threshold concepts
Flexible pedagogies
Putting the pieces together
References

ch. 6 Learning and teaching activities
Introduction
Presenting basic ideas
Common learning and teaching activities
Assessment of learning
Reflection on learning
Learning and teaching without courses
Summary
References

ch. 7 Making it happen
Introduction
Thinking about participants
Basic design principles
Levels of learning
Design of individual learning activities
Finding and using learning resources
Reviewing the program design
Marketing and promotion
Summary
References

ch. 8 Designing face-to-face, blended and online courses
Introduction
Designing face-to-face sessions
Designing flipped classroom sessions
Designing blended learning courses
Design of online courses
Summary
References

ch. 9 Delivering learning experiences
Introduction
Preparing yourself
Face-to-face delivery
On-line delivery
Co-facilitation
Summary
References

ch. 10 Evaluation of learning and teaching activities, and courses
Introduction
UK quality control and enhancement processes
Research on evaluation of learning and teaching in academic libraries
Evaluation in practice
Combined methods of evaluation
Summary
References

ch. 11 Lifelong professional development
Introduction
Networking through professional organizations and groups
Learning in the workplace
Short courses, conferences and workshops
Accredited courses
Independent learning
Developing online networks
Managing individual professional development
Developing your portfolio
Summary
References

Index
TTR cover image
Wabash tree

Principles for Effective Asynchronous Online Instruction in Religious Studies

TTR
McGuire, Beverley
2017
Teaching Theology and Religion 20, no. 1 (2017): 28-45
BL41.T4 v.20 no. 1
Topics: Online Learning   |   18-22 Year Olds   |   General Overviews

Additional Info:
Asynchronous online instruction has become increasingly popular in the field of religious studies. However, despite voluminous research on online learning in general and numerous articles on online theological instruction, there has been little discussion of how to effectively design and deliver online undergraduate courses in religious studies. Drawing on recent research, experiences teaching and learning online, and interviews with colleagues, this paper discusses key principles of effective online instruction. It ...
Additional Info:
Asynchronous online instruction has become increasingly popular in the field of religious studies. However, despite voluminous research on online learning in general and numerous articles on online theological instruction, there has been little discussion of how to effectively design and deliver online undergraduate courses in religious studies. Drawing on recent research, experiences teaching and learning online, and interviews with colleagues, this paper discusses key principles of effective online instruction. It recommends instructors focus on humanizing their course website, “chunking” their course content, making their approach to the study of religion clear, structuring and monitoring online discussions, prioritizing prompt and constructive feedback, and making course material relevant to learners.