Resources

Neuroscience tells us that the products of the mind -- thought, emotions, artistic creation -- are the result of the interactions of the biological brain with our senses and the physical world: in short, that thinking and learning are the products of a biological process. This realization, that learning actually alters the brain by changing the number and strength of synapses, offers a powerful foundation for rethinking teaching practice and one's philosophy of teaching. James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher. "The Art of Changing the Brain" is grounded in the practicalities and challenges of creating effective opportunities for deep and lasting learning, and of dealing with students as unique learners. (From the Publisher)

Large classes are a fact of life in higher education. With 100 or more students in fixed seating, how does a faculty member structure the class to promote student learning? How does one manage the logistics of such a class? Are there alternatives to the lecture format? Are there actually advantages to the large class? Engaging Large Classes addresses these and many other questions. Experienced teachers of large classes across a wide range of disciplines and institutions offer instructional strategies and advice for both new and experienced faculty members. What many of the contributors have learned is that large classes can be just as stimulating and rewarding as small ones, and that the large size can yield surprisingly positive opportunities. (From the Publisher)

In Affective Teaching, Lynne Rompelman extends the research on the affective domain by incorporating students' and teachers' voices regarding the nature of caring of teachers within an academic setting. (From the Publisher)

The quality of our lives is determined by the quality of our thinking. The quality of our thinking, in turn, is determined by the quality of our questions, for questions are the engine, the driving force behind thinking. Without questions, we have nothing to think about. Without essential questions, we often fail to focus our thinking on the significant and substantive. When we ask essential questions, we deal with what is necessary, relevant, and indispensable to a matter at hand. We recognize what is at the heart of the matter. Our thinking is grounded and disciplined. We are ready to learn. We are intellectually able to find our way about. To be successful in life, one needs to ask essential questions: essential questions when reading, writing, and speaking; when shopping, working, and parenting; when forming friendships, choosing life-partners, and interacting with the mass media and the Internet. Yet few people are masters of the art of asking essential questions. Most have never thought about why some questions are crucial and others peripheral. Essential questions are rarely studied in school. They are rarely modeled at home. Most people question according to their psychological associations. Their questions are haphazard and scattered. The ideas we provide are useful only to the extent that they are employed daily to ask essential questions. Practice in asking essential questions eventually leads to the habit of asking essential questions. But we can never practice asking essential questions if we have no conception of them. This mini-guide is a starting place for understanding concepts that, when applied, lead to essential questions. We introduce essential questions as indispensable intellectual tools. We focus on principles essential to formulating, analyzing, assessing, and settling primary questions. You will notice that our categories of question types are not exclusive. There is a great deal of overlap. (From the Publisher)

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)

"When Frank Lears came to teach at Medford High School in the fall of 1969, he looked easy prey to Mark Edmundson and his school-hating pals. At the front of the class, they saw a small, nervous man wearing a moth-eaten suit two sizes too big, with a large paperclip fastened to the left lapel. Lears, just out of Harvard, struck the class as absurd, the kind of teacher they could torment at will. And for some time, they did just that." "But Edmundson and his classmates radically underestimated Frank Lears. Lears got rid of their tired textbooks and brought in Kesey, Camus, and Freud. He ran a group psychology experiment that no one in the room ever forgot. He opened the class to a panel of SDS members and a crowd of proto-Black Panthers. He risked life and limb in a snowball fight with Edmundson and his football-playing buddies. He shook things up." Lears's opposition to the lockstep life of Medford High got under the skin and into the minds of Mark Edmundson and his friends - friends like Dubby O'Day, a fatalistic goof-off majoring in spitball ballistics. The conflicting ways of life represented by Lears and Medford's formidable football coach, Mace Johnson, confronted Edmundson with a choice. At real cost - the cost of conformity and belonging - Edmundson chose to go Lears's way. (From the Publisher)