Resources

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)

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)

This book is for every teacher or trainer-- whose computer skills may be limited-- who wants to understand the Internet educationally, and use it in his or her courses. As institutional pressures mount to integrate the Internet into teaching, this book provides a framework and a hands-on introduction to what’s involved, whether it’s adapting materials and teaching styles for the Web, or designing a virtual course. This book provides: + an introduction to the key educational concepts needed to adapt teaching methods and materials to the medium of the Internet + an introduction to both basic and advanced Internet skills-from using e-mail to collaborative conferencing + a framework for harnessing the Internet to achieve educational goals, and successfully exploiting its resources, features and applications to promote effective learning The framework starts from the premise that teachers should progressively apply Internet technology as their skills and confidence develop. It develops the concept of “augmented” teaching styles—supplementing traditional teaching with Internet based options; demonstrates how to use modules as the building blocks for Web-based learning; and shows how to use the Internet to deliver individualized learning, by enhancing personal communication between teacher and student, and addressing the diversity of learning styles. The book abounds with inspiring and thought-provoking examples of Internet course materials developed by a wide variety of teachers and trainers, including modules and forms created by the authors who have extensive experience in delivering Internet-based courses. A glossary of terms and directory of Internet sites and resources complete the book, which is also supported by a related Web site. (From the Publisher)

The authors provide a set of timeless principles and analytical methods that can be adapted to a variety of assessment scenarios, and which individual teachers can use to construct their own effective methods for assessment. They provide college, university teachers, and faculty development staff with clear guidelines for design, and methods of planning, choosing and implementing assessment. (From the Publisher)

In the ever-advancing world of educational technology, the Open Universitys Knowledge Media Institute is state of the art, leading the pack in producing learning resources for the World Wide Web. This book, edited by the two founders of KMI, discusses the educational possibilities of the new technologies and brings together examples of cutting edge projects from the institute. Each of the fourteen contributions -- written by such experts as Sir John Daniel -- is linked with a site on the Web that allows readers to engage in some on-line experimentation of their own. This is a book that no forward-thinking teacher or trainer will want to be without. (From the Publisher)

Suggests one model in which faculty assemble a collection of carefully selected "work samples" accompanied by reflective commentary about them. Covers the what, why, and how of teaching portfolios, with pointers for getting started and a sampling of current campus practices. Includes reproductions of eight actual portfolio entries. The companion volume to "Campus Use of the Teaching Portfolio". (From the Publisher)

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)

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)

Jack Mezirow's theory of transformative learning has developed over nearly two decades into a comprehensive and complex description of how learners construe, validate, and reformulate the meaning of their experiences. But what exactly is transformative learning? How does it differ from other concepts of adult learning? How can educators actively foster transformative learning with adult learners? In this book, Patricia Cranton describes the theory and process of transformative learning in terms of experiences with which we are all familiar: from the learner who is struck by a new concept or a different way of thinking about something to the learner who changes her personal life on the basis of new insights. Drawing on numerous examples from nearly twenty years of experience as an adult educator and researcher, Cranton relates transformative learning to current adult education perspectives. She describes how learners undergo transformative learning. She examines individual differences among learners, and she presents practical strategies for fostering and supporting transformative learning - including questioning techniques, journal writing, consciousness-raising exercises, and experiential activities. Cranton also describes approaches the educator can use - such as fostering group interaction and encouraging learner networks - to provide support for the transformative learning process and help learners to support each other. (From the Publisher)

There is growing pressure both within and outside higher education to recognize and reward faculty excellence in teaching, as well as in the areas of research and service. In this book, John A. Centra provides faculty members, administrators, and faculty development specialists with the up-to-date approaches they need to evaluate and improve teaching. Greatly expanding his earlier bestseller, Determining Faculty Effectiveness (Jossey-Bass, 1979), Centra underscores the importance of active methods of teaching and the need to evaluate those methods in less traditional ways. He discusses the value and proper use of self-reports and portfolios. And he examines better ways to involve colleagues and students in evaluating and improving teaching. He includes guidelines, time-tested principles, new research insights, and many suggestions that can be adapted by both beginning and experienced teachers, and by those involved in evaluating and enhancing their performance. From the Publisher