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 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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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

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

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

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

Additional Info:

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

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:
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

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:
From Vanderbilt Univeristy: The first day of class is your opportunity to present your vision of the class to prospective students. It is helpful if you can introduce yourself as a scholar and educator and provide insight into how you will teach the class and what you will expect them to contribute to the learning process. Links to: The Inviting Classroom; Course Expectations and Requirements; Additional Resources; Summary Checklist

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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

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

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.

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)

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)

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:
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:
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:
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:
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

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:
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

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

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:
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:
Podcast. A robust and substantive podcast by the folks at Idea – “a nonprofit organization dedicated to improving student learning in higher education through analytics, resources, and advice” (famous for their Idea Papers.

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A large website that spotlights reflective Harvard University instructors using instructional moves (high-leverage teaching strategies) applicable to multiple settings and grounded in teaching and learning research – in 3 general areas: Building Community, Lecturing Interactively, Facilitating Discussions. Moves are anchored in videos showcasing classrooms from across the university. The videos, which combine class footage with reflections from instructors and students, are supplemented by relevant research on the move’s efficacy, tips for enacting this move in diverse settings, and related resources that facilitate deeper exploration.

Additional Info:

Additional Info:

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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"A short bulleted list of effective techniques when lecturing, from Stanford University's Teaching Commons. "

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:
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

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

Additional Info:
Click Here for Book Review
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

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:
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

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

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

Additional Info:
Five ideas on how to structure your course so students will stay engaged in your classroom and in the learning process.

Additional Info:
This indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a "set of recipes" to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. Available with InfoTrac Student Collections http://gocengage.com/infotrac.

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 Good Designs for Written Feedback for Students
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 Assigning Grades: What do they Meang
Do Grades Provide Information Useful for Decision Making?
Assigningn Grades: On a "Curve" or Against a Standard?
Reducing Student Anxiety about Grades?
What About the Student Who Wants a Grade Changed?
Grades vs. Learning: Some Related Research
In Conclusion

Part 3 Understanding Students
Ch. 11 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. 12 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. 13 Different Students, Different Challenges
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. 14 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. 15 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. 16 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. 17 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. 18 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. 19 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

Part 6 Teaching for Higher-Level Goals
Ch. 20 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. 21 Teaching Thinking
Setting Goals for Thinking
Improving Thinking Quality
In Conclusion

Ch. 22 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. 23 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

Additional Info:
Professors know a lot, but they are rarely taught how to teach. The author of the Chronicle of Higher Education’s popular “Pedagogy Unbound” column explains everything you need to know to be a successful college instructor.

College is changing, but the way we train academics is not. Most professors are still trained to be researchers first and teachers a distant second, even as scholars are increasingly expected to excel in the classroom.

There has been a revolution in teaching and learning over the past generation, and we now have a whole new understanding of how the brain works and how students learn. But most academics have neither the time nor the resources to catch up to the latest research or train themselves to be excellent teachers. The Missing Course offers scholars at all levels a field guide to the state of the art in teaching and learning and is packed with invaluable insights to help students learn in any discipline.

Wary of the folk wisdom of the faculty lounge, David Gooblar builds his lessons on the newest findings and years of experience. From active-learning strategies to course design to getting students talking, The Missing Course walks you through the fundamentals of the student-centered classroom, one in which the measure of success is not how well you lecture but how much students learn. Along the way, readers will find ideas and tips they can use in their classrooms right away. (From the Publisher)

Table Of Content:
Introduction: The Students Are the Material
1. Helping Students Revise Themselves: Active Learning Strategies
2. Let Students Own the Course
3. Building a Better Course
4. Teaching the Students in the Room
5. Assessment Isn’t Just Assessment: Giving Students the Right Kind of Feedback
6. What Will We Do Today?: Emphasizing Process
7. Teaching in Tumultuous Times
8. Revise Your Teaching

Notes
Acknowledgments
Index

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

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.

Additional Info:

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

Additional Info:
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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

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

Additional Info:
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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:
Click Here for Book Review
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

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

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:
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:
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

Additional Info:
The Creative Classroom presents an original, compelling vision of schools where teaching and learning are centered on creativity. Drawing on the latest research as well as his studies of jazz and improvised theater, Sawyer describes curricula and classroom practices that will help educators get started with a new style of teaching, guided improvisation, where students are given freedom to explore within structures provided by the teacher. Readers will learn how to improve learning outcomes in all subjects—from science and math to history and language arts—by helping students master content-area standards at the same time as they increase their creative potential. This book shows how teachers and school leaders can work together to overcome all-too-common barriers to creative teaching—leadership, structure, and culture—and collaborate to transform schools into creative organizations. (From the Publisher)

Table Of Content:
Foreword (Tony Wagner)
 
Acknowledgments 
Part 1. Introduction
  Teaching with Guided Improvisation
  Facing the Teaching Paradox
  The Creative Teachers of the Future
 
Part 2. Teaching Creative Knowledge
  Creative Knowledge and Shallow Knowledge
  Moving Beyond the Coverage Trap
  Learning Creativity and State Standards
  Creative Habits of Mind
  Creative Knowledge in Math, Science, and History
  Teaching for Creativity in Every Subject
 
Part 3. Guided Improvisation
  Learning to Improvise
  Collaboration and Improvisation
  Improv Techniques for Teachers
  When Teachers Need to Break the Rules
  Lesson Planning for Guided Improvisation
  Balancing Structure and Improvisation
  Summary
 
Part 4. Mastering the Teaching Paradox
  The Structures of Guided Improvisation
  Project-Based Learning and the Teaching Paradox
  Managing the Teaching Paradox: Six Case Studies
  From Novice Teacher to Expert Improviser
  Improvising with Pedagogical Content Knowledge
  Summary
 
Part 5. Schools for Creativity
  The Culture of the Creative School
  Leadership in the Creative School
  The Organizational Structure of the Creative School
  Assessment in the Creative School
  Summary
 
Part 6. A Call to Action
 
References
 
Index
 
About the Author 

Additional Info:

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A library of practical ideas and suggestions for achieving the “Seven Principles of Good Practice in Undergraduate Education” through the online environment.

Additional Info:
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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:
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

Additional Info:
Wabash Center blog spot with periodic postings from a variety of contributors on the teaching life and classroom practices.

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

Additional Info:
Click Here for Book Review
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

Additional Info:
Journal Issue.

Additional Info:

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.

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

Additional Info:

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:
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

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.

Additional Info:
Journal Issue. Full text is available online.

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)

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:

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Click Here for Book Review
Instructors interested in SOTL will appreciate the wide range of practical pedagogical strategies presented in this book. - Bernadette McNary-Zak, Rhodes College

Learning from Each Other includes 20 original chapters written by well-known experts in the field of teaching and learning. Conceived for both new and experienced faculty at community colleges, four-year institutions, and research-intensive universities, the volume also addresses the interests of faculty and graduate students in programs designed to prepare future faculty and campus individuals responsible for faculty professional development. With the aim of cultivating engagement amongst students and deepening their understanding of the content, topics covered in this edited volume include:

- employing the science of learning in a social science context - understanding the effects of a flipped classroom on student success - pedagogical techniques to create a community of inquiry in online learning environments - the risks and rewards of co-teaching - reaching and teaching "non-traditional" students -f acilitating learning and leadership in student team projects - connecting students with the community through research - issues of assessment, including backward design, developing and using rubrics, and defining and implementing the scholarship of teaching and learning

Through Learning from Each Other, all faculty who care about their teaching, but especially faculty in the social sciences, can successfully employ curricular innovations, classroom techniques, and advances in assessment to create better learning environments for their students. (From the Publisher)

Table Of Content:
Acknowledgments

Foreword (Michael Reder)

Introduction (Michele Lee Kozimor-King, Jeffrey Chin

Part I. Curricular Innovations Ch 1. The Science of Learning in a Social Science Context (Melinda Messineo)
Ch 2. Pedagogical Techniques for Creating a Community of Inquiry in Online Learning Environments (Andrea N. Hunt)
Ch 3. Co-Teaching: Risks and Rewards (Renee Monson, Kristy Kenyon)
Ch 4. A Collaborative Aff air: Connecting Students with the Community through Research (Michele Lee Kozimor-King, Barbara Prince)
Ch 5. Strategies and Resources for Internationalizing the Curriculum (Christine K. Oakley)
Ch 6. Flipping Out: Understanding the Effects of a General Education Flipped Classroom on Student Success (Craig Douglas Albert, Stacie K. Pettit, Christopher Terry)
Ch 7. Reaching and Teaching “Nontraditional” Students in Community Colleges and Beyond (Sara Parker)
Ch 8. Addressing Learner Variability on Campus through Universal Design for Learning (Shannon Haley-Mize)

Part II. Classroom Techniques
Ch 9. Without Apology: Reclaiming the Lecture (Diane L. Pike)
Ch 10. Scribes in the Classroom: Effectively Using PowerPoint to Enhance the Classroom Experience (Monica R. Sylvia, Brenda J. Kirby)
Ch 11. Discussion in the Social Science Classroom (Jay R. Howard)
Ch 12. Facilitating Learning and Leadership in Student Team Projects (Dennis O’Connor)
Ch 13. Courting Controversy and Allowing for Awkward:Strategies for Teaching Difficult Topics (Mari Plikuhn)
Ch 14. Becoming a Culturally Inclusive Educator (Dena R. Samuels)
Ch 15. The Value of Games and Simulations in the Social Sciences (Amanda M. Rosen)
Ch 16. Putting the Student at the Center: Contemplative Practices as Classroom Pedagogy (Tracey Wenger Sadd)

Part III. Out-of-class Situations
Ch 17. Student Reading Compliance and Learning in the Social Sciences (Jay R. Howard)
Ch 18. Cultivating Engagement and Deepening Understanding While Leaving the Textbook Behind (Robin G. Isserles)

Part IV. Assessment
Ch 19. (Re-)Creating Your Course: Backward Design and Assessment (Melinda Messineo)
Ch 20. “Am I Grading Consistently and Effectively?”:Developing and Using Rubrics (Shirley A. Jackson)
Ch 21. Defining and Implementing the Scholarship of Teaching and Learning (Jeffrey Chin)

Contributors

Index

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

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.).

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:
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.

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.

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

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.

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:
Geeky Pedagogy is a funny, evidence-based, multidisciplinary, pragmatic, highly readable guide to the process of learning and relearning how to be an effective college teacher. It is the first college teaching guide that encourages faculty to embrace their inner nerd, inviting readers to view themselves and their teaching work in light of contemporary discourse that celebrates increasingly diverse geek culture and explores stereotypes about super-smart introverts.

Geeky Pedagogy avoids the excessive jargon, humorlessness, and endless proscriptions that plague much published advice about teaching. Neuhaus is aware of how embodied identity and employment status shape one’s teaching context, and she eschews formulaic depictions of idealized exemplar teaching, instead inviting readers to join her in an engaging, critically reflective conversation about the vicissitudes of teaching and learning in higher education as a geek, introvert, or nerd. Written for the wonks and eggheads who want to translate their vast scholarly expertise into authentic student learning, Geeky Pedagogy is packed with practical advice and encouragement for increasing readers’ pedagogical knowledge. (From the Publisher)

Table Of Content:
Acknowledgements

Introduction

Ch 1. Awareness
Ch 2. Preparation
Ch 3. Reflection
Ch 4. Support
Ch 5. Practice

Glossary

Notes

Index

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:
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

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:

Additional Info:
Podcast Series. A podcast exploring conversations of Critical Digital Pedagogy, listening for ways to empower students and champion learning.

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 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

Additional Info:

Additional Info:
Click Here for Book Review
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

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:
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

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

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:
In Powerful Pedagogy, Ruth Powley, Love Learning Ideas blogger and experienced teacher and school leader, debunks teaching and learning myths and shows how the more we know about pedagogy, the more able we are to make informed and efficient choices about our practice, saving ourselves valuable time. Focusing on building sequences of learning rather than one-off lessons, it is an antidote to ‘quick fix’ books, empowering teachers as professionals in possession of ‘powerful’ pedagogical knowledge that can be used to improve teaching in a sustainable way.

Powerful Pedagogy draws extensively from a wide range of educational writers and research, offering an accessible synthesis of what really works in the classroom. Together with strategies to put theories and research into practice, each chapter contains a handy list of questions for the reflective practitioner. It explores reasons for the confusion over what constitutes effective pedagogy in recent years and presents practical research-based solutions, outlining successful and efficient:
Modelling of excellence
Explaining for understanding
Practising to fluency
Questioning as assessment
Testing to permanency
Marking for improvement
Effective planning of lessons and curriculum sequences.

Powerful Pedagogy allows teachers to understand how to make the best choices about what works in the classroom, improving the quality of teaching. It is an essential companion for trainee and experienced teachers in all sectors, and for school leaders and educational trainers. (From the Publisher)

Table Of Content:
Introduction: Why don't we know what effective teaching looks like?

Ch 1. What is powerful pedagogy?

Ch 2. Four principles of effective learning

Ch 3. Six principles of effective instruction: Planning for effective instruction

Part 1: Planning effective lessons

Ch 4. Modelling of excellence

Ch 5. Explaining for understanding

Ch 6. Practising to fluency

Ch 7. Questioning as assessment

Ch 8. Testing to permanency

Ch 9. Marking for improvement

Part 2: Designing Effective Curriculum Sequences

Index

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:
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

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:
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:
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

Additional Info:

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

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.

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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