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1 Available

Advancement of Learning: Building the Teaching Commons, The

Mary Taylor Huber, Pat Hutchings

2005    208 pages    (Jossey-Bass)

DDC: 378.1    LCC: LB2331.H85

ISBN 13: 9780787981150    ISBN 10: 078798115X

A publication of The Carnegie Foundation for the Advancement of Teaching, this important resource builds on the work of Carnegie's best-selling books, Scholarship Reconsidered and Scholarship Assessed. The Advancement of Learning explores the premise that the scholarship of teaching and learning holds the key to improving the quality of higher education.The Advancement of Learning answers questions readers are likely to have:What are the defining elements of the scholarship of teaching and [...]

A publication of The Carnegie Foundation for the Advancement of Teaching, this important resource builds on the work of Carnegie's best-selling books, Scholarship Reconsidered and Scholarship Assessed. The Advancement of Learning explores the premise that the scholarship of teaching and learning holds the key to improving the quality of higher education.The Advancement of Learning answers questions readers are likely to have:What are the defining elements of the scholarship of teaching and learning? What traditions does it build on? What are its distinctive claims and possibilities?What are the implications of the scholarship of teaching and learning for academic culture and careers?How does it shape the student experience? In addition, authors Mary Taylor Huber and Pat Hutchings introduce a new concept that expands on the scholarship of teaching and learning--the teaching commons. As the authors explain, the teaching commons is a conceptual space in which communities of educators committed to inquiry and innovation come together to exchange ideas about teaching and learning and use them to meet the challenges of educating students for personal, professional, and civic life. [less]

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2 Available

Born Digital: Understanding the First Generation of Digital Natives

John Palfrey, Urs Gasser

2010    400 pages    (Basic Books)

DDC: 302.2310835    LCC: HM851

ISBN 13: 9780465018567    ISBN 10: 0465018564

The first generation of “Digital Natives”—children who were born into and raised in the digital world—are coming of age, and soon our world will be reshaped in their image. Our economy, our politics, our culture, and even the shape of our family life will be forever transformed. But who are these Digital Natives? And what is the world they’re creating going to look like? In Born Digital, leading Internet and technology experts John Palfrey and Urs [...]

The first generation of “Digital Natives”—children who were born into and raised in the digital world—are coming of age, and soon our world will be reshaped in their image. Our economy, our politics, our culture, and even the shape of our family life will be forever transformed. But who are these Digital Natives? And what is the world they’re creating going to look like? In Born Digital, leading Internet and technology experts John Palfrey and Urs Gasser offer a sociological portrait of these young people, who can seem, even to those merely a generation older, both extraordinarily sophisticated and strangely narrow. Exploring a broad range of issues, from the highly philosophical to the purely practical, Born Digital will be essential reading for parents, teachers, and the myriad of confused adults who want to understand the digital present—and shape the digital future. [less]

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Can We Talk about Race?: And Other Conversations in an Era of School Resegregation (Race, Education, and Democracy Series Book)

Beverly Tatum

2008    168 pages    (Beacon Press)

DDC: 305.800973    LCC: LC212.62

ISBN 13: 9780807032855    ISBN 10: 0807032859

In Can We Talk About Race? psychologist and educator Beverly Daniel Tatum, one of our leading commentators on race and schools, analyzes some of the most resonant issues in American education and race relations.

In Can We Talk About Race? psychologist and educator Beverly Daniel Tatum, one of our leading commentators on race and schools, analyzes some of the most resonant issues in American education and race relations. [less]

1 Available

Chicago Handbook for Teachers, Second Edition: A Practical Guide to the College Classroom (Chicago Guides to Academic Life), The

Alan Brinkley, Esam E. El-Fakahany, Betty Dessants, Michael Flamm, Charles B. Forcey Jr., Mathew L. Ouellett, Eric Rothschild

2011    224 pages    (University Of Chicago Press)

DDC: 378.125    LCC: LB2331

ISBN 13: 9780226075280    ISBN 10: 0226075281

Those who teach college students have extensive training in their disciplines, but unlike their counterparts at the high school or elementary school level, they often have surprisingly little instruction in the craft of teaching itself.  The Chicago Handbook for Teachers, Second Edition, is an extraordinarily helpful guide for anyone facing the daunting challenge of putting together a course and delivering it successfully.Representing teachers at all stages of their careers, the authors, [...]

Those who teach college students have extensive training in their disciplines, but unlike their counterparts at the high school or elementary school level, they often have surprisingly little instruction in the craft of teaching itself.  The Chicago Handbook for Teachers, Second Edition, is an extraordinarily helpful guide for anyone facing the daunting challenge of putting together a course and delivering it successfully.Representing teachers at all stages of their careers, the authors, including distinguished historian Alan Brinkley, offer practical advice for almost any situation a new teacher might face, from preparing a syllabus to managing classroom dynamics. Beginning with a nuts and bolts plan for designing a course, the handbook also explains how to lead a discussion, evaluate your own teaching, give an effective lecture, supervise students' writing and research, create and grade exams, and more.This new edition is thoroughly revised for contemporary concerns, with updated coverage on the use of electronic resources and on the challenge of creating and sustaining an inclusive classroom. A new chapter on science education and new coverage of the distinctive issues faced by adjunct faculty broaden the book’s audience considerably. The addition of sample teaching materials in the appendixes enhances the practical, hands-on focus of the second edition. Its broad scope and wealth of specific tips will make The Chicago Handbook for Teachers useful both as a comprehensive guide for beginning educators and a reference manual for experienced instructors. [less]

5 Available

Collaborative Learning Techniques: A Handbook for College Faculty

Elizabeth F. Barkley, Claire Howell Major, K. Patricia Cross

2014    456 pages    (Jossey-Bass)

DDC: 378.1    LCC: LB1032.B318

ISBN 13: 9781118761557    ISBN 10: 1118761553

A guide to thirty-five creative assignments for pairs and groups Collaborative Learning Techniques is the bestseller that college and university faculty around the world have used to help them make the most of small group learning. A mountain of evidence shows that students who learn in small groups together exhibit higher academic achievement, motivation, and satisfaction than those who don't. Collaborative learning puts into practice the major conclusion from learning theory: that students [...]

A guide to thirty-five creative assignments for pairs and groups Collaborative Learning Techniques is the bestseller that college and university faculty around the world have used to help them make the most of small group learning. A mountain of evidence shows that students who learn in small groups together exhibit higher academic achievement, motivation, and satisfaction than those who don't. Collaborative learning puts into practice the major conclusion from learning theory: that students must be actively engaged in building their own minds. In this book, the authors synthesize the relevant research and theory to support thirty-five collaborative learning activities for use in both traditional and online classrooms. This second edition reflects the changed world of higher education. New technologies have opened up endless possibilities for college teaching, but it's not always easy to use these technologies effectively. Updated to address the challenges of today's new teaching environments, including online, "flipped," and large lectures, Collaborative Learning Techniques is a wonderful reference for educators who want to make the most of any course environment. This revised and expanded edition includes: Additional techniques, with an all-new chapter on using games to provide exciting, current, technologically-sophisticated curricula A section on effective online implementation for each of the thirty-five techniques Significantly expanded pedagogical rationale and updates on the latest research showing how and why collaborative learning works Examples for implementing collaborative learning techniques in a variety of learning environments, including large lecture classes and "flipped" classes Expanded guidance on how to solve common problems associated with group work The authors guide instructors through all aspects of group work, providing a solid grounding in what to do, how to do it, and why it is important for student learning. The detailed procedures in Collaborative Learning Techniques will help teachers make sure group activities go smoothly, no matter the size or delivery method of their classes. With practical advice on how to form student groups, assign roles, build team spirit, address unexpected problems, and evaluate and grade student participation, this new edition of the international classic makes incorporating effective group work easy. [less]

1 Available

College Classroom Assessment Bestiary, The

Jay Parkes, Dawn Zimmaro

2017    254 pages    (Routledge)

DDC: 378.1    LCC: LB2368.P37

ISBN 13: 9781138240261    ISBN 10: 1138240265

The College Classroom Assessment Compendium provides new and seasoned instructors with comprehensive strategies, perspectives, and solutions for the daily challenges and issues involved in student assessment. Composed of cross-referenced, research-based entries organized for effective and immediate access, this book provides systematic explanations of assessment policies and practices, including guidelines for classroom implementation. Situated beyond the techniques covered in most instructor [...]

The College Classroom Assessment Compendium provides new and seasoned instructors with comprehensive strategies, perspectives, and solutions for the daily challenges and issues involved in student assessment. Composed of cross-referenced, research-based entries organized for effective and immediate access, this book provides systematic explanations of assessment policies and practices, including guidelines for classroom implementation. Situated beyond the techniques covered in most instructor training and preparation, these practical entries draw from a variety of disciplines and offer an invaluable reference for college instructors interested in developing coherent, reliable classroom assessment climates. [less]

1 Available

Color-Blind Teaching: Excellence For Diverse Classrooms

Daryao S. Khatri, Anne O. Hughes

2005    272 pages    (R&L Education)

DDC: 371.102    LCC: LB1025.3

ISBN 13: 9781578861569    ISBN 10: 157886156X

Offers research- and experience-based alternatives for teacher training for content-qualified professionals in approximately three months. It will meet the mandate of "No Child Left Behind Act of 2001" in terms of preparing qualified teachers in a short period of time. The book presents a complete program for learning the art of teaching in an increasingly diverse public education enterprise at the national level with the major focus on grades 9-12 and the college freshman year. It uses computer [...]

Offers research- and experience-based alternatives for teacher training for content-qualified professionals in approximately three months. It will meet the mandate of "No Child Left Behind Act of 2001" in terms of preparing qualified teachers in a short period of time. The book presents a complete program for learning the art of teaching in an increasingly diverse public education enterprise at the national level with the major focus on grades 9-12 and the college freshman year. It uses computer software programs as content to provide hands-on practice and illustrations for the pedagogical techniques rather than teaching pedagogy in vacuum, which has been the practice in the colleges of education. Color-Blind Teaching targets four audiences: professionals who want to enter teaching without having to go through the tedious and largely irrelevant education courses, teachers who want to improve their own teaching capabilities, teacher training institutions that want to offer an alternative teacher certification program to their own students or content-qualified individuals, school systems wishing to improve the teaching capability of its teaching staff through special staff development workshops. This book provides simple, comprehensible, easily identifiable, and fully illustrated pedagogical techniques. They are comprised of seven pre-teaching activities, seven classroom management tactics, and nine teaching principles, all of which work. A CD-ROM is included. [less]

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Coming to Critical Engagement

Frank A. Fear, Jeffrey S. Nielsen (Foreword by), Pennie G. Foster-Fishman, Cheryl L. Rosaen, Richard J. Bawden, Patricia P. Miller (Editor)

2006    324 pages    (University Press of America, Incorporated)

DDC: 306.43    LCC: P95.54

ISBN 13: 9780761834717    ISBN 10: 0761834710

Engagement is the label increasingly embraced by higher education to describe activities associated with serving the public interest. What had been viewed previously as service to, extension of, and outreach from is now engagement with as faculty members, students, and staff collaborate with partners in community affairs. This book describes how members of a faculty learning community have come to understand engagement as both intellectual endeavor and scholarly practice at the interface between [...]

Engagement is the label increasingly embraced by higher education to describe activities associated with serving the public interest. What had been viewed previously as service to, extension of, and outreach from is now engagement with as faculty members, students, and staff collaborate with partners in community affairs. This book describes how members of a faculty learning community have come to understand engagement as both intellectual endeavor and scholarly practice at the interface between academy and citizenry. [less]

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Conquering the Content: A Step-by-Step Guide to Online Course Design

Robin M. Smith

2008    176 pages    (Jossey-Bass)

DDC: 378.17344678    LCC: LB1044.87

ISBN 13: 9780787994426    ISBN 10: 0787994421

As the sixth volume of the Jossey-Bass Guides to Online Teaching and Learning series, Conquering the Content provides a highly-practical blue-print for course development and content presentation for web-based courses. While providing guidance for incorporating learning theory into online courses, this book primarily furnishes online instructors with the practical templates, learning guides, and sample files to construct and manage their course content. Unlike other books about online [...]

As the sixth volume of the Jossey-Bass Guides to Online Teaching and Learning series, Conquering the Content provides a highly-practical blue-print for course development and content presentation for web-based courses. While providing guidance for incorporating learning theory into online courses, this book primarily furnishes online instructors with the practical templates, learning guides, and sample files to construct and manage their course content. Unlike other books about online instruction that cover theories of teaching and learning, instructional design, or even graphic design this book gives the "how to" of preparing an online course by focusing on content. The much needed step-by-step guidance in this book will result in fully formed courses where high-quality content is the central feature. [less]

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Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners

Rosemary M. Lehman, Simone C. O. Conceição

2010    160 pages    (Jossey-Bass)

DDC: 371.358    LCC: LB1044.87

ISBN 13: 9780470564905    ISBN 10: 0470564903

This important new resource shows how a strong sense of online presence contributes to greater student satisfaction and retention. The authors explore the psychological and social aspects of online presence from both the instructor and student perspective and provide an instructional design framework for developing effective online learning. Based on solid research and extensive experience, the book is filled with suggested methods, illustrative case scenarios, and effective activities for [...]

This important new resource shows how a strong sense of online presence contributes to greater student satisfaction and retention. The authors explore the psychological and social aspects of online presence from both the instructor and student perspective and provide an instructional design framework for developing effective online learning. Based on solid research and extensive experience, the book is filled with suggested methods, illustrative case scenarios, and effective activities for creating, maintaining, and evaluating presence throughout an online course. "The authors have taken the mystery out of the critical concept of presence by providing the theory that supports its importance and simple techniques to make it happen. Instructors who read this book will be able to develop effective online learning communities and achieve desired learning outcomes." —Rena M. Palloff and Keith Pratt, program directors and faculty, Teaching in the Virtual Classroom Program, Fielding Graduate University "Lehman and Conceição blend hands-on experience, research, and a collection of practical tips to provide every online instructor with strategies for 'being there.' If you want to bring the real you into your online classes and take your online teaching to the next level, this is the book to read." —Chip Donohue, director of distance learning, Erikson Institute "This book provides a practical and interactive model to help readers reflect on why and how they can guide online and blended learning activities, characterized by a personal 'sense of presence.'" —Alan B. Knox, professor, School of Education, University of Wisconsin-Madison [less]

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Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

L. Dee Fink

2003    320 pages    (Jossey-Bass)

DDC: 378.1    LCC: LB2331.F495

ISBN 13: 9780787960551    ISBN 10: 0787960551

Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?" Fink provides several conceptual and procedural [...]

Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?" Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations. [less]

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Creating the Path to Success in the Classroom: Teaching to Close the Graduation Gap for Minority, First-Generation, and Academically Unprepared Students

Kathleen F. Gabriel

2018    190 pages    (Stylus Publishing)

ISBN 13: 9781579225568    ISBN 10: 157922556X

This is a book for all faculty who are concerned with promoting the persistence of all students whom they teach.Most recognize that faculty play a major role in student retention and success because they typically have more direct contact with students than others on campus. However, little attention has been paid to role of the faculty in this specific mission or to the corresponding characteristics of teaching, teacher-student interactions, and connection to student affairs activities that [...]

This is a book for all faculty who are concerned with promoting the persistence of all students whom they teach.Most recognize that faculty play a major role in student retention and success because they typically have more direct contact with students than others on campus. However, little attention has been paid to role of the faculty in this specific mission or to the corresponding characteristics of teaching, teacher-student interactions, and connection to student affairs activities that lead to students’ long-term engagement, to their academic success, and ultimately to graduation.At a time when the numbers of underrepresented students – working adults, minority, first-generation, low-income, and international students – is increasing, this book, a companion to her earlier Teaching Underprepared Students, addresses that lack of specific guidance by providing faculty with additional evidence-based instructional practices geared toward reaching all the students in their classrooms, including those from groups that traditionally have been the least successful, while maintaining high standards and expectations.Recognizing that there are no easy answers, Kathleen Gabriel offers faculty ideas that can be incorporated in, or modified to align with, faculty’s existing teaching methods. She covers topics such as creating a positive and inclusive course climate, fostering a community of learners, increasing engagement and students’ interactions, activating connections with culturally relevant material, reinforcing self-efficacy with growth mindset and mental toughness techniques, improving lectures by building in meaningful educational activities, designing reading and writing assignments for stimulating deep learning and critical thinking, and making grade and assessment choices that can promote learning. [less]

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Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream

Suzanne Mettler

2014    272 pages    (Basic Books)

DDC: 378.73    LCC: LC173

ISBN 13: 9780465044962    ISBN 10: 0465044964

America’s higher education system is failing its students. In the space of a generation, we have gone from being the best-educated society in the world to one surpassed by eleven other nations in college graduation rates. Higher education is evolving into a caste system with separate and unequal tiers that take in students from different socio-economic backgrounds and leave them more unequal than when they first enrolled. Until the 1970s, the United States had a proud history of promoting [...]

America’s higher education system is failing its students. In the space of a generation, we have gone from being the best-educated society in the world to one surpassed by eleven other nations in college graduation rates. Higher education is evolving into a caste system with separate and unequal tiers that take in students from different socio-economic backgrounds and leave them more unequal than when they first enrolled. Until the 1970s, the United States had a proud history of promoting higher education for its citizens. The Morrill Act, the G.I. Bill and Pell Grants enabled Americans from across the income spectrum to attend college and the nation led the world in the percentage of young adults with baccalaureate degrees. Yet since 1980, progress has stalled. Young adults from low to middle income families are not much more likely to graduate from college than four decades ago. When less advantaged students do attend, they are largely sequestered into inferior and often profit-driven institutions, from which many emerge without degrees—and shouldering crushing levels of debt.In Degrees of Inequality, acclaimed political scientist Suzanne Mettler explains why the system has gone so horribly wrong and why the American Dream is increasingly out of reach for so many. In her eye-opening account, she illuminates how political partisanship has overshadowed America’s commitment to equal access to higher education. As politicians capitulate to corporate interests, owners of for-profit colleges benefit, but for far too many students, higher education leaves them with little besides crippling student loan debt. Meanwhile, the nation’s public universities have shifted the burden of rising costs onto students. In an era when a college degree is more linked than ever before to individual—and societal—well-being, these pressures conspire to make it increasingly difficult for students to stay in school long enough to graduate. By abandoning their commitment to students, politicians are imperiling our highest ideals as a nation. Degrees of Inequality offers an impassioned call to reform a higher education system that has come to exacerbate, rather than mitigate, socioeconomic inequality in America. [less]

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Diverse by Design

Christopher Schroeder

2010    232 pages    (University Press of Colorado)

DDC: 808.0420711    LCC: LC2672.4

ISBN 13: 9780874218060    ISBN 10: 0874218063

Diversity, despite what we say, disturbs us. In the U.S., we debate linguistic rights, the need for an official language, and educational policies for language minority students. On the one hand, we believe in the rights of individuals, including (at least in the academy) the right to one's own language. On the other hand, we sponsor a single common language, monolingual and standard, for full participation and communication in both the academy and in U.S. society. In Diverse by Design, [...]

Diversity, despite what we say, disturbs us. In the U.S., we debate linguistic rights, the need for an official language, and educational policies for language minority students. On the one hand, we believe in the rights of individuals, including (at least in the academy) the right to one's own language. On the other hand, we sponsor a single common language, monolingual and standard, for full participation and communication in both the academy and in U.S. society. In Diverse by Design, Christopher Schroeder reports on an institutional case study conducted at an officially designated Hispanic-Serving Institution. He gives particular attention to a cohort of Latino students in a special admissions program, to document their experience of a program designed to help students surmount the "obstacle" that ethnolinguistic diversity is perceived to be. Ultimately, Schroeder argues for reframing multilingualism and multiculturalism, not as obstacles, but as intellectual resources to exploit. While diversity might disturb us, we can overcome its challenges by a more expansive sense of social identity. In an increasingly globalized society, literacy ideologies are ever more critical to educational equity, and to human lives. [less]

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Diversity in College Classrooms

Ann M. Johns (Editor), Maureen Kelley Sipp (Editor)

2004    328 pages    (University of Michigan Press)

DDC: 378.1982    LCC: LC212.42

ISBN 13: 9780472089444    ISBN 10: 0472089447

These essays guide teachers to understanding and acknowledging the complexities of today's college students and offer real world solutions. With the varied approaches and purposes of the chapters, diversity -- much like in the real world -- here is broadly defined and not neatly categorized. All of the contributors are from San Diego State University, a place whose work on linked communities is well known. These diverse contributors have written about their own lives, work, and experiences [...]

These essays guide teachers to understanding and acknowledging the complexities of today's college students and offer real world solutions. With the varied approaches and purposes of the chapters, diversity -- much like in the real world -- here is broadly defined and not neatly categorized. All of the contributors are from San Diego State University, a place whose work on linked communities is well known. These diverse contributors have written about their own lives, work, and experiences inside the classroom. [less]

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Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom

John C. Bean

2011    384 pages    (Jossey-Bass)

DDC: 808.042    LCC: PE1404

ISBN 13: 9780470532904    ISBN 10: 0470532904

Learn to design interest-provoking writing and critical thinking activities and incorporate them into your courses in a way that encourages inquiry, exploration, discussion, and debate, with Engaging Ideas, a practical nuts-and-bolts guide for teachers from any discipline. Integrating critical thinking with writing-across-the-curriculum approaches, the book shows how teachers from any discipline can incorporate these activities into their courses. This edition features new material dealing with [...]

Learn to design interest-provoking writing and critical thinking activities and incorporate them into your courses in a way that encourages inquiry, exploration, discussion, and debate, with Engaging Ideas, a practical nuts-and-bolts guide for teachers from any discipline. Integrating critical thinking with writing-across-the-curriculum approaches, the book shows how teachers from any discipline can incorporate these activities into their courses. This edition features new material dealing with genre and discourse community theory, quantitative/scientific literacy, blended and online learning, and other current issues. [less]

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Enhancing Assessment in Higher Education

Tammie Cumming (Editor), M. David Miller (Editor), Michael J. Kolen (Foreword by)

2017    246 pages    (Stylus Publishing, LLC)

DDC: 378.1    LCC: LB2368.E65

ISBN 13: 9781620363676    ISBN 10: 1620363674

Co-published with AIR. Published in association with AAC&U Assessment and accountability are now inescapable features of the landscape of higher education, and ensuring that these assessments are psychometrically sound has become a high priority for accrediting agencies and therefore also for higher education institutions. Bringing together the higher education assessment literature with the psychometric literature, this book focuses on how to practice sound assessment. This volume provides [...]

Co-published with AIR. Published in association with AAC&U Assessment and accountability are now inescapable features of the landscape of higher education, and ensuring that these assessments are psychometrically sound has become a high priority for accrediting agencies and therefore also for higher education institutions. Bringing together the higher education assessment literature with the psychometric literature, this book focuses on how to practice sound assessment. This volume provides comprehensive and detailed descriptions of tools for and approaches to assessing student learning outcomes in higher education. The book is guided by the core purpose of assessment, which is to enable faculty, administrators, and student affairs professionals with the information they need to increase student learning by making changes in policies, curricula, and other programs. The book is divided into three sections: overview, assessment in higher education, and case studies. The central section looks at direct and indirect measures of student learning, and how to assure the validity, reliability, and fairness of both types. The first six chapters (the first two sections) alternate chapters written by experts in assessment in higher education and experts in psychometrics. The remaining three chapters are applications of assessment practices in three higher education institutions. Finally, the book includes a glossary of key terms in the field. [less]

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Envisioning the Faculty for the Twenty-First Century

Adrianna Kezar (Contribution by, Editor), Nancy Hensel (Contribution by), Elizabeth Holcombe (Contribution by), Aimee LaPointe Terosky (Contribution by), William T. Mallon (Contribution by), KerryAnn O'Meara (Contribution by), William Plater (Contribution by), R. Eugene Rice (Contribution by), David A. Salomon (Contribution by), Andrea G. Trice (Contribution by), Daniel Maxey (Contribution by, Editor), Arleen Arnsparger (Contribution by), Ann E. Austin (Contribution by), Malcolm Brown (Contribution by), Lauren DeCrosta (Contribution by), Joanna Drivalas (Contribution by), Richard Allan Gillman (Contribution by), Leslie Gonzalez (Contribution by)

2016    240 pages    (Rutgers University Press)

DDC: 378.122    LCC: LB2335.7

ISBN 13: 9780813581002    ISBN 10: 0813581001

The institution of tenure--once a cornerstone of American colleges and universities--is rapidly eroding. Today, the majority of faculty positions are part-time or limited-term appointments, a radical change that has resulted more from circumstance than from thoughtful planning. As colleges and universities evolve to meet the changing demands of society, how might their leaders design viable alternative faculty models for the future?    Envisioning the Faculty for the Twenty-First [...]

The institution of tenure--once a cornerstone of American colleges and universities--is rapidly eroding. Today, the majority of faculty positions are part-time or limited-term appointments, a radical change that has resulted more from circumstance than from thoughtful planning. As colleges and universities evolve to meet the changing demands of society, how might their leaders design viable alternative faculty models for the future?    Envisioning the Faculty for the Twenty-First Century weighs the concerns of university administrators, professors, adjuncts, and students in order to critically assess emerging faculty models and offer informed policy recommendations. Cognizant of the financial pressures that have led many universities to favor short-term faculty contracts, higher education experts Adrianna Kezar and Daniel Maxey assemble a top-notch roster of contributors to  investigate whether there are ways to modify the existing system or promote new faculty models. They suggest how colleges and universities might rethink their procedures for faculty development, hiring, scheduling, and evaluation in order to maintain a campus environment that still fosters faculty service and student-centered learning.    Even as it asks urgent questions about how to retain the best elements of American higher education, Envisioning the Faculty for the Twenty-First Century also examines the opportunities that systemic changes might create. Ultimately, it provides some starting points for how colleges and universities might best respond to the rapidly evolving needs of an increasingly global society.     [less]

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Ethnicity in College: Advancing Theory and Improving Diversity Practices on Campus

Anna M. Ortiz, Silvia J. Santos

2009    416 pages    (Stylus Publishing)

DDC: 378.1982    LCC: LC3731

ISBN 13: 9781579223328    ISBN 10: 157922332X

“Reading [this book ] is like taking a course in ethnicity and its effects on college students....It is useful for not just learning about specific groups but also helpful for gaining perspective into student experiences as garnered from their own words."--NACADA Journal "By studying the experiences of 120 Southern California college students, researchers Ortiz and Santos take an in-depth look at the role college plays in ethnic identity development. Their book provides a close look at the [...]

“Reading [this book ] is like taking a course in ethnicity and its effects on college students....It is useful for not just learning about specific groups but also helpful for gaining perspective into student experiences as garnered from their own words."--NACADA Journal "By studying the experiences of 120 Southern California college students, researchers Ortiz and Santos take an in-depth look at the role college plays in ethnic identity development. Their book provides a close look at the divergent developmental paths traversed by students of different ethnicities, and the effect college has on students' understanding of their ethnicity. With smart analysis and helpful suggestions for maximizing the positive effects of campus diversity, the volume is a significant contribution to the literature on identity, diversity, and education."--Diversity & Democracy [less]

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Face to Face: a Sourcebook of Individual Consultation Techniques for Faculty/Instructional Developers

Karron G. Lewis & Joyce T. Polvacs Lunde

2001    376 pages    (New Forums Press Inc.)

ISBN 13: 9791581070438    ISBN 10: 1581070438

The chapters in this edition of "Face to Face" contain many different approaches and strategies which can be used in individual consultation to improve teaching. Each chapter may be read on its own or in context with the other on its section. The purpose of this book is to give the reader a variety of perspective offered by experienced instructional consultants in how they go after helping faculty development and teaching improvement - that is, how college faculty can become more [...]

The chapters in this edition of "Face to Face" contain many different approaches and strategies which can be used in individual consultation to improve teaching. Each chapter may be read on its own or in context with the other on its section. The purpose of this book is to give the reader a variety of perspective offered by experienced instructional consultants in how they go after helping faculty development and teaching improvement - that is, how college faculty can become more effective teachers. We are all aware, however, the teaching improvement exists in the contexts of course design involving curricular and institutional outcomes. In fact, when college teachers focus on improving their teaching strategies and issues of their subject matter, demands of the discipline, learning outcomes across the curriculum and the institution, as well as the opportunities for professional and organizational development. [less]

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Flipped Learning: A Guide for Higher Education Faculty

Robert Talbert

2017    264 pages    (Stylus Publishing)

DDC: 378.1    LCC: LB1029.F55 T35

ISBN 13: 9781620364321    ISBN 10: 1620364328

Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new concepts and material prior to class, thus freeing up time during class for the activities where students typically need the most help, such as applications of the basic material and engaging in deeper discussions and creative work with it.While flipped learning has generated a great deal of excitement, given the evidence demonstrating its [...]

Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new concepts and material prior to class, thus freeing up time during class for the activities where students typically need the most help, such as applications of the basic material and engaging in deeper discussions and creative work with it.While flipped learning has generated a great deal of excitement, given the evidence demonstrating its potential to transform students’ learning, engagement and metacognitive skills, there has up to now been no comprehensive guide to using this teaching approach in higher education.Robert Talbert, who has close to a decade’s experience using flipped learning for majors in his discipline, in general education courses, in large and small sections, as well as online courses – and is a frequent workshop presenter and speaker on the topic – offers faculty a practical, step-by-step, “how-to” to this powerful teaching method.He addresses readers who want to explore this approach to teaching, those who have recently embarked on it, as well as experienced practitioners, balancing an account of research on flipped learning and its theoretical bases, with course design concepts to guide them set up courses to use flipped learning effectively, tips and case studies of actual classes across various disciplines, and practical considerations such as obtaining buy-in from students, and getting students to do the pre-class activities.This book is for anyone seeking ways to get students to better learn the content of their course, take more responsibility for their work, become more self-regulated as learners, work harder and smarter during class time, and engage positively with course material. As a teaching method, flipped learning becomes demonstrably more powerful when adopted across departments. It is an idea that offers the promise of transforming teaching in higher education. [less]

6 Available

From Brain to Mind: Using Neuroscience to Guide Change in Education

James E. Zull

320 pages    (Stylus Publishing)

DDC: 612.8    LCC: QP408.Z85

ISBN 13: 9781579224622    ISBN 10: 1579224628

Finalist for Foreword Magazine's 2011 Book of the YearWith his knack for making science intelligible for the layman, and his ability to illuminate scientific concepts through analogy and reference to personal experience, James Zull offers the reader an engrossing and coherent introduction to what neuroscience can tell us about cognitive development through experience, and its implications for education.Stating that educational change is underway and that the time is ripe to recognize that & [...]

Finalist for Foreword Magazine's 2011 Book of the YearWith his knack for making science intelligible for the layman, and his ability to illuminate scientific concepts through analogy and reference to personal experience, James Zull offers the reader an engrossing and coherent introduction to what neuroscience can tell us about cognitive development through experience, and its implications for education.Stating that educational change is underway and that the time is ripe to recognize that “the primary objective of education is to understand human learning” and that “all other objectives depend on achieving this understanding”, James Zull challenges the reader to focus on this purpose, first for her or himself, and then for those for whose learning they are responsible. The book is addressed to all learners and educators – to the reader as self-educator embarked on the journey of lifelong learning, to the reader as parent, and to readers who are educators in schools or university settings, as well as mentors and trainers in the workplace.In this work, James Zull presents cognitive development as a journey taken by the brain, from an organ of organized cells, blood vessels, and chemicals at birth, through its shaping by experience and environment into potentially to the most powerful and exquisite force in the universe, the human mind.Zull begins his journey with sensory-motor learning, and how that leads to discovery, and discovery to emotion. He then describes how deeper learning develops, how symbolic systems such as language and numbers emerge as tools for thought, how memory builds a knowledge base, and how memory is then used to create ideas and solve problems. Along the way he prompts us to think of new ways to shape educational experiences from early in life through adulthood, informed by the insight that metacognition lies at the root of all learning.At a time when we can expect to change jobs and careers frequently during our lifetime, when technology is changing society at break-neck speed, and we have instant access to almost infinite information and opinion, he argues that self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals; and that the transformation of education, in the light of all this and what neuroscience can tell us, is a key element in future development of healthy and productive societies. [less]

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Getting Culture: Incorporating Diversity Across the Curriculum

2009    400 pages    (Stylus Publishing)

DDC: 370.1170973    LCC: LC1099.3

ISBN 13: 9781579222802    ISBN 10: 1579222803

"This volume's editors have compiled a set of wide-ranging tools for teaching about diversity among diverse student populations. Articles cover an array of topics, including general approaches to diversity education, specific exercises within and across disciplines, and strategies for coping with the stresses of teaching controversial topics. The collection offers guidance that is particularly valuable for those just beginning to incorporate diversity in the classroom?and is pertinent to veteran [...]

"This volume's editors have compiled a set of wide-ranging tools for teaching about diversity among diverse student populations. Articles cover an array of topics, including general approaches to diversity education, specific exercises within and across disciplines, and strategies for coping with the stresses of teaching controversial topics. The collection offers guidance that is particularly valuable for those just beginning to incorporate diversity in the classroom?and is pertinent to veteran teachers as well."?Diversity & Democracy (AAC&U) [less]

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Harvard Business Review Everyday Emotional Intelligence

Harvard Business Review Staff

2017    384 pages    (Harvard Business Review Press)

DDC: 152.4    LCC: BF576.H393

ISBN 13: 9781633694118    ISBN 10: 1633694119

Fundamental frameworks for emotional intelligence and how to apply them every day. According to research by Daniel Goleman, emotional intelligence has proved to be twice as important as other competencies in determining outstanding leadership. It is now one of the crucial criteria in hiring and promotion processes, performance evaluations, and professional development courses. And it's not innate--it's a skill that all of us can improve. With this double volume you'll get HBR's 10 Must Reads on [...]

Fundamental frameworks for emotional intelligence and how to apply them every day. According to research by Daniel Goleman, emotional intelligence has proved to be twice as important as other competencies in determining outstanding leadership. It is now one of the crucial criteria in hiring and promotion processes, performance evaluations, and professional development courses. And it's not innate--it's a skill that all of us can improve. With this double volume you'll get HBR's 10 Must Reads on Emotional Intelligence and the HBR Guide to Emotional Intelligence. That's 10 definitive HBR articles on emotional intelligence by Goleman and other leaders in the field, curated by our editors--paired with smart, focused advice from HBR experts about how to implement those ideas in your daily work life. With Everyday Emotional Intelligence, you'll learn how to: Recognize your own EQ strengths and weaknesses Regulate your emotions in tough situations Manage difficult people Build the social awareness of your team Motivate yourself through ups and downs Write forceful emails people won't misinterpret Make better, less emotionally biased decisions Help an employee develop emotional intelligence Handle specific situations like crying at work and tense communications across different cultures [less]

1 Available

Helping Students Learn in a Learner-Centered Environment: A Guide to Facilitating Learning in Higher Education

Terry Doyle

2008    216 pages    (Stylus Publishing)

DDC: 378.17    LCC: LB2331

ISBN 13: 9781579222222    ISBN 10: 1579222226

“Oh boy, am I glad this book is here. Terry Doyle has explored and integrated a wide range of literature on learning. His book brings together findings that will enable us to answer what so many college & university faculty members want to know: How do we enable our students to learn to learn (and love it)? If your goal is to develop lifelong learners, this book is a guidebook for your practice."?Laurie Richlin, Director, Preparing Future Faculty & Faculty Learning Communities [...]

“Oh boy, am I glad this book is here. Terry Doyle has explored and integrated a wide range of literature on learning. His book brings together findings that will enable us to answer what so many college & university faculty members want to know: How do we enable our students to learn to learn (and love it)? If your goal is to develop lifelong learners, this book is a guidebook for your practice."?Laurie Richlin, Director, Preparing Future Faculty & Faculty Learning Communities Programs, Claremont Graduate University“This book is brilliant in that it does three things very simply and without unnecessary complexity: it explains why learner-centered environments should be used, how to create them (complete with how to sell students on an approach that will actually help them), and how to tell when students are learning. What is different about this book is that Terry Doyle outlines WHY students will resist this change. His point-by-point guidance on creating a learner-centered classroom incorporates a strategy for bringing the students along as willing participants.”?Todd Zakrajsek, Director of the Faculty Center for Innovative Teaching at Central Michigan UniversityTaking as his starting point students’ attitudes toward, and unfamiliarity with, learner-centered classrooms, Terry Doyle explains that motivating students to engage with this practice first of all requires explaining its underlying rationale, and then providing guidance on how to learn in this environment. This book is about how to help students acquire the new skills and knowledge they need to take on unfamiliar roles and responsibilities. [less]

6 Available

(Honest) Truth about Dishonesty: How We Lie to Everyone - Especially Ourselves, The

Dan Ariely

2012    304 pages    (HarperCollins Publishers)

DDC: 177.3    LCC: BJ1533.H7

ISBN 13: 9780007477326    ISBN 10: 0007477325

Fascinating and provocative, Ariely's The Truth About Dishonesty is an insightful and brilliantly researched take on cheating, deception and willpower. Internationally bestselling author Ariely pulls no punches when it comes to home truths. Previous titles PREDICTABLY IRRATIONAL and THE UPSIDE OF IRRATIONALITY have becomes classics in their field, revealing unexpected and astonishing traits that run through modern humankind. Now acclaimed behavioural economist Dan Ariely delves deeper into the [...]

Fascinating and provocative, Ariely's The Truth About Dishonesty is an insightful and brilliantly researched take on cheating, deception and willpower. Internationally bestselling author Ariely pulls no punches when it comes to home truths. Previous titles PREDICTABLY IRRATIONAL and THE UPSIDE OF IRRATIONALITY have becomes classics in their field, revealing unexpected and astonishing traits that run through modern humankind. Now acclaimed behavioural economist Dan Ariely delves deeper into the dark and murky recesses of contemporary psychology, daring to ask the big questions: What makes us cheat? How and why do we rationalise deception of ourselves and other people, and make ourselves 'wishfully blind' to the blindingly obvious? What affects our infuriatingly intangible willpower and how can we 'catch' the cheating bug from other bad apples? If you've ever wondered how a whole company can turn a blind eye to evident misdemeanours within their ranks, whether people are born dishonest and whether you can really be successful by being totally, brutally honest, then Dan has the answers, and many more. [less]

2 Available

Honest Truth About Dishonesty: How We Lie to Everyone--Especially Ourselves, The

Dan Ariely

2013    304 pages    (Harper Paperbacks)

DDC: 177.3    LCC: BJ1533.H7

ISBN 13: 9780062183613    ISBN 10: 0062183613

Dan Ariely, behavioral economist and the New York Times bestselling author of The Upside of Irrationality and Predictably Irrational, examines the contradictory forces that drive us to cheat and keep us honest, in this groundbreaking look at the way we behave: The (Honest) Truth About Dishonesty.From ticket-fixing in our police departments to test-score scandals in our schools, from our elected leaders’ extra-marital affairs to the Ponzi schemes undermining our economy, cheating and [...]

Dan Ariely, behavioral economist and the New York Times bestselling author of The Upside of Irrationality and Predictably Irrational, examines the contradictory forces that drive us to cheat and keep us honest, in this groundbreaking look at the way we behave: The (Honest) Truth About Dishonesty.From ticket-fixing in our police departments to test-score scandals in our schools, from our elected leaders’ extra-marital affairs to the Ponzi schemes undermining our economy, cheating and dishonesty are ubiquitous parts of our national news cycle—and inescapable parts of the human condition.Drawing on original experiments and research, in the vein of Freakonomics, The Tipping Point, and Survival of the Sickest, Ariely reveals—honestly—what motivates these irrational, but entirely human, behaviors. [less]

6 Available

How College Works

Daniel F. Chambliss, Christopher G. Takacs

2014    224 pages    (Harvard University Press)

DDC: 378    LCC: LA229

ISBN 13: 9780674049024    ISBN 10: 0674049020

Constrained by shrinking budgets, can colleges do more to improve the quality of education? And can students get more out of college without paying higher tuition? Daniel Chambliss and Christopher Takacs conclude that the limited resources of colleges and students need not diminish the undergraduate experience. How College Works reveals the surprisingly decisive role that personal relationships play in determining a student's collegiate success, and puts forward a set of small, inexpensive [...]

Constrained by shrinking budgets, can colleges do more to improve the quality of education? And can students get more out of college without paying higher tuition? Daniel Chambliss and Christopher Takacs conclude that the limited resources of colleges and students need not diminish the undergraduate experience. How College Works reveals the surprisingly decisive role that personal relationships play in determining a student's collegiate success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes. At a liberal arts college in New York, the authors followed a cluster of nearly one hundred students over a span of eight years. The curricular and technological innovations beloved by administrators mattered much less than the professors and peers whom students met, especially early on. At every turning point in students' undergraduate lives, it was the people, not the programs, that proved critical. Great teachers were more important than the topics studied, and even a small number of good friendships--two or three--made a significant difference academically as well as socially. For most students, college works best when it provides the daily motivation to learn, not just access to information. Improving higher education means focusing on the quality of a student's relationships with mentors and classmates, for when students form the right bonds, they make the most of their education. [less]

1 Available

How People Learn: Brain, Mind, Experience, and School: Expanded Edition

Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, Cognitive, and Sensory Sciences Board on Behavioral, Division of Behavioral and Social Sciences and Education, National Research Council

2000    374 pages    (National Academies Press)

DDC: 370.1523    LCC: LB1060

ISBN 13: 9780309070362    ISBN 10: 0309070368

This popular trade book, originally released in hardcover in the Spring of 1999, has been newly expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This paperback edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.Like the original hardcover edition, this book offers exciting [...]

This popular trade book, originally released in hardcover in the Spring of 1999, has been newly expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This paperback edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.Like the original hardcover edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb.How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system.Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. [less]

1 Available

How People Learn: Bridging Research and Practice

National Research Council, Committee on Developments in the Science of Learning

86 pages    (National Academies Press)

DDC: 370.15    LCC: LB1060

ISBN 13: 9780309065368    ISBN 10: 0309065364

How People Learn: Bridging Research and Practice provides a broad overview of research on learners and learning and on teachers and teaching. It expands on the 1999 National Research Council publication How People Learn: Brain, Mind, Experience, and School, Expanded Edition that analyzed the science of learning in infants, educators, experts, and more. In How People Learn: Bridging Research and Practice, the Committee on Learning Research and Educational Practice asks how the insights from [...]

How People Learn: Bridging Research and Practice provides a broad overview of research on learners and learning and on teachers and teaching. It expands on the 1999 National Research Council publication How People Learn: Brain, Mind, Experience, and School, Expanded Edition that analyzed the science of learning in infants, educators, experts, and more. In How People Learn: Bridging Research and Practice, the Committee on Learning Research and Educational Practice asks how the insights from research can be incorporated into classroom practice and suggests a research and development agenda that would inform and stimulate the required change. The committee identifies teachers, or classroom practitioners, as the key to change, while acknowledging that change at the classroom level is significantly impacted by overarching public policies. How People Learn: Bridging Research and Practice highlights three key findings about how students gain and retain knowledge and discusses the implications of these findings for teaching and teacher preparation. The highlighted principles of learning are applicable to teacher education and professional development programs as well as to K-12 education. The research-based messages found in this book are clear and directly relevant to classroom practice. It is a useful guide for teachers, administrators, researchers, curriculum specialists, and educational policy makers. [less]

1 Available

How-to Use Problem-Based Learning in the Classroom

Robert Delisle

1997    107 pages    (Assn for Supervision & Curriculum)

DDC: 371.39    LCC: LB1027.42

ISBN 13: 9780871202918    ISBN 10: 0871202913

Engaging and motivating students--especially the least motivated learners--is a daily challenge. But with the process of problem-based learning (PBL), any teacher can create an exciting, active classroom where students themselves eagerly build problem-solving skills while learning the content necessary to apply them. With problem-based learning, students' work begins with an ill-defined problem. Key to this problem is how it explicitly links something important in students' daily lives [...]

Engaging and motivating students--especially the least motivated learners--is a daily challenge. But with the process of problem-based learning (PBL), any teacher can create an exciting, active classroom where students themselves eagerly build problem-solving skills while learning the content necessary to apply them. With problem-based learning, students' work begins with an ill-defined problem. Key to this problem is how it explicitly links something important in students' daily lives to the classroom. This motivational feature is vital as students define the what, where, and how of resolving the problem situation. Problem-based learning may sound potentially chaotic and haphazard, but it rests on the firm foundation of a teacher's work behind the scenes. The teacher develops a problem long before students see it, specifically choosing the skills and content the problem will emphasize and matching those to curriculum and standards. Though a PBL problem will have no "right" answer, the teacher structures the experience so that specific learning takes place as students generate the problem-solving steps, research issues, and produce a final product. The teacher guides without leading, assists without directing. Robert Delisle details the PBL process, the teacher's role in problem-based learning, and important background information about the history of PBL. The book describes a variety of PBL lessons, including problems, a chart for organizing student research, and information about assessment. [less]

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Improving How Universities Teach Science: Lessons from the Science Education Initiative

Carl Wieman

2017    288 pages    (Harvard University Press)

DDC: 507.1    LCC: Q181.W54

ISBN 13: 9780674972070    ISBN 10: 0674972074

Too many universities remain wedded to outmoded ways of teaching science in spite of extensive research showing that there are much more effective methods. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be brought about.Improving How Universities Teach Science draws on Wieman’s unparalleled experience to [...]

Too many universities remain wedded to outmoded ways of teaching science in spite of extensive research showing that there are much more effective methods. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be brought about.Improving How Universities Teach Science draws on Wieman’s unparalleled experience to provide a blueprint for educators seeking sustainable improvements in science teaching. Wieman created the Science Education Initiative (SEI), a program implemented across thirteen science departments at the universities of Colorado and British Columbia, to support the widespread adoption of the best research-based approaches to science teaching. The program’s data show that in the most successful departments 90 percent of faculty adopted better methods. Wieman identifies what factors helped and hindered the adoption of good teaching methods. He also gives detailed, effective, and tested strategies for departments and institutions to measure and improve the quality of their teaching while limiting the demands on faculty time.Among all of the commentary addressing shortcomings in higher education, Wieman’s lessons on improving teaching and learning stand out. His analysis and solutions are not limited to just one lecture hall or course but deal with changing entire departments and universities. For those who want to improve how universities teach science to the next generation, Wieman’s work is a critical first step. [less]

1 Available

Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century

Richard Arum, Josipa Roksa, Amanda Cook

2016    352 pages    (Jossey-Bass)

DDC: 378.73    LCC: LA226.I55

ISBN 13: 9781119268505    ISBN 10: 1119268508

An ambitious, comprehensive reimagining of 21st century higher education Improving Quality in American Higher Education outlines the fundamental concepts and competencies society demands from today's college graduates, and provides a vision of the future for students, faculty, and administrators. Based on a national, multidisciplinary effort to define and measure learning outcomes—the Measuring College Learning project—this book identifies 'essential concepts and competencies' for six [...]

An ambitious, comprehensive reimagining of 21st century higher education Improving Quality in American Higher Education outlines the fundamental concepts and competencies society demands from today's college graduates, and provides a vision of the future for students, faculty, and administrators. Based on a national, multidisciplinary effort to define and measure learning outcomes—the Measuring College Learning project—this book identifies 'essential concepts and competencies' for six disciplines. These essential concepts and competencies represent efforts towards articulating a consensus among faculty in biology, business, communication, economics, history, and sociology—disciplines that account for nearly 40 percent of undergraduate majors in the United States. Contributions from thought leaders in higher education, including Ira Katznelson, George Kuh, and Carol Geary Schneider, offer expert perspectives and persuasive arguments for the need for greater clarity, intentionality, and quality in U.S. higher education. College faculty are our best resource for improving the quality of undergraduate education. This book offers a path forward based on faculty perspectives nationwide: Clarify program structure and aims Articulate high-quality learning goals Rigorously measure student progress Prioritize higher order competencies and disciplinarily grounded conceptual understandings A culmination of over two years of efforts by faculty and association leaders from six disciplines, this book distills the national conversation into a delineated set of fundamental ideas and practices, and advocates for the development and use of rigorous assessment tools that are valued by faculty, students, and society. Improving Quality in American Higher Education brings faculty voices to the fore of the conversation and offers an insightful look at the state of higher education, and a realistic strategy for better serving our students. [less]

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Just Mercy: A Story of Justice and Redemption

Bryan Stevenson

2014    352 pages    (Spiegel & Grau)

DDC: 353.48092    LCC: KF373.S743

ISBN 13: 9780812994520    ISBN 10: 0812994523

A powerful true story about the potential for mercy to redeem us, and a clarion call to fix our broken system of justice—from one of the most brilliant and influential lawyers of our time   Bryan Stevenson was a young lawyer when he founded the Equal Justice Initiative, a legal practice dedicated to defending those most desperate and in need: the poor, the wrongly condemned, and women and children trapped in the farthest reaches of our criminal justice system. One of his first cases [...]

A powerful true story about the potential for mercy to redeem us, and a clarion call to fix our broken system of justice—from one of the most brilliant and influential lawyers of our time   Bryan Stevenson was a young lawyer when he founded the Equal Justice Initiative, a legal practice dedicated to defending those most desperate and in need: the poor, the wrongly condemned, and women and children trapped in the farthest reaches of our criminal justice system. One of his first cases was that of Walter McMillian, a young man who was sentenced to die for a notorious murder he insisted he didn’t commit. The case drew Bryan into a tangle of conspiracy, political machination, and legal brinksmanship—and transformed his understanding of mercy and justice forever.   Just Mercy is at once an unforgettable account of an idealistic, gifted young lawyer’s coming of age, a moving window into the lives of those he has defended, and an inspiring argument for compassion in the pursuit of true justice.   Praise for Just Mercy  “A searing, moving and infuriating memoir . . . Bryan Stevenson may, indeed, be America’s Mandela. For decades he has fought judges, prosecutors and police on behalf of those who are impoverished, black or both. . . . Injustice is easy not to notice when it affects people different from ourselves; that helps explain the obliviousness of our own generation to inequity today. We need to wake up. And that is why we need a Mandela in this country.”—Nicholas Kristof, The New York Times“Unfairness in the justice system is a major theme of our age. . . . This book brings new life to the story by placing it in two affecting contexts: [Bryan] Stevenson’s life work and the deep strain of racial injustice in American life. . . . The book extols not his nobility but that of the cause, and reads like a call to action for all that remains to be done. . . . The message of the book, hammered home by dramatic examples of one man’s refusal to sit quietly and countenance horror, is that evil can be overcome, a difference can be made. Just Mercy will make you upset and it will make you hopeful.”—Ted Conover, The New York Times Book Review   “Emotionally profound, necessary reading.”—Kirkus Reviews (starred review, Kirkus Prize Finalist)   “A passionate account of the ways our nation thwarts justice and inhumanely punishes the poor and disadvantaged.”—Booklist (starred review)“Not since Atticus Finch has a fearless and committed lawyer made such a difference in the American South. Though larger than life, Atticus exists only in fiction. Bryan Stevenson, however, is very much alive and doing God’s work fighting for the poor, the oppressed, the voiceless, the vulnerable, the outcast, and those with no hope. Just Mercy is his inspiring and powerful story.”—John Grisham   “From the frontlines of social justice comes one of the most urgent voices of our era. Bryan Stevenson is a real-life, modern-day Atticus Finch who, through his work in redeeming innocent people condemned to death, has sought to redeem the country itself. This is a book of great power and courage. It is inspiring and suspenseful—a revelation.”—Isabel Wilkerson, author of The Warmth of Other Suns   “Bryan Stevenson is one of my personal heroes, perhaps the most inspiring and influential crusader for justice alive today, and Just Mercy is extraordinary.”—Michelle Alexander, author of The New Jim Crow [less]

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Learner-Centered Teaching: Five Key Changes to Practice

Maryellen Weimer

2013    304 pages    (Jossey-Bass)

DDC: 378.12    LCC: LB2331

ISBN 13: 9781118119280    ISBN 10: 1118119282

In this new edition of the classic work, one of the nation's most highly regarded authorities on effective college teaching offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom, including the most up-to-date examples of practice in action from a variety of disciplines, an entirely new chapter on the research support for learner-centered approaches, and a more in-depth discussion of how students' developmental issues [...]

In this new edition of the classic work, one of the nation's most highly regarded authorities on effective college teaching offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom, including the most up-to-date examples of practice in action from a variety of disciplines, an entirely new chapter on the research support for learner-centered approaches, and a more in-depth discussion of how students' developmental issues impact the effectiveness of learner-centered teaching. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone. [less]

1 Available

Limbo: Blue-Collar Roots, White-Collar Dreams

Alfred Lubrano

2005    248 pages    (Wiley)

DDC: 305.5530973    LCC: HN90.S65

ISBN 13: 9780471714392    ISBN 10: 0471714399

In Limbo, award-winning journalist Alfred Lubrano identifies and describes an overlooked cultural phenomenon: the internal conflict within individuals raised in blue-collar homes, now living white-collar lives. These people often find that the values of the working class are not sufficient guidance to navigate the white-collar world, where unspoken rules reflect primarily upper-class values. Torn between the world they were raised in and the life they aspire too, they hover between worlds, not [...]

In Limbo, award-winning journalist Alfred Lubrano identifies and describes an overlooked cultural phenomenon: the internal conflict within individuals raised in blue-collar homes, now living white-collar lives. These people often find that the values of the working class are not sufficient guidance to navigate the white-collar world, where unspoken rules reflect primarily upper-class values. Torn between the world they were raised in and the life they aspire too, they hover between worlds, not quite accepted in either. Himself the son of a Brooklyn bricklayer, Lubrano informs his account with personal experience and interviews with other professionals living in limbo. For millions of Americans, these stories will serve as familiar reminders of the struggles of achieving the American Dream. [less]

 
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