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Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference

Maryellen Weimer

2006    272 pages    (Jossey-Bass)

DDC: 378.12    LCC: LB2331

ISBN 13: 9780787973810    ISBN 10: 0787973815

In this book, Maryellen Weimer provides an essential resource for anyone who is engaged in efforts to improve teaching in higher education. This comprehensive book draws on a wide array of sources to help practitioners build on the foundation laid by existing scholarly work on teaching and learning. Enhancing Scholarly Work on Teaching and Learning reviews previously published work on teaching and learning to better guide those engaged in pedagogical scholarship and to help develop a literature [...]

In this book, Maryellen Weimer provides an essential resource for anyone who is engaged in efforts to improve teaching in higher education. This comprehensive book draws on a wide array of sources to help practitioners build on the foundation laid by existing scholarly work on teaching and learning. Enhancing Scholarly Work on Teaching and Learning reviews previously published work on teaching and learning to better guide those engaged in pedagogical scholarship and to help develop a literature that meets the needs of faculty. Enhancing Scholarly Work on Teaching and Learning includes an analysis of the practitioner literature on teaching and learning in two main categories—the wisdom of scholarship and research scholarship. The first category uses the lens of experience to analyze instructional issues, and the second category employs more objective frames to assess instructional issues. The book explores four experiential approaches to teaching and learning (personal accounts of change, recommended-practices reports, recommended-content reports, and personal narratives and includes an analysis of the three most common research methods (quantitative investigation, qualitative studies, and descriptive research). Enhancing Scholarly Work on Teaching and Learning also includes information about other methods in addition to the main approaches.  [less]

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Essentials of Negotiation

Roy Lewicki, Bruce Barry, David Saunders

2006    312 pages    (McGraw-Hill/Irwin)

DDC: 658.4    LCC: HD58.6.L487

ISBN 13: 9780073102764    ISBN 10: 0073102768

ESSENTIALS OF NEGOTIATION, 4e is a short paperback derivative from the main text, NEGOTIATION, 5e. It explores the major concepts and theories of the psychology of bargaining and negotiation, and the dynamics of interpersonal and inter-group conflict and its resolution. Fourteen of the 20 chapters from the main text have been included (about half have been shortened by about 1/3) for this volume. Chapters are shortened by removing more 'academic' material and some of the boxes. This effectively [...]

ESSENTIALS OF NEGOTIATION, 4e is a short paperback derivative from the main text, NEGOTIATION, 5e. It explores the major concepts and theories of the psychology of bargaining and negotiation, and the dynamics of interpersonal and inter-group conflict and its resolution. Fourteen of the 20 chapters from the main text have been included (about half have been shortened by about 1/3) for this volume. Chapters are shortened by removing more 'academic' material and some of the boxes. This effectively leaves the message and theories of negotiation intact. [less]

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How Not to Be Wrong: The Power of Mathematical Thinking

Jordan Ellenberg

2014    480 pages    (Penguin Press HC, The)

DDC: 510    LCC: QA99

ISBN 13: 9781594205224    ISBN 10: 1594205221

The Freakonomics of math—a math-world superstar unveils the hidden beauty and logic of the world and puts its power in our hands The math we learn in school can seem like a dull set of rules, laid down by the ancients and not to be questioned. In How Not to Be Wrong, Jordan Ellenberg shows us how terribly limiting this view is: Math isn’t confined to abstract incidents that never occur in real life, but rather touches everything we do—the whole world is shot through with it.   Math [...]

The Freakonomics of math—a math-world superstar unveils the hidden beauty and logic of the world and puts its power in our hands The math we learn in school can seem like a dull set of rules, laid down by the ancients and not to be questioned. In How Not to Be Wrong, Jordan Ellenberg shows us how terribly limiting this view is: Math isn’t confined to abstract incidents that never occur in real life, but rather touches everything we do—the whole world is shot through with it.   Math allows us to see the hidden structures underneath the messy and chaotic surface of our world. It’s a science of not being wrong, hammered out by centuries of hard work and argument. Armed with the tools of mathematics, we can see through to the true meaning of information we take for granted: How early should you get to the airport? What does “public opinion” really represent? Why do tall parents have shorter children? Who really won Florida in 2000? And how likely are you, really, to develop cancer?   How Not to Be Wrong presents the surprising revelations behind all of these questions and many more, using the mathematician’s method of analyzing life and exposing the hard-won insights of the academic community to the layman—minus the jargon. Ellenberg chases mathematical threads through a vast range of time and space, from the everyday to the cosmic, encountering, among other things, baseball, Reaganomics, daring lottery schemes, Voltaire, the replicability crisis in psychology, Italian Renaissance painting, artificial languages, the development of non-Euclidean geometry, the coming obesity apocalypse, Antonin Scalia’s views on crime and punishment, the psychology of slime molds, what Facebook can and can’t figure out about you, and the existence of God.   Ellenberg pulls from history as well as from the latest theoretical developments to provide those not trained in math with the knowledge they need. Math, as Ellenberg says, is “an atomic-powered prosthesis that you attach to your common sense, vastly multiplying its reach and strength.” With the tools of mathematics in hand, you can understand the world in a deeper, more meaningful way. How Not to Be Wrong will show you how. [less]

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Inspired College Teaching: A Career-Long Resource for Professional Growth

Maryellen Weimer

2010    272 pages    (Jossey-Bass)

DDC: 378.1    LCC: LB2331.W385

ISBN 13: 9780787987718    ISBN 10: 0787987719

Inspired College Teaching challenges faculty to be responsible for their professional growth and development as an ongoing, career-long quest. Written by an experienced college teacher and editor of The Teaching Professor newsletter, this book explores the journey and growth of college teachers. It provides goals best positioned for beginning, mid-career, and senior faculty as well as activities faculty can use to ignite intellectual curiosity from both students and themselves. This book [...]

Inspired College Teaching challenges faculty to be responsible for their professional growth and development as an ongoing, career-long quest. Written by an experienced college teacher and editor of The Teaching Professor newsletter, this book explores the journey and growth of college teachers. It provides goals best positioned for beginning, mid-career, and senior faculty as well as activities faculty can use to ignite intellectual curiosity from both students and themselves. This book presents a way for faculty members to obtain and sustain teaching excellence throughout their career. [less]

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Making Teaching and Learning Visible: Course Portfolios and the Peer Review of Teaching

Daniel Bernstein, Amy Nelson Burnett, Amy Goodburn, Paul Savory

2006    234 pages    (Anker Publishing Company, Inc.)

DDC: 378.1    LCC: LB2333.M27

ISBN 13: 9781882982967    ISBN 10: 1882982967

Foreword by Pat Hutchings and Ellen Wert A course portfolio captures and makes visible the careful, difficult, and intentional scholarly work of planning and teaching a course and is an invaluable tool for documenting and reflecting on the quantity and quality of student learning. Illustrated through examples of course portfolios created through a four-year project on peer review of teaching, this book demonstrates that well-designed peer review can be integrated into the daily professional [...]

Foreword by Pat Hutchings and Ellen Wert A course portfolio captures and makes visible the careful, difficult, and intentional scholarly work of planning and teaching a course and is an invaluable tool for documenting and reflecting on the quantity and quality of student learning. Illustrated through examples of course portfolios created through a four-year project on peer review of teaching, this book demonstrates that well-designed peer review can be integrated into the daily professional lives of faculty, improve faculty teaching by providing a guiding context for formative assessment and collaboration, and make the learning that comes from effective teaching visible and accessible for review within institutional reward systems. Explicitly intended to help faculty conceptualize how their teaching and the student learning that results can be made visible, this book offers a model of peer review to document, assess, reflect on, and improve teaching and student learning through the use of a course portfolio. It provides a rationale for treating teaching as intellectual work, accompanied by a rich collection of materials—course portfolios, reviewers' comments, and portfolio authors' reflections drawn from more than 200 professors in various disciplines and institutions—that faculty can use to develop their own models for peer review of teaching. Contents include: • Making teaching and learning visible • Benchmarking learning with a course portfolio • Capturing the intellectual work of teaching • Inquiring into specific aspects of teaching • Seeking external review of a course portfolio • Using course portfolios to foster campus collaboration • Creating a campus community for the peer review of teaching • Addressing larger issues of peer review [less]

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McKeachie's Teaching Tips

Wilbert McKeachie, Marilla Svinicki

2013    416 pages    (Cengage Learning)

DDC: 378.12    LCC: LB2331

ISBN 13: 9781133936794    ISBN 10: 1133936792

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 [...]

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 gocengage.com/infotrac. [less]

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

Marilla Svinicki, Wilbert J. McKeachie

2010    416 pages    (Cengage Learning)

DDC: 378.12    LCC: LB2331

ISBN 13: 9780495809296    ISBN 10: 0495809292

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.

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. [less]

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Mind For Numbers: How to Excel at Math and Science (Even If You Flunked Algebra), A

Barbara Oakley

2014    336 pages    (Tarcher)

DDC: 501    LCC: QA11.2.O23

ISBN 13: 9780399165245    ISBN 10: 039916524X

Whether you are a student struggling to fulfill a math or science requirement, or you are embarking on a career change that requires a higher level of math competency, A Mind for Numbers offers the tools you need to get a better grasp of that intimidating but inescapable field. Engineering professor Barbara Oakley knows firsthand how it feels to struggle with math. She flunked her way through high school math and science courses, before enlisting in the army immediately after graduation. When [...]

Whether you are a student struggling to fulfill a math or science requirement, or you are embarking on a career change that requires a higher level of math competency, A Mind for Numbers offers the tools you need to get a better grasp of that intimidating but inescapable field. Engineering professor Barbara Oakley knows firsthand how it feels to struggle with math. She flunked her way through high school math and science courses, before enlisting in the army immediately after graduation. When she saw how her lack of mathematical and technical savvy severely limited her options—both to rise in the military and to explore other careers—she returned to school with a newfound determination to re-tool her brain to master the very subjects that had given her so much trouble throughout her entire life.   In A Mind for Numbers, Dr. Oakley lets us in on the secrets to effectively learning math and science—secrets that even dedicated and successful students wish they’d known earlier. Contrary to popular belief, math requires creative, as well as analytical, thinking. Most people think that there’s only one way to do a problem, when in actuality, there are often a number of different solutions—you just need the creativity to see them. For example, there are more than three hundred different known proofs of the Pythagorean Theorem. In short, studying a problem in a laser-focused way until you reach a solution is not an effective way to learn math. Rather, it involves taking the time to step away from a problem and allow the more relaxed and creative part of the brain to take over. A Mind for Numbers shows us that we all have what it takes to excel in math, and learning it is not as painful as some might think! [less]

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To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development

2007    384 pages    (Jossey-Bass)

LCC: LB1731

ISBN 13: 9780470180884    ISBN 10: 0470180889

An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.

An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. [less]

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To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development

2009    432 pages    (Jossey-Bass)

DDC: 378.73    LCC: LB1778

ISBN 13: 9780470484340    ISBN 10: 0470484349

The development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development. A smart mix of big-picture themes, national developments, and examples of effective faculty development initiatives from a variety of schools, To [...]

The development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development. A smart mix of big-picture themes, national developments, and examples of effective faculty development initiatives from a variety of schools, To Improve the Academy offers examples and resources for the enrichment of all educational developers. This annual volume incorporates all the latest need-to-know information for faculty developers and administrators. [less]

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To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development

2004    383 pages    (Jossey-Bass)

DDC: 378.12    LCC: LB1731.T59

ISBN 13: 9781882982769    ISBN 10: 1882982762

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 23 of To Improve the Academy is a collection of articles that explore the emerging climate of change is providing a backdrop for the concerns and constituents of higher education. In particular, the authors focus on promoting excellence in teaching and learning through faculty renewal.To Improve the Academy, Volume 23, describes the ways in which faculty development is changing and [...]

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 23 of To Improve the Academy is a collection of articles that explore the emerging climate of change is providing a backdrop for the concerns and constituents of higher education. In particular, the authors focus on promoting excellence in teaching and learning through faculty renewal.To Improve the Academy, Volume 23, describes the ways in which faculty development is changing and offers insight on how to manage these changes. It is divided into three sectionsSection I, Faculty Development in a Climate of Change: addresses the environment for scholarship and learning, how to lead change in the culture of assessment, and explains the role of teaching and learning centersSection II, Quality of Work Life for Faculty and Faculty Developers: investigates strategies for creating vital and equitable work environments for facultySection III, Best Practices for Faculty Development: explores various approaches to faculty development, including the use of data, cultivating community, service-learning, and integrating junior faculty, graduate students, and part-time faculty into the institutionThis book offers an essential resource for improvement in higher education to faculty and instructional development staff, department chairs, deans, student services staff, chief academic officers, and educational consultants. [less]

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To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development

Linda B. Nilson

2008    512 pages    (Jossey-Bass)

DDC: 378.107    LCC: LB1731

ISBN 13: 9780470373989    ISBN 10: 0470373989

An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.

An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. [less]

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To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (JB - Anker)

2005    360 pages    (Jossey-Bass)

DDC: 378.12    LCC: LB1731

ISBN 13: 9781882982899    ISBN 10: 1882982894

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 24 of To Improve the Academy is a selection of articles on faculty development that collectively serve as a resource for academic administrators, faculty developers, full- and part-time faculty, instructional technologists, educational consultants, and institutional researchers. The authors describe their work toward institutional change in order to explore successful practices in [...]

An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 24 of To Improve the Academy is a selection of articles on faculty development that collectively serve as a resource for academic administrators, faculty developers, full- and part-time faculty, instructional technologists, educational consultants, and institutional researchers. The authors describe their work toward institutional change in order to explore successful practices in faculty development that readers might adapt for use in their own institutions.To Improve the Academy, Volume 24, provides examples and advice designed to help readers become engaged members of their institutions and communities, as well as effective teachers who regard student learning as central to their work. The book includes essays on topics such asCulture, creativity, and communication in the academySurviving marketplace forces on higher educationalThe demand for heterogeneity in college teachingA theory-based integrative model for learning and motivationTailoring faculty development programs to faculty career stagesPromoting community and professional growth for diverse facultyCreating engaged departmentsFaculty-centered program development and eManagementHelping faculty teach better through sequenced activitiesLearning communities for first-year facultyThis book provides guidance for professionals who have an interest in promoting excellence in teaching and learning through faculty and organizational development. [less]

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To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (Volume 31)

2012    400 pages    (Jossey-Bass)

DDC: 378.12    LCC: LB1731

ISBN 13: 9781118257814    ISBN 10: 1118257812

The development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. This annual volume offers examples and resources for the enrichment of all educational developers.

The development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. This annual volume offers examples and resources for the enrichment of all educational developers. [less]

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Tools for Teaching

Barbara Gross Davis

2009    608 pages    (Jossey-Bass)

DDC: 378.125    LCC: LB2331

ISBN 13: 9780787965679    ISBN 10: 0787965677

This is the long-awaited update on the bestselling book that offers a practical, accessible reference manual for faculty in any discipline. This new edition contains up-to-date information on technology as well as expanding on the ideas and strategies presented in the first edition. It includes more than sixty-one chapters designed to improve the teaching of beginning, mid-career, or senior faculty members. The topics cover both traditional tasks of teaching as well as broader concerns, such as [...]

This is the long-awaited update on the bestselling book that offers a practical, accessible reference manual for faculty in any discipline. This new edition contains up-to-date information on technology as well as expanding on the ideas and strategies presented in the first edition. It includes more than sixty-one chapters designed to improve the teaching of beginning, mid-career, or senior faculty members. The topics cover both traditional tasks of teaching as well as broader concerns, such as diversity and inclusion in the classroom and technology in educational settings. [less]

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