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Academically Adrift: Limited Learning on College Campuses

Richard Arum, Josipa Roksa

2010    272 Pages    (University Of Chicago Press)

LCC: LA227.4

ISBN 13: 9780226028569    ISBN 10: 0226028569

In spite of soaring tuition costs, more and more students go to college every year. A bachelor's degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they're born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum [...]

In spite of soaring tuition costs, more and more students go to college every year. A bachelor's degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they're born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa's answer to that question is a definitive "no." Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, forty-five percent of these students demonstrate no significant improvement in a range of skills - including critical thinking, complex reasoning, and writing - during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise - instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents - all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa's report that colleges are failing at their most basic mission will demand the attention of us all. [less]

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Advancing the Culture of Teaching on Campus

Constance Cook, Matthew Kaplan

2012    270 Pages    (Stylus Publishing, LLC.)

LCC: LB1745.A34

ISBN 13: 9781579227241    ISBN 10: 1579227244

Written by the director and staff of the first, and one of the largest, teaching centers in American higher education – the University of Michigan’s Center for Research on Learning and Teaching (CRLT) – this book offers a unique perspective on the strategies for making a teaching center integral to an institution’s educational mission. It presents a comprehensive vision for running a wide range of related programs, and provides faculty developers elsewhere with ideas and material to [...]

Written by the director and staff of the first, and one of the largest, teaching centers in American higher education – the University of Michigan’s Center for Research on Learning and Teaching (CRLT) – this book offers a unique perspective on the strategies for making a teaching center integral to an institution’s educational mission. It presents a comprehensive vision for running a wide range of related programs, and provides faculty developers elsewhere with ideas and material to prompt reflection on the management and practices of their centers – whatever their size – and on how best to create a culture of teaching on their campuses. Given that only about a fifth of all U.S. postsecondary institutions have a teaching center, this book also offers a wealth of ideas and models for those administrators who are considering the development of new centers on their campuses. Topics covered include: • The role of the director, budgetary strategies, and operational principles • Strategies for using evaluation to enhance and grow a teaching center • Relationships with center constituencies: faculty, provost, deans, and department chairs • Engagement with curricular reform and assessment • Strengthening diversity through faculty development • Engaging faculty in effective use of instructional technology • Using student feedback for instructional improvement • Using action research to improve teaching and learning • Incorporating role play and theatre in faculty development • Developing graduate students as consultants • Preparing future faculty for teaching • The challenges of faculty development at a research university In the concluding chapter, to provide additional context about the issues that teaching centers face today, twenty experienced center directors who operate in similar environments share their main challenges, and the strategies they have developed to overcome them through innovative programming and careful management of their resources. Their contributions fall into four broad categories: institutional-level challenges, engaging faculty and students and supporting engaged pedagogy, discipline-specific programming, and programming to address specific instructor career stages. [less]

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Art and Craft of Teaching, The

Margaret Morganroth Gullette

1984    144 Pages    (Harvard University Press)

LCC: LB2331

ISBN 13: 9780674046801    ISBN 10: 0674046803

Good teaching does not come naturally or easily to anyone, even to those who seem to have a gift for it. This concise and lively guide developed from the faculty seminars of the Harvard-Danforth Center for Teaching and Learning contains hundreds of insights into the fine and difficult art of leading students to demand more of themselves, find new ways of solving problems, and awaken unsuspected talents. Filled with useful suggestions for improving teaching skills, "The Art and Craft of Teaching [...]

Good teaching does not come naturally or easily to anyone, even to those who seem to have a gift for it. This concise and lively guide developed from the faculty seminars of the Harvard-Danforth Center for Teaching and Learning contains hundreds of insights into the fine and difficult art of leading students to demand more of themselves, find new ways of solving problems, and awaken unsuspected talents. Filled with useful suggestions for improving teaching skills, "The Art and Craft of Teaching" offers solutions to problems that every instructor faces and suggests strategies that will enrich the classroom for both beginning and experienced teachers and their students. [less]

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Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning, The

James E. Zull

263 Pages    (Stylus Publishing)

LCC: LB1057

ISBN 13: 9781579220549    ISBN 10: 1579220541

Neuroscience tells us that the products of the mind--thought, emotions, artistic creation--are the result of the interactions of the biological brain with our senses and the physical world: in short, that thinking and learning are the products of a biological process.This realization, that learning actually alters the brain by changing the number and strength of synapses, offers a powerful foundation for rethinking teaching practice and one's philosophy of teaching.James Zull invites [...]

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

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Art of Effective Facilitation: Reflections From Social Justice Educators (ACPA Books co-published with Stylus Publishing), The

292 Pages    (Stylus Publishing)

LCC: LC192.2

ISBN 13: 9781579229740    ISBN 10: 1579229743

How can I apply learning and social justice theory to become a better facilitator?Should I prepare differently for workshops around specific identities?How do I effectively respond when things aren’t going as planned?This book is intended for the increasing number of faculty and student affairs administrators – at whatever their level of experience ? who are being are asked to become social justice educators to prepare students to live successfully within, and contribute to, an [...]

How can I apply learning and social justice theory to become a better facilitator?Should I prepare differently for workshops around specific identities?How do I effectively respond when things aren’t going as planned?This book is intended for the increasing number of faculty and student affairs administrators – at whatever their level of experience ? who are being are asked to become social justice educators to prepare students to live successfully within, and contribute to, an equitable multicultural society.It enables facilitators to create programs that go beyond superficial discussion of the issues to fundamentally address the structural and cultural causes of inequity, and provide students with the knowledge and skills to work for a more just society. Beyond theory, design, techniques and advice on practice, the book concludes with a section on supporting student social action.The authors illuminate the art and complexity of facilitation, describe multiple approaches, and discuss the necessary and ongoing reflection process. What sets this book apart is how the authors illustrate these practices through personal narratives of challenges encountered, and by admitting to their struggles and mistakes.They emphasize the need to prepare by taking into account such considerations as the developmental readiness of the participants, and the particular issues and historical context of the campus, before designing and facilitating a social justice training or selecting specific exercises. They pay particular attention to the struggle to teach the goals of social justice education in a language that can be embraced by the general public, and to connect its structural and contextual analyses to real issues inside and outside the classroom. The book is informed by the recognition that “the magic is almost never in the exercise or the handout but, instead, is in the facilitation”; and by the authors’ commitment to help educators identify and analyze dehumanizing processes on their campuses and in society at large, reflect on their own socialization, and engage in proactive strategies to dismantle oppression.An ACPA Publication [less]

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Art of Humane Education, The

Donald Phillip Verene

2002    112 Pages    (Cornell University Press)

LCC: LC1011

ISBN 13: 9780801440397    ISBN 10: 0801440394

In The Art of Humane Education, Donald Phillip Verene presents a new statement of the classical and humanist ideals that he believes should guide education in the liberal arts and sciences. These ideals are lost, he contends, in the corporate atmosphere of the contemporary university, with its emphasis on administration, faculty careerism, and student performance. Verene addresses questions of how and what to teach and offers practical suggestions for the conduct of class sessions, the [...]

In The Art of Humane Education, Donald Phillip Verene presents a new statement of the classical and humanist ideals that he believes should guide education in the liberal arts and sciences. These ideals are lost, he contends, in the corporate atmosphere of the contemporary university, with its emphasis on administration, faculty careerism, and student performance. Verene addresses questions of how and what to teach and offers practical suggestions for the conduct of class sessions, the relationship between teacher and student, the interpretation of texts, and the meaning and use of a canon of great books.In sharp contrast to the current tendency toward specialization, Verene considers the aim of college education to be self-knowledge pursued through study of all fields of thought. Education, in his view, must be based on acquisition of the arts of reading, writing, and thinking. He regards the class lecture as a form of oratory that should be presented in accordance with the well-known principles of rhetoric. The Art of Humane Education, styled as a series of letters, makes the author's original and practical ideas very clear. In this elegant book, Verene explores the full range of issues surrounding humane education.On the humanities: "Despite Descartes, the study of humane letters has remained, but it is always in danger of passing out of the curriculum. It remains a beggar who will not quite leave the premises."On teaching: "Like oratory, teaching requires a natural gift, but it is also an art which, like all the other humane arts, can be learned only mimetically. . . . As some are born tone-deaf and cannot be musical, there are those who can never teach. But most if they wish have some aptitude for it, and this aptitude can be developed into an art."On teachers: "Teachers motivated by eloquence attempt to speak wholly on a subject, since the whole is where its life is. Teachers not motivated by eloquence tend to be either dull or comedic. The dull teacher may have knowledge but have no true language for it. . . . The comedic teacher is shallow and a menace to the subject matter."On administrators: "Administration is never content simply to concern itself with the pure business of the university, paying its bills, maintaining its buildings. It sees itself as necessary in order for the process between teacher and student to go on. But it is a process that it constantly interrupts. . . . Administrators, however, should not be taken too seriously."Although sharply critical of many aspects of the modern university and of many currents within the humanities, The Art of Humane Education remains at heart a ringing endorsement of the high humanist tradition and its continuing relevance to the institutions of teaching and learning. [less]

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Arts and the Creation of Mind, The

Elliot W. Eisner

2004    280 Pages    (Yale University Press)

LCC: N84

ISBN 13: 9780300105117    ISBN 10: 0300105118

Although the arts are often thought to be closer to the rim of education than to its core, they are, surprisingly, critically important means for developing complex and subtle aspects of the mind, argues Elliot Eisner in this engrossing book. In it he describes how various forms of thinking are evoked, developed, and refined through the arts. These forms of thinking, Eisner argues, are more helpful in dealing with the ambiguities and uncertainties of daily life than are the formally structured [...]

Although the arts are often thought to be closer to the rim of education than to its core, they are, surprisingly, critically important means for developing complex and subtle aspects of the mind, argues Elliot Eisner in this engrossing book. In it he describes how various forms of thinking are evoked, developed, and refined through the arts. These forms of thinking, Eisner argues, are more helpful in dealing with the ambiguities and uncertainties of daily life than are the formally structured curricula that are employed today in schools.Offering a rich array of examples, Eisner describes different approaches to the teaching of the arts and the virtues each possesses when well taught. He discusses especially nettlesome issues pertaining to the evaluation of performance in the arts. Perhaps most important, Eisner provides a fresh and admittedly iconoclastic perspective on what the arts can contribute to education, namely a new vision of both its aims and its means. This new perspective, Eisner argues, is especially important today, a time at which mechanistic forms of technical rationality often dominate our thinking about the conduct and assessment of education. [less]

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Aspiring Adults Adrift: Tentative Transitions of College Graduates

Richard Arum, Josipa Roksa

2014    264 Pages    (University Of Chicago Press)

LCC: LC191.94

ISBN 13: 9780226197289    ISBN 10: 022619728X

Few books have ever made their presence felt on college campuses—and newspaper opinion pages—as quickly and thoroughly as Richard Arum and Josipa Roksa’s 2011 landmark study of undergraduates’ learning, socialization, and study habits, Academically Adrift: Limited Learning on College Campuses. From the moment it was published, one thing was clear: no university could afford to ignore its well-documented and disturbing findings about the failings of undergraduate education [...]

Few books have ever made their presence felt on college campuses—and newspaper opinion pages—as quickly and thoroughly as Richard Arum and Josipa Roksa’s 2011 landmark study of undergraduates’ learning, socialization, and study habits, Academically Adrift: Limited Learning on College Campuses. From the moment it was published, one thing was clear: no university could afford to ignore its well-documented and disturbing findings about the failings of undergraduate education. Now Arum and Roksa are back, and their new book follows the same cohort of undergraduates through the rest of their college careers and out into the working world. Built on interviews and detailed surveys of almost a thousand recent college graduates from a diverse range of colleges and universities, Aspiring Adults Adrift reveals a generation facing a difficult transition to adulthood. Recent graduates report trouble finding decent jobs and developing stable romantic relationships, as well as assuming civic and financial responsibility—yet at the same time, they remain surprisingly hopeful and upbeat about their prospects. Analyzing these findings in light of students’ performance on standardized tests of general collegiate skills, selectivity of institutions attended, and choice of major, Arum and Roksa not only map out the current state of a generation too often adrift, but enable us to examine the relationship between college experiences and tentative transitions to adulthood. Sure to be widely discussed, Aspiring Adults Adrift will compel us once again to re-examine the aims, approaches, and achievements of higher education. [less]

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Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms

Barbara E. Walvoord

2014    144 Pages    (Jossey-Bass)

LCC: PE1404.W34

ISBN 13: 9781118557365    ISBN 10: 1118557360

Step-by-step guidance for shaping better writers while keeping faculty workloads manageableEffective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing across the curriculum. Guiding and assessing student writing in classrooms, general education, and departments takes knowledge, planning, and persistence, but it can be done effectively and efficiently.Written [...]

Step-by-step guidance for shaping better writers while keeping faculty workloads manageableEffective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing across the curriculum. Guiding and assessing student writing in classrooms, general education, and departments takes knowledge, planning, and persistence, but it can be done effectively and efficiently.Written in the concise, accessible style Barbara Walvoord is known for, Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms offers administrators, program chairs, general education leaders, and classroom instructors the guidance they need. The book provides concrete suggestions for how to:Articulate goals for student writingMeasure student writingImprove student writingDocument that improvementThe book begins by addressing four basic concepts: what we mean by writing, what we mean by "good" writing, how students learn to write, and the purposes of assessment. Next, Walvoord explains the various approaches and methods for assessing writing, urging a combination of them adapted to the institution's purposes and political context. After this introduction, successive chapters offer realistic, practical advice to institution-wide and general education leaders, department members, and classroom instructors.Walvoord addresses issues such as how to engage faculty, how to use rubrics, how to aggregate assessment information at the department and institutional levels, and how to report assessment information to accreditors. The chapter for classroom instructors offers practical suggestions: how to add more writing to a course without substantially increasing the grading load; how to construct writing assignments, how to make grading and responding more effective and time-efficient, how to address grammar and punctuation, and how to support students whose native language is not English.The book also includes four helpful appendices: a taxonomy of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs; sample outlines for faculty development workshops; a student survey on teaching methods instructors can use to inform their choices in the classroom; and a student self-check cover sheet designed to help students take ownership of their own learning and responsibility for turning in complete, correct assignments.Practical, step-by-step guidance for each point in the assessment and improvement process creates a cohesive, institution-wide system that keeps students, faculty, and administrators on the same page. [less]

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Assessing and Improving Your Teaching

Phyllis Blumberg

2013    352 Pages    (John Wiley & Sons)

LCC: LB1025.3

ISBN 13: 9781118421345    ISBN 10: 1118421345

In order to make appropriate changes to improve your teaching and your students’ learning, first you need to know how you’re teaching now. Figure it out for yourself and invigorate your teaching on your own terms! This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. [...]

In order to make appropriate changes to improve your teaching and your students’ learning, first you need to know how you’re teaching now. Figure it out for yourself and invigorate your teaching on your own terms! This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. She then presents a new model of assessing teaching that builds upon a broader base of evidence and sources of support. This new model leads to self-assessment rubrics, which are available for download, and the book will guide you in how to use them. The book includes case studies of completed critical reflection rubrics from a variety of disciplines, including the performing and visual arts and the hard sciences, to show how they can be used in different ways and how to explore the richness of the data you’ll uncover. [less]

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Assessing Student Learning

Linda Suskie

2010    384 Pages    (John Wiley & Sons)

LCC: LB2336

ISBN 13: 9780470936801    ISBN 10: 0470936800

The first edition of Assessing Student Learning has become the standard reference for college faculty and administrators who are charged with the task of assessing student learning within their institutions. The second edition of this landmark book offers the same practical guidance and is designed to meet ever-increasing demands for improvement and accountability. This edition includes expanded coverage of vital assessment topics such as promoting an assessment culture, characteristics of good [...]

The first edition of Assessing Student Learning has become the standard reference for college faculty and administrators who are charged with the task of assessing student learning within their institutions. The second edition of this landmark book offers the same practical guidance and is designed to meet ever-increasing demands for improvement and accountability. This edition includes expanded coverage of vital assessment topics such as promoting an assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, setting benchmarks and standards, and using results to inform and improve teaching, learning, planning, and decision making. [less]

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Assessment for Learning in Higher Education

Kay Sambell, Liz McDowell, Catherine Montgomery

2012    184 Pages    (Routledge)

LCC: LB2366.S26

ISBN 13: 9780415586580    ISBN 10: 0415586585

"an invaluable guide for practitioners, quality assurors, university managers and students themselves who wish to better understand the importance of assessment for learning, and it will further scholarship in the field significantly." -Professor Sally Brown  Assessment for Learning in Higher Education is a practical guide to Assessment for Learning (AfL); a term that has become internationally accepted in Higher Education and features in the learning and teaching strategies of many [...]

"an invaluable guide for practitioners, quality assurors, university managers and students themselves who wish to better understand the importance of assessment for learning, and it will further scholarship in the field significantly." -Professor Sally Brown  Assessment for Learning in Higher Education is a practical guide to Assessment for Learning (AfL); a term that has become internationally accepted in Higher Education and features in the learning and teaching strategies of many universities. It is also mandated by official bodies such as QAA in the UK. Many staff in Higher Education are uncertain about how to implement AfL, especially in times of increasingly constrained resources and this vital new guide provides solutions that make best use of assessment as a tool for learning. This book provides an important and accessible blend of practical examples of AfL in a variety of subject areas. The authors present practical, often small-scale and eminently ‘do-able’ ideas that will make its introduction achievable. It provides practical case examples both for new lecturers and more experienced staff who may be interested in embedding AfL principles and practice into their university teaching. AfL approaches go beyond minor adaptations to teaching practice, and signify a shift in the foundations of thinking about assessment. With this in mind there is guidance on the development of effective learning environments and communities through the use of: collaboration and dialogue authentic assessment formative assessment peer and self assessment student development for the long term innovative approaches to effective feedback . It provides helpful, realistic guidance backed up by relevant theory and is written in an accessible, jargon-free style, grounded in practical experience and brought to life via a wide range of illustrative examples and case studies. Assessment for Learning in Higher Education fills a vital gap in assessment literature and as AfL is increasingly on the Higher Education agenda, with the promotion of assessment as a tool for learning, this book will become an essential handbook to guide all academic practitioners. [less]

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Becoming a Critically Reflective Teacher

Stephen D. Brookfield

2017    304 Pages    (Jossey-Bass)

LCC: LB2331

ISBN 13: 9781119049708    ISBN 10: 1119049709

A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. [...]

A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential. [less]

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Best Practices for Teaching with Emerging Technologies

Michelle Pacansky-Brock

2017    180 Pages    (Routledge)

LCC: LB1028.3.P22

ISBN 13: 9781138643659    ISBN 10: 1138643653

As social media and Web 2.0 technologies continue to transform the learning trends and preferences of students, educators need to understand the applicability of these new tools in all types of learning environments. The second edition of Best Practices for Teaching with Emerging Technologies provides new and experienced instructors with practical examples of how low-cost and free technologies can be used to support student learning as well as best practices for integrating web-based tools into [...]

As social media and Web 2.0 technologies continue to transform the learning trends and preferences of students, educators need to understand the applicability of these new tools in all types of learning environments. The second edition of Best Practices for Teaching with Emerging Technologies provides new and experienced instructors with practical examples of how low-cost and free technologies can be used to support student learning as well as best practices for integrating web-based tools into a course management system and managing student privacy in a Web 2.0 environment. "Showcase" spotlights throughout exemplify how the tools described in the book are already being used effectively in educational settings. This thoroughly revised second edition includes: a new chapter that explores how and why faculty are using the public web and open educational resources in place of a learning management system (LMS) and an expensive textbook additional tips and showcases in every chapter that illustrate faculty use of particular technologies the inclusion of new tools to replace technologies that no longer exist a revamped website featuring expanded online resources. This practical, easy-to-use guide will serve the needs of educators seeking to refresh or transform their instruction. Readers will be rewarded with an ample yet manageable collection of proven emerging technologies that can be leveraged for generating content, enhancing communications with and between students, and cultivating participatory, student-centered learning activities. [less]

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Beyond Tests and Quizzes: Creative Assessments in the College Classroom

Richard J. Mezeske, Barbara A. Mezeske

2007    256 Pages    (Jossey-Bass)

LCC: LB2368.B49

ISBN 13: 9780470180839    ISBN 10: 0470180838

Because the drive toward external assessment speaks almost exclusively in terms of standardized testing, we need to be reminded of the internal purposes of assessment: measuring learning for both student and teacher so that instruction can be adjusted and improved. This book is written for college instructors who are striving to creatively change assessment practice to better reflect learner-centered teaching. It is intended to consider not only the multiple ways in which individuals learn [...]

Because the drive toward external assessment speaks almost exclusively in terms of standardized testing, we need to be reminded of the internal purposes of assessment: measuring learning for both student and teacher so that instruction can be adjusted and improved. This book is written for college instructors who are striving to creatively change assessment practice to better reflect learner-centered teaching. It is intended to consider not only the multiple ways in which individuals learn content, but also the multiple avenues to assessment the variety of learning styles demands. Creative assessment is defined here as assessments that spin, twist, and reform what might be a standard kind of assessment in an ordinary classroom. Instructors should use these examples of creative assessment as starting points, and as the beginnings of an internal discussion on what matters most in the courses they teach: What components of each course count the most for solving a range of problems in the discipline? If facts are important, and they usually are, how can they be used to support a flexible approach to thinking, solving, considering options, and gathering and interpreting evidence? What are the facts not telling us? [less]

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Biased

Jennifer L. Eberhardt

2019    352 Pages    (Penguin Publishing Group)

LCC: BF575.P9 E34

ISBN 13: 9780735224933    ISBN 10: 0735224935

"A fascinating new book... [Dr. Jennifer Eberhardt is] a genius."--Trevor Noah, The Daily Show with Trevor Noah "This book should be required reading for everyone."--Robin DiAngelo, author of White Fragility As featured on CBS This Morning, NPR's All Things Considered, TIME Magazine, and Democracy Now! You don't have to be racist to be biased. Unconscious bias can be at work without our realizing it, and even when we genuinely wish to treat all people equally, ingrained stereotypes can infect [...]

"A fascinating new book... [Dr. Jennifer Eberhardt is] a genius."--Trevor Noah, The Daily Show with Trevor Noah "This book should be required reading for everyone."--Robin DiAngelo, author of White Fragility As featured on CBS This Morning, NPR's All Things Considered, TIME Magazine, and Democracy Now! You don't have to be racist to be biased. Unconscious bias can be at work without our realizing it, and even when we genuinely wish to treat all people equally, ingrained stereotypes can infect our visual perception, attention, memory, and behavior. This has an impact on education, employment, housing, and criminal justice. In Biased, with a perspective that is at once scientific, investigative, and informed by personal experience, Jennifer Eberhardt offers us insights into the dilemma and a path forward. Eberhardt works extensively as a consultant to law enforcement and as a psychologist at the forefront of this new field. Her research takes place in courtrooms and boardrooms, in prisons, on the street, and in classrooms and coffee shops. She shows us the subtle--and sometimes dramatic--daily repercussions of implicit bias in how teachers grade students, or managers deal with customers. It has an enormous impact on the conduct of criminal justice, from the rapid decisions police officers have to make to sentencing practices in court. Eberhardt's work and her book are both influenced by her own life, and the personal stories she shares emphasize the need for change. She has helped companies that include Airbnb and Nextdoor address bias in their business practices and has led anti-bias initiatives for police departments across the country. Here, she offers practical suggestions for reform and new practices that are useful for organizations as well as individuals. Unblinking about the tragic consequences of prejudice, Eberhardt addresses how racial bias is not the fault of nor restricted to a few "bad apples" but is present at all levels of society in media, education, and business. The good news is that we are not hopelessly doomed by our innate prejudices. In Biased, Eberhardt reminds us that racial bias is a human problem--one all people can play a role in solving. [less]

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Blended Course Design Workbook: A Practical Guide, The

Kathryn E. Linder

2016    224 Pages    (Stylus Publishing)

LCC: LB1028.5.L56

ISBN 13: 9781620364369    ISBN 10: 1620364360

Blended (also called hybrid) classrooms, in which face-to-face interaction is intentionally combined with online activities to aid student learning, are becoming more and more common. Most recently, “flipped” classrooms have become a popular method for teaching because more time for active learning in-class can be gained by moving content delivery such as lecture to outside-of-class homework using technology tools such as video or lecture capture. The blended model is proving to be an [...]

Blended (also called hybrid) classrooms, in which face-to-face interaction is intentionally combined with online activities to aid student learning, are becoming more and more common. Most recently, “flipped” classrooms have become a popular method for teaching because more time for active learning in-class can be gained by moving content delivery such as lecture to outside-of-class homework using technology tools such as video or lecture capture. The blended model is proving to be an environment that provides more self-directed, technology-mediated learning experiences for students who will be incorporating technology more and more into their professional lives post-college.The Blended Course Design Workbook meets the need for a user-friendly resource that provides faculty members and administrators with instructions, activities, tools, templates, and deadlines to guide them through the process of revising their traditional face-to-face course into a blended format. Providing a step-by-step course design process that emphasizes active learning and student engagement, this book will help instructors adapt traditional face-to-face courses to a blended environment by guiding them through the development of course goals and learning objectives, assignments, assessments, and student support mechanisms with technology integration in mind. It will also help instructors choose the right technologies based on an instructor’s comfort level with technology and their specific pedagogical needs. The book will help each instructor who uses the text to develop a unique course by making choices about their course design based on student learning needs for their chosen topic and discipline. Every component of the workbook has been piloted with faculty designing and implementing blended courses and then revised to better meet the needs of faculty across a range of comfort levels with technology use.The Blended Course Design Workbook includes detailed instructions for each stage of course design alongside specific activities that the reader can complete. The book is unique because it facilitates a step-by-step process for blended course design with specific templates and tools that can be used across disciplines.Additional resources and handouts are posted on the book page as well as the author website, www.bcdworkbook.com. [less]

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Blended Learning: Across the Disciplines, Across the Academy

Francine S. Glazer, James Rhem

150 Pages    (Stylus Publishing)

LCC: LB2341

ISBN 13: 9781579223243    ISBN 10: 1579223249

The book constitutes a practical introduction to blended learning, illustrated by implementations across a broad spectrum of disciplines . It enables faculty unfamiliar with this mode to address the core challenge of blended learning—to link the activities in each medium so that they reinforce each other to create a single, unified, course—and offers models they can adapt.New Pedagogies and Practices for Teaching in Higher Education

The book constitutes a practical introduction to blended learning, illustrated by implementations across a broad spectrum of disciplines . It enables faculty unfamiliar with this mode to address the core challenge of blended learning—to link the activities in each medium so that they reinforce each other to create a single, unified, course—and offers models they can adapt.New Pedagogies and Practices for Teaching in Higher Education [less]

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Blended Learning in Higher Education: Framework, Principles, and Guidelines

D. Randy Garrison, Norman D. Vaughan

2007    272 Pages    (Jossey-Bass)

LCC: LB2395.7

ISBN 13: 9780787987701    ISBN 10: 0787987700

This groundbreaking book offers a down-to-earth resource for the practical application of blended learning in higher education as well as a comprehensive examination of the topic. Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of [...]

This groundbreaking book offers a down-to-earth resource for the practical application of blended learning in higher education as well as a comprehensive examination of the topic. Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of teaching and learning in higher education across disciplines.In this much-needed book, authors D. Randy Garrison and Norman D. Vaughan present the foundational research, theoretical framework, scenarios, principles, and practical guidelines for the redesign and transformation of the higher education curriculum.Blended Learning in Higher EducationOutlines seven blended learning redesign principlesExplains the professional development issues essential to the implementation of blended learning designsPresents six illustrative scenarios of blended learning designContains practical guidelines to blended learning redesignDescribes techniques and tools for engaging students [less]

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Blueprint for Learning: Creating College Courses to Facilitate, Assess, and Document Learning

Laurie Richlin

160 Pages    (Stylus Publishing)

LCC: LB2361.R476

ISBN 13: 9781579221430    ISBN 10: 1579221432

** An acclaimed educator presents hands-on advice on teaching that meets today’s emphasis on learning outcomes and assessment** Informed by the most up-to-date research on how people learn** For all instructors in higher education--as well as high school teachersLaurie Richlin has been running a workshop on course design for higher education for over fifteen years, modifying and improving it progressively from the feedback of participants, and from what they in turn have taught her.Her [...]

** An acclaimed educator presents hands-on advice on teaching that meets today’s emphasis on learning outcomes and assessment** Informed by the most up-to-date research on how people learn** For all instructors in higher education--as well as high school teachersLaurie Richlin has been running a workshop on course design for higher education for over fifteen years, modifying and improving it progressively from the feedback of participants, and from what they in turn have taught her.Her goals are to enable participants to appropriately select teaching strategies, to design and create the conditions and experiences that will enable their students to learn; and in the process to develop the scholarly scaffold to document their ongoing course design and achievements.This book familiarizes readers with course design elements; enables them to understand themselves as individuals and teachers; know their students; adapt to the learning environment; design courses that promote deep learning; and assess the impact of the teaching practices and design choices they have made. She provides tools to create a full syllabus, offers guidance on such issues as framing questions that encourage discussion, developing assignments with rubrics, and creating tests. The book is packed with resources that will help readers structure their courses and constitute a rich reference of proven ideas.What Laurie Richlin offers is a intellectual framework, set of tools and best practices to enable readers to design and continually reassess their courses to better meet their teaching goals and the learning needs of their students. [less]

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Bringing the Excitement of Science to the Classroom Using Summer Research

1992    112 Pages    (Research Corp)

LCC: Q183.3.A1 B75

ISBN 13: 9780963350442    ISBN 10: 0963350447

"Tells the story of a highly successful, ten-year experiment in science education from the standpoints of the scientists, teachers, students and administrators of Partners in Science" -publ. notes.

"Tells the story of a highly successful, ten-year experiment in science education from the standpoints of the scientists, teachers, students and administrators of Partners in Science" -publ. notes. [less]

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Building a Pathway to Student Learning: A How-To Guide to Course Design

Steven K. Jones, Robert K. Noyd, Kenneth S. Sagendorf

2014    150 Pages    (Stylus Publishing)

LCC: LB2361.5

ISBN 13: 9781579228927    ISBN 10: 1579228925

This book leads you through the process of designing a learning-centered course. It is written as a “how-to” handbook, providing step-by-step guidance on creating a pathway to student learning, including 26 workboxes (also available free online) that lead you through each element of the course design process and promote a rich reflection process akin to being in a workshop setting. The authors prompt you to (1) consider the distinctive characteristics of your students; (2) clearly articulate [...]

This book leads you through the process of designing a learning-centered course. It is written as a “how-to” handbook, providing step-by-step guidance on creating a pathway to student learning, including 26 workboxes (also available free online) that lead you through each element of the course design process and promote a rich reflection process akin to being in a workshop setting. The authors prompt you to (1) consider the distinctive characteristics of your students; (2) clearly articulate your course learning goals; (3) create aligned summative assessments; (4) identify the specific knowledge, skills, and attitudes students will need in order to be successful; (5) craft effective learning experiences, informed by the well-documented research on how people learn; and (6) incorporate formative assessment to ensure you and your students are staying on track. Completion of the sequence of worksheets leads to a poster as a visual display of your course design. This graphic depiction of your course ties the components together, provides a clear map of action for teaching your course, for modifying as you evaluate the success of particular strategies or want to introduce new concepts, and for developing your syllabus. A rubric for evaluating course posters is included.For faculty developers, this book provides a proven and ready-made resource and text around which to design or redesign learner-centered course design workshops or multi-day course design retreats, replicating or modifying the renowned workshop that the authors have developed at the Air Force Academy for both faculty new to teaching and those with many years of teaching experience under their belt. [less]

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Building Teaching Capacities in Higher Education: A Comprehensive International Model

Alenoush Saroyan, Mariane Frenay, James E. Groccia

2010    240 Pages    (Stylus Publishing)

LCC: LB1738

ISBN 13: 9781579224103    ISBN 10: 1579224105

This book is the culmination of three years’ work by teams from eight institutions in five different European and North American countries. The teams included faculty developers, professors, and graduate students interested in developing and disseminating a more profound understanding of university-level pedagogy. The purpose of the project was, first, to conceptualize what an internationally-appropriate, formal academic program for faculty development in higher education might look like, [...]

This book is the culmination of three years’ work by teams from eight institutions in five different European and North American countries. The teams included faculty developers, professors, and graduate students interested in developing and disseminating a more profound understanding of university-level pedagogy. The purpose of the project was, first, to conceptualize what an internationally-appropriate, formal academic program for faculty development in higher education might look like, taking into account differing national contexts, from national standards for faculty development (U.K. and Scandinavia), almost universal institutional support (North America) to virtually no activities (France). The intention was to create and nurture a community of practice, enriched and informed by a range of expertise and different higher education traditions, cultures, and languages. To do so, the book begins with a section of five case studies that describe current practice in Belgium, Canada, Denmark, France and Switzerland.The second purpose was to define a common curriculum, or core course with common foundations, for faculty and graduate students, based on a distributed learning model. The final section of the book presents a concrete concept map used to define the curriculum, and to educational developers with useful tool for furthering their work, and explains the rationale for redefining faculty development as educational development.This book offers practitioners around the world a framework and model of educational development that can serve a number of purposes including professional development, monitoring and assessment of effectiveness, and research, as they seek to meet increasing demands for public accountability. For North American readers it offers insight into the vision and aims of the Bologna Process with which they may need to engage to maintain international competitiveness. [less]

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By Design: Planning Research on Higher Education

Richard J. Light, Judith D. Singer, John B. Willett

1990    296 Pages    (Harvard University Press)

LCC: LB2326.3

ISBN 13: 9780674089310    ISBN 10: 0674089316

Do students who work longer and harder learn more in college? Does joining a fraternity with a more academic flavor enhance a student's academic performance? When are the results from an innovation that is tried on one campus applicable to other campuses? How many students and faculty members must participate in a research project before findings are valid? Do students learn best when they study alone or in small groups? These are just some more than fifty examples that Richard Light Judith [...]

Do students who work longer and harder learn more in college? Does joining a fraternity with a more academic flavor enhance a student's academic performance? When are the results from an innovation that is tried on one campus applicable to other campuses? How many students and faculty members must participate in a research project before findings are valid? Do students learn best when they study alone or in small groups? These are just some more than fifty examples that Richard Light Judith Singer and John Willett explore in By Design, a lively nontechnical sourcebook for learning about colleges and universities. These authors believe that careful design of research on college effectiveness is the single most important step toward producing useful and valid findings. In that spirit, By Design is a pathbreaking textbook of modern research methods that both practitioners and students will find useful. [less]

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Caring: A Relational Approach to Ethics and Moral Education

Nel Noddings

2013    256 Pages    (University of California Press)

LCC: BJ1475

ISBN 13: 9780520275706    ISBN 10: 0520275705

With numerous examples to supplement her rich theoretical discussion, Nel Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. In Caring—now updated with a new preface and afterword reflecting on the ongoing relevance of the subject matter—the author provides a wide-ranging consideration of whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She [...]

With numerous examples to supplement her rich theoretical discussion, Nel Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. In Caring—now updated with a new preface and afterword reflecting on the ongoing relevance of the subject matter—the author provides a wide-ranging consideration of whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She discusses the extent to which we may truly care for plants, animals, or ideas. Finally, she proposes a realignment of education to encourage and reward not just rationality and trained intelligence, but also enhanced sensitivity in moral matters. [less]

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Cheating in College: Why Students Do It and What Educators Can Do about It

Donald L. McCabe, Kenneth D. Butterfield, Linda K. Treviño

2012    240 Pages    (Johns Hopkins University Press)

LCC: LB3609

ISBN 13: 9781421407166    ISBN 10: 1421407167

Today’s students are tomorrow’s leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating.The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common [...]

Today’s students are tomorrow’s leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating.The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities). Faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences.Based on the authors’ multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and to describe the cultural efforts that are effective in restoring it. [less]

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Cheating Lessons: Learning from Academic Dishonesty

James M. Lang

2013    272 Pages    (Harvard University Press)

LCC: LB3609.L275

ISBN 13: 9780674724631    ISBN 10: 0674724631

Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today's students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try--and that strategies which make [...]

Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today's students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try--and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots. Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning. Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem--they will have become better educators all around. [less]

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Classroom Assessment Techniques: A Handbook for College Teachers

Thomas A. Angelo, K. Patricia Cross

1993    448 Pages    (Jossey-Bass)

LCC: LB2822.75.A54

ISBN 13: 9781555425005    ISBN 10: 1555425003

This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including:What classroom assessment entails and how it works.How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.Fifty classroom assessment techniquesStep-by-step procedures for administering the techniquesPractical advice on how [...]

This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including:What classroom assessment entails and how it works.How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.Fifty classroom assessment techniquesStep-by-step procedures for administering the techniquesPractical advice on how to analyze your dataOrder your copy today. [less]

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Classroom Observation: A guide to the effective observation of teaching and learning

Matt O'Leary

2013    208 Pages    (Routledge)

LCC: LB1027.28

ISBN 13: 9780415525794    ISBN 10: 0415525799

Classroom Observation explores the pivotal role of lesson observation in the training, assessment and development of new and experienced teachers. Offering practical guidance and detailed insight on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals. Illustrated throughout with practical examples from a range of education settings, [...]

Classroom Observation explores the pivotal role of lesson observation in the training, assessment and development of new and experienced teachers. Offering practical guidance and detailed insight on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals. Illustrated throughout with practical examples from a range of education settings, it considers observation as a means of assessing teaching and learning and also as a way of developing teachers’ skills and knowledge. Key topics include: The purposes and uses of lesson observation The socio-political and historical context in which lesson observation has developed Practical guidance on a range of observation models and methods Teacher autonomy and professional identity Performance management, professional standards and accountability Peer observation, self-observation and critical reflection Using video in lesson observation. Written for all student and practising teachers as well teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe and how it can be best used to improve teaching and learning. [less]

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Clickers in the Classroom: Using Classroom Response Systems to Increase Student Learning

David S. Goldstein, Peter D. Wallis

2015    160 Pages    (Stylus Publishing)

LCC: LB1028.3

ISBN 13: 9781620362808    ISBN 10: 1620362805

With classroom response systems (or CRSs, also known as Student Response Systems, Individual Response Systems, or, informally, “clickers”) in use in higher education for some 20 years, there is now both ample research and a wealth of examples and ideas to draw on for faculty who are contemplating their use, or exploring new ways to integrate them in their teaching.The research demonstrates that, integrated purposefully in courses, the use of clickers aligns with what neuroscience tells us [...]

With classroom response systems (or CRSs, also known as Student Response Systems, Individual Response Systems, or, informally, “clickers”) in use in higher education for some 20 years, there is now both ample research and a wealth of examples and ideas to draw on for faculty who are contemplating their use, or exploring new ways to integrate them in their teaching.The research demonstrates that, integrated purposefully in courses, the use of clickers aligns with what neuroscience tells us about the formation of memory and the development of learning. In addition, they elicit contributions from otherwise reticent students and enhance collaboration, even in large lecture courses; foster more honest responses to discussion prompts; increase students’ engagement and satisfaction with the classroom environment; and provide an instantaneous method of formative assessment.This book presents a brief history of the development of CRSs and a survey of empirical research to provide a context for current best practices, and then presents seven chapters providing authentic, effective examples of the use of clickers across a wide range of academic disciplines, demonstrating how they can be effective in helping students to recognize their misconceptions and grasp fundamental concepts.Like all pedagogical interventions, classroom response systems are no panacea, and the experienced contributors candidly describe avoidable pitfalls while demonstrating how clickers can deepen student learning and how, by providing instantaneous feedback, they enable teachers to make adjustments on the fly to better address student understandings or misunderstandings.The final chapter explores pros and cons of response systems that use mobile devices and smart phones, and the book concludes with an annotated list of further resources, such as books, articles, and videos. [less]

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Collaborative Learning Techniques: A Handbook for College Faculty

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

2014    456 Pages    (Jossey-Bass)

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]

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College Fear Factor: How Students and Professors Misunderstand One Another, The

Rebecca D. Cox

2011    216 Pages    (Harvard University Press)

LCC: LB2328

ISBN 13: 9780674060166    ISBN 10: 0674060164

They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students―children of immigrants and blue-collar workers―who know that their hopes for success hinge on a degree. But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not [...]

They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students―children of immigrants and blue-collar workers―who know that their hopes for success hinge on a degree. But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don’t feel entitled to be there. They do not presume success, and if they have a problem, they don’t expect to receive help or even a second chance. Rebecca D. Cox draws on five years of interviews and observations at community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated―by their real-world responsibilities and by the demands of college―and come to conclude that they just don’t belong there after all. Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations. [less]

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College Students' Sense of Belonging

Terrell L. Strayhorn

2018    210 Pages    (Routledge)

LCC: LB3609

ISBN 13: 9781138238558    ISBN 10: 978113823855

Belonging―with peers, in the classroom, or on campus―is a critical dimension of success at college. It can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. The 2nd Edition of College Students’ Sense of Belonging explores student sub-populations and campus [...]

Belonging―with peers, in the classroom, or on campus―is a critical dimension of success at college. It can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. The 2nd Edition of College Students’ Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines for improving educational environments and policies, this book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in students’ success. New to this second edition: A refined theory of college students’ sense of belonging and review of current literature in light of new and emerging theories; Expanded best practices related to fostering sense of belonging in classrooms, clubs, residence halls, and other contexts; Updated research and insights for new student populations such as youth formerly in foster care, formerly incarcerated adults, and homeless students; Coverage on a broad range of topics since the first edition of this book, including cultural navigation, academic spotting, and the "shared faith" element of belonging. [less]

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Confidence in Critical Thinking

Arlene Egan

2019    216 Pages    (Routledge)

ISBN 13: 9781138060333    ISBN 10: 113806033X

Confidence in Critical Thinkingbridges the gap between theory and application for both new and established educators who wish to recognise their own critical-thinking skills, develop them and, in turn, support the development of their learners. By harnessing findings from research on design, engagement, goal setting, coaching, performance and the influence of language, this book: Facilitates educators in moving from thinking about these skills as theoretical concepts to practical application [...]

Confidence in Critical Thinkingbridges the gap between theory and application for both new and established educators who wish to recognise their own critical-thinking skills, develop them and, in turn, support the development of their learners. By harnessing findings from research on design, engagement, goal setting, coaching, performance and the influence of language, this book: Facilitates educators in moving from thinking about these skills as theoretical concepts to practical application Supports educators in their own personal development Provides practical exercises and ideas for learner skills development Encourages reflection from the educator on their own development. A must-read for those wishing to examine the assumption that critical-thinking development happens to all learners to an equal degree as a natural part of the education process, Confidence in Critical Thinkingis for both learners wishing to understand and develop critical-thinking skills and educators wanting to develop their learners', and their own, critical skills. [less]

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Connected Teaching

Harriet L. Schwartz, Laurent A. Parks Daloz (Foreword by), Judith V. Jordan (Afterword by)

2019    192 Pages    (Stylus Publishing, LLC)

ISBN 13: 9781620366370    ISBN 10: 1620366371

At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning. This book explores teaching as a relational practice - a practice wherein connection and disconnection with students, power, identity, and emotion [...]

At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning. This book explores teaching as a relational practice - a practice wherein connection and disconnection with students, power, identity, and emotion shape the teaching and learning endeavor. The author describes moments of energetic deep learning and what makes these powerful moments happen. She calls on readers to be open to and seek relationship, understand their own socio-cultural identity (and how this shapes internal experience and the ways in which they are met in the world), and vigilantly explore and recognize emotion in the teaching endeavor. Connected Teachingis informed and inspired by Relational Cultural Theory (RCT). The premise of RCT is that the experience of engaging in growth-fostering interactions and relationships is essential to human development. RCT's founding scholars believed the theory would be relevant in many different settings, but this is the first book to apply them to teaching and learning in higher education. In this book, the author shows that RCT has much to offer those devoted to student learning and development, providing a foundation from which to understand the transformative potential of teaching as a relational practice. [less]

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Connecting in College: How Friendship Networks Matter for Academic and Social Success

Janice M. McCabe

2016    216 Pages    (University Of Chicago Press)

LCC: LB3607

ISBN 13: 9780226409528    ISBN 10: 022640952X

We all know that good study habits, supportive parents, and engaged instructors are all keys to getting good grades in college. But as Janice M. McCabe shows in this illuminating study, there is one crucial factor determining a student’s academic success that most of us tend to overlook: who they hang out with. Surveying a range of different kinds of college friendships, Connecting in College details the fascinatingly complex ways students’ social and academic lives intertwine and how [...]

We all know that good study habits, supportive parents, and engaged instructors are all keys to getting good grades in college. But as Janice M. McCabe shows in this illuminating study, there is one crucial factor determining a student’s academic success that most of us tend to overlook: who they hang out with. Surveying a range of different kinds of college friendships, Connecting in College details the fascinatingly complex ways students’ social and academic lives intertwine and how students attempt to balance the two in their pursuit of straight As, good times, or both.             As McCabe and the students she talks to show, the friendships we forge in college are deeply meaningful, more meaningful than we often give them credit for. They can also vary widely. Some students have only one tight-knit group, others move between several, and still others seem to meet someone new every day. Some students separate their social and academic lives, while others rely on friendships to help them do better in their coursework. McCabe explores how these dynamics lead to different outcomes and how they both influence and are influenced by larger factors such as social and racial inequality. She then looks toward the future and how college friendships affect early adulthood, ultimately drawing her findings into a set of concrete solutions to improve student experiences and better guarantee success in college and beyond. [less]

 
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