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OverviewThis book mines the science of teaching and learning for strategies to help college professors align every aspect of their teaching. Everything matters when it comes to teaching and learning: student characteristics, the school itself, and cultural ideas about the value of higher education, to name a few. Most of these influences are outside the college instructor’s control. Other issues, however—such as a course’s intellectual demands, the type of feedback students receive, the instructional methods, and the relationship that connects professor to student—are controllable. This book examines the many choices professors make about their teaching, beginning with their initial planning of the course and its basic content through final decisions about grades and assessing effectiveness. This book is for beginning instructors as well as those who have been teaching at the college level for many years. Author Donelson Forsyth calls readers’ attention to basics such as the cognitive, motivational, personal, and interpersonal processes flowing through even the most routine of educational experiences. He also addresses online teaching, instructional design, learning teams, and new technologies to help professors re-examine and refresh their existing practices. Full Product DetailsAuthor: Donelson R. Forsyth, PhDPublisher: American Psychological Association Imprint: American Psychological Association Dimensions: Width: 17.80cm , Height: 2.30cm , Length: 25.40cm Weight: 0.783kg ISBN: 9781433820816ISBN 10: 1433820811 Pages: 354 Publication Date: 19 October 2015 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of ContentsPreface Introduction Chapter 1: Orienting: Considering Purposes and Priorities Chapter 2: Prepping: Planning to Teach a College Class Chapter 3: Guiding: Student-Centered Approaches to Teaching Chapter 4: Lecturing: Developing and Delivering Effective Presentations Chapter 5: Testing: Strategies and Skills for Evaluating Learning Chapter 6: Grading (and Aiding): Helping Students Reach Their Learning Goals Chapter 7: Managing: Fostering Academic Integrity, Civility, and Tolerance Chapter 8: Upgrading: Using Technology Creatively in Teaching Chapter 9: Evaluating: Assessing and Enhancing Teaching Quality Chapter 10: Documenting: Developing a Teaching Portfolio References Index About the AuthorReviews“A complete course of instruction under one cover, College Teaching is ideal as a curriculum textbook and should be a part of every academic library Educational Methodology reference collections and supplemental studies list.” —Midwest Book Review “Drawing on the burgeoning scholarship of the teaching and learning literature, Donelson R. Forsyth provides a well-crafted, organized guide to the intricacies of college teaching.” — PsycCRITIQUES® “In his book College Teaching, Donelson Forsyth answers all the questions you have ever thought of asking, and some that had never occurred to you to ask, about teaching college courses.” —Psychology Teacher Network “Forsyth full integrates the theoretical, conceptual and research bases for all of the topics he presents. However, his no-nonsense directives and recommendations stand out as the main reason to purchase the book.” —New England Psychologist Forsyth full integrates the theoretical, conceptual and research bases for all of the topics he presents. However, his no-nonsense directives and recommendations stand out as the main reason to purchase the book. * New England Psychologist * Drawing on the burgeoning scholarship of the teaching and learning literature, Donelson R. Forsyth provides a well-crafted, organized guide to the intricacies of college teaching. * PsycCRITIQUES * In his book College Teaching, Donelson Forsyth answers all the questions you have ever thought of asking, and some that had never occurred to you to ask, about teaching college courses. * Psychology Teacher Network * A complete course of instruction under one cover, College Teaching is ideal as a curriculum textbook and should be a part of every academic library Educational Methodology reference collections and supplemental studies list. * Midwest Book Review * A complete course of instruction under one cover, College Teaching is ideal as a curriculum textbook and should be a part of every academic library Educational Methodology reference collections and supplemental studies list. --Midwest Book Review Drawing on the burgeoning scholarship of the teaching and learning literature, Donelson R. Forsyth provides a well-crafted, organized guide to the intricacies of college teaching. -- PsycCRITIQUES(R) In his book College Teaching, Donelson Forsyth answers all the questions you have ever thought of asking, and some that had never occurred to you to ask, about teaching college courses. --Psychology Teacher Network Forsyth full integrates the theoretical, conceptual and research bases for all of the topics he presents. However, his no-nonsense directives and recommendations stand out as the main reason to purchase the book. --New England Psychologist A complete course of instruction under one cover, College Teaching is ideal as a curriculum textbook and should be a part of every academic library Educational Methodology reference collections and supplemental studies list. --Midwest Book Review Drawing on the burgeoning scholarship of the teaching and learning literature, Donelson R. Forsyth provides a well-crafted, organized guide to the intricacies of college teaching. -- PsycCRITIQUES(R) In his book College Teaching, Donelson Forsyth answers all the questions you have ever thought of asking, and some that had never occurred to you to ask, about teaching college courses. --Psychology Teacher Network Forsyth full integrates the theoretical, conceptual and research bases for all of the topics he presents. However, his no-nonsense directives and recommendations stand out as the main reason to purchase the book. --New England Psychologist Author InformationDonelson R. Forsyth, PhD, completed his undergraduate work at Florida State University in 1974, in sociology and psychology with a minor in education. He completed his doctorate at the University of Florida in 1978. He has taught at Virginia Commonwealth University, the University of Kansas, and the University of Richmond. Dr. Forsyth holds the Colonel Leo K. and Gaylee Thorsness Chair in Ethical Leadership in the Jepson School of Leadership Studies at the University of Richmond. He has taught at Virginia Commonwealth University, the University of Kansas, and the University of Richmond. A social and personality psychologist, Dr. Forsyth studies groups, leadership, ethical thought, and educational outcomes. In addition to his general interest in group processes and personality, he explores empirically the psychological and interpersonal consequences of success and failure at the group and individual level, individual differences in ethical ideology, and perceptions of leaders. He has authored more than 140 chapters and articles on ethics, groups, and related topics, and his books include Group Dynamics (1983, 1990, 1999, 2006, 2010, 2014); Social Psychology (1987); Psychotherapy and Behavior Change: Social, Cultural, and Methodological Perspectives (1988, with H. Nick Higgenbotham and Stephen G. West); Our Social World (1995); and The Professor's Guide to Teaching (2003). Dr. Forsyth also has edited, with C. R. Snyder, the Handbook of Social and Clinical Psychology: The Health Perspective (1991); The Social Psychology of Leadership (with Crystal Hoyt and George Goethals, 2008); and For the Greater Good of All: Perspectives on Individualism, Society, and Leadership (with Crystal Hoyt, 2011). Dr. Forsyth has taught thousands of graduate and undergraduate students during his 38 years as a professor in such courses as introductory psychology, educational psychology, environmental psychology, social psychology, group dynamics, research methods, internships, theories and models of leadership, and ethics. He was recognized as the Outstanding Group Psychologist by the Society of Group Psychology and Group Psychotherapy in 1996. He received the State of Virginia Outstanding Faculty Award in 2002 and the Distinguished Educator Award from the University of Richmond in 2010. He is a fellow of APA. Tab Content 6Author Website:Countries AvailableAll regions |
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