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OverviewShows what kind of changes college faculty make to their teaching and why they make them. Full Product DetailsAuthor: Catharine Hoffman Beyer , Edward Taylor , Gerald M. GillmorePublisher: State University of New York Press Imprint: State University of New York Press Dimensions: Width: 15.20cm , Height: 2.50cm , Length: 22.90cm Weight: 0.481kg ISBN: 9781438446059ISBN 10: 1438446055 Pages: 268 Publication Date: 01 January 2013 Audience: General/trade , General Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents"List of Tables and Figures Acknowledgments 1. Gifts College Teaching Realities Purpose of the Study and Key Findings Literatures Our Paths Organization 2. How Was the Study Conducted Faculty Sample Graduate Student Sample Study Design Generalizability and Usefulness 3. What Courses Did Faculty Describe? Key Findings: Disciplinary Practice, Content, and Critical Thinking Class Size, TA Help, and Course Levels Pedagogy Course Requirements Learning beyond the Classroom Summary: Courses 4. What Changes Did Faculty Make to Their Courses? Changes to Courses Few Changes Big Directions of Change Are You Still Making Changes to Your Teaching Summary: Changes 5. Why Did Faculty Make Changes to Their Courses? Reasons for Changes Made to Specific Courses End-of-interview Ratings of Sources of Change Summary: Reasons and Sources for Change 6. What Allowed Faculty to Teach from the Self? The Importance of Changes in the Self Moving Beyond the Graduate Student Experience Learning to Trust Their Own Authority over Time Permission to Make Mistakes Knowing That They Know How to Teach Paring Down, Opening Up, and Weaving In Listening to Changes in the Self Summary: Teaching from the Self 7. What Did Faculty Say about Students Students as Learners Students Today... Praise for Students Today Summary: Students and Other Learners 8. What ""Research"" Methods Did Faculty Use? Sources of Information on Teaching and Learning Tracking the Effects of Change Summary: Researching One's Own Teaching Effectiveness 9. Were There Differences across Groups? Difference Based on Faculty Characteristics Faculty of Color Three Disciplines Graduate Students and Faculty Members Summary: Differences 10. Learning in the Act of Teaching Appendices Appendix A: UW GIFTS Interview Questions for Faculty Appendix B: Focus Group Questions for Graduate Students Appendix C: Tables on Statistically Significant Differences Notes Bibliography Index"ReviewsThis book captures the voices of faculty engaged in the classroom in a fashion that I have not seen before. In the midst of a cacophony of works denouncing the professoriate as insensitive to problems of student learning (generally with little evidence), this study offers a glimpse into the real attitudes of a large group of instructors. David Pace, coeditor of Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking This book captures the voices of faculty engaged in the classroom in a fashion that I have not seen before. In the midst of a cacophony of works denouncing the professoriate as insensitive to problems of student learning (generally with little evidence), this study offers a glimpse into the real attitudes of a large group of instructors. - David Pace, coeditor of Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking """This book is valuable for revealing in quantifiable terms what many in this field already know; that teaching is a dynamic and malleable activity. But what it also reveals is that the greatest changes in the classroom occur when professors are tuned into the intimate voice of their own discipline, within the context of their own classroom."" - Teaching Theology and Religion ""This is a beautifully written book, careful in describing the study's methods and judicious in reporting results."" - Change ""This book captures the voices of faculty engaged in the classroom in a fashion that I have not seen before. In the midst of a cacophony of works denouncing the professoriate as insensitive to problems of student learning (generally with little evidence), this study offers a glimpse into the real attitudes of a large group of instructors."" - David Pace, coeditor of Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking" This book is valuable for revealing in quantifiable terms what many in this field already know; that teaching is a dynamic and malleable activity. But what it also reveals is that the greatest changes in the classroom occur when professors are tuned into the intimate voice of their own discipline, within the context of their own classroom. - Teaching Theology and Religion This is a beautifully written book, careful in describing the study's methods and judicious in reporting results. - Change This book captures the voices of faculty engaged in the classroom in a fashion that I have not seen before. In the midst of a cacophony of works denouncing the professoriate as insensitive to problems of student learning (generally with little evidence), this study offers a glimpse into the real attitudes of a large group of instructors. - David Pace, coeditor of Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking Author InformationCatharine Hoffman Beyer is Research Scientist and Lecturer in the Interdisciplinary Writing Program at the University of Washington. Edward Taylor is Dean and Vice Provost of Undergraduate Academic Affairs and Professor of Educational Leadership and Policy Studies at the University of Washington. Gerald M. Gillmore is former Director of the Office of Educational Assessment at the University of Washington. Tab Content 6Author Website:Countries AvailableAll regions |
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