Buch, Englisch, 400 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 771 g
A Guide for New Professors and Graduate Students
Buch, Englisch, 400 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 771 g
ISBN: 978-1-59874-533-7
Verlag: Left Coast Press Inc
The second edition of Rotenberg’s popular guide to college teaching includes additional material on teaching in a digital environment, universal design, and teaching diverse students. As in the first edition, the book provides a hands-on, quick-start guide to the complexities of the college classroom for instructors in their first five years of teaching independently. The chapters survey the existing literature on how to effectively teach young adults, offering specific solutions to the most commonly faced classroom dilemmas. The author, a former department chair and award-winning instructor, encourages the new teacher to support their students as individual learners who are engaged in a program of study beyond their individual class. A focus on the choices made during the design of the course helps the instructor coordinate their class with a department or college curriculum. An extensive discussion of the relationship between classroom design and class size, as well as tips of assessment and grading, enable the new instructor to better handle the challenges of contemporary college classrooms.
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Weitere Infos & Material
Part 1 Teaching as an Art and Teaching as a Craft; Chapter 1 The Learning Curve of the College Teacher; Chapter 2 EveryChapter 2: Plan of the Book; Part 2 What Do We Know About Postsecondary Intellectual Development?; Chapter 3 Bloom and Perry on Adult Learners; Chapter 4 Kolb and Experiential Learning; Chapter 5 Gardner and Multiple Intelligences; Chapter 6 Baxter-Magolda and Ways of Knowing; Chapter 7 King and Kitchener and the Reflective Judgment Model; Part 3 What Do We Know About Effective Undergraduate Teaching?; Chapter 8 Current Approaches to Understanding Growth in Thinking Skills; Chapter 9 History and Development of Best Practices Research; Part 4 The Role of the Teacher in the Classroom; Chapter 10 The Real Relationship Between Teacher and Student; Chapter 11 Figuring Out What to Teach and How Much of It; Chapter 12 Who Are Our Students?; Chapter 13 The Virtual Classroom and Hybrid Learning Spaces; Part 5 Demands on the New Instructor; Chapter 14 Departmental Demands; Chapter 15 Demands of General Education Courses; Chapter 16 Demands of the Undergraduate Major; Chapter 17 Demands of Graduate Programs; Chapter 18 Interdisciplinary Demands; Part 6 Universal Design; Chapter 19 Universal Design in Higher Education; Chapter 20 Universal Design of Courses; Part 7 Constructing the Syllabus; Chapter 21 Developing a Course for the First Time; Chapter 22 The Impact of Class Size on a Syllabus; Chapter 23 Taking the Calendar into Account; Chapter 24 Ordering Books and Photocopying Material; Chapter 25 Technical Components of a Syllabus; Chapter 26 Selecting the Knowledge Base for the Course; Chapter 27 Selecting Texts; Chapter 28 Fitting the Course into the Curriculum; Chapter 29 Organizing the Course around Problem Sets; Chapter 30 Organizing the Course around Specific Experiences; Chapter 31 Learning Management Software; Part 8 Setting Your Expectations for Students’ Reasoning Skills; Chapter 32 Characterizing Critical Thinking; Chapter 33 How to Recognize Criti
