This book shows college administrators, deans, department heads, and faculty development professionals how to improve the instructional performance of faculty members. It offers strategies for overcoming resistance and motivating faculty members to improve their teaching--and identifies the resources, activities, and services that will help them to succeed.
Change is needed. But who's got the time? Or maybe you're just starting out, and you want to get it right the first time. If so, Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students is the blueprint.
This report presents a collection of teaching models to help college faculty improve their teaching. Six categories of teaching models are presented: (1) assessment and feedback models, including the Classroom...
This book is a step-by-step guide for doing research to inform and improve teaching and learning.
But real change is possible, and Carl Wieman shows us how it can be done—through detailed, tested strategies.
The Process of Improving College Teaching: Driving and Restraining Forces by Institutional Type
Based on his many years of experience teaching new faculty about teaching and writing, Boice presents ten basic, interrelated principles that underlie effective teaching. These principles address attitudes as well...
What makes a good college teacher? This book provides an evidence- based answer to that question by presenting a set of "model teaching characteristics" that define what makes a good college teacher.
Ultimately, this volume affirms how learning communities are strengthened when they include diverse student populations such as FGS and meet their particular emotional, academic, and financial needs.
Praise for Teaching Naked "Bowen makes the most intelligent argument I've encountered about how we should think about teaching and learning and emerging technologies." —Ken Bain, provost and vice president for academic affairs and ...
This book presents a model of embedded professional development, which capitalizes on the affordances of technology to enable groups of faculty to examine their practice in a non-evaluative context, but with a clear focus on improvement.