Higher education has seen better days. Harsh budget cuts, the precarious nature of employment in college teaching, and political hostility to the entire enterprise of education have made for an increasingly fraught landscape. Radical Hope is an ambitious response to this state of affairs, at once political and practical--the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice. Kevin Gannon asks that the contemporary university's manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. Considering individual pedagogical practice, the students who are the primary audience and beneficiaries of teaching, and the institutions and systems within which teaching occurs, Radical Hope surveys the field, tackling everything from impostor syndrome to cell phones in class to allegations of a campus "free speech crisis." Throughout, Gannon translates ideals into tangible strategies and practices (including key takeaways at the conclusion of each chapter), with the goal of reclaiming teachers' essential role in the discourse of higher education.
Teaching Values and Ethics in College
Teaching for Learning provides instructors with a resource grounded in the academic knowledge base, written in an easily accessible, engaging, and practical style.
Harackiewicz , J. M. , Barron , K. E. , Carter , S. M. , Lehto , A. T. , & Elliot , A. J. ( 1997 ) . Predictors and consequences of achievement goals in the college classroom : Maintaining interest and making the grade .
A Case Study in Service Teaching
In this volume the authors document examples of programmes/courses/activities that are designed intentionally to build students' capacity to be integrative thinkers and learners.
Selected Papers from the 14th International Conference on College Teaching and Learning
Drawing on the theoretical works of Dorothy Smith and Michel Foucault and utilizing in-depth interviews with eight women faculty, five women teaching assistants and nine students (eight women and one man), I examine the socially mediated ...
Expert Teachers' Perceptions of University Teaching: The Identification of Teaching Skills : a Research Report
"In this issue of The Cross Papers, John Squires provides a primer on course redesign, a process introduced in 1999 by Carol Twigg and the National Center for Academic Transformation."--Foreword.
Document d'aide et d'information à l'intention des assistant(e)s d'enseignement et de notation en histoire