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Offers free instructional videos and downloadable resources that clearly outline how to implement high-impact, evidence-based teaching techniques that improve students' learning; and document student learning in ways that provide the information teachers need to improve their teaching as well as assist them in their efforts for hiring, tenure, and promotion.
The Journal targets the professional development of college and university faculty within the Commonwealth of Kentucky. Its primary goal is to enhance student learning by promoting excellence in teaching in higher education institutions in Kentucky.
The Scholarship of Teaching and Learning in and Across the Disciplines by Kathleen McKinney (Editor); Mary Taylor Huber (Foreword by)The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research.
Higher education is a particularly complex site for enhancement initiatives. This book offers those involved in change a coherent conceptual overview of enhancement approaches, of the change context, and of the probable interactions between them.
Classroom Assessment Techniques by Thomas A. Angelo; K. Patricia CrossThis revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today.
Call Number: LB 2822.75 .A54 1993
Publication Date: 1993-03-12
Learner-Centered Teaching by Maryellen WeimerMaryellen Weimer offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Call Number: LB2331 .W39 2013
Publication Date: 2013
Scholarship of Teaching & Learning
Scholarship Reconsidered by Ernest L. BoyerThe Carnegie Foundation for the Advancement of Teaching Ernest L. Boyer's Scholarship Reconsidered offers a new paradigm that recognizes the full range of scholarly activity by college and university faculty and questions the existence of a reward system that pushed faculty toward research and publication and away from teaching.
Call Number: LA227.3 .B694 1990
Publication Date: 1997-11-28
Scholarship Assessed by Charles E. Glassick; Mary Taylor Huber; Gene I. MaeroffScholarship Assessed examines the changing nature of scholarship in today's colleges and universities and proposes new standards with a special emphasis on methods for assessment and documentation. Begun under the oversight of Ernest L. Boyer, and based on the findings of the Carnegie Foundation's National Survey on the Reexamination of Faculty Roles and Rewards, Scholarship Assessed provides a base of information for and gives focus to the debate of institutional standards of rigor and quality.
A series of thematic journals presenting ideas and techniques for improving college teaching, based both on the practical expertise of seasoned instructors and on the latest research findings of educational and psychological researchers.
Data from student ratings of instruction (SRI) are used ubiquitously as a key element in providing instructors with valuable feedback and evaluators with critical student input. Nonetheless, calls for the elimination of SRI continue to appear in academic journals and higher education periodicals. This paper brings to bear the huge body of research on SRI to which so many academics and institutions have contributed. Some of the most egregiously erroneous statements about SRI are rebutted with brief reviews of the readily available compelling evidence.
The FLAG offers broadly applicable, self-contained modular classroom assessment techniques (CATs) and discipline-specific tools for SMET instructors interested in new approaches to evaluating student learning, attitudes and performance. Each has been developed, tested and refined in real colleges and universities classrooms. The FLAG also contains an assessment primer, a section to help you select the most appropriate assessment technique(s) for your course goals, and other resources.