1,720,968 research outputs found
Inspired College Teaching: A Career-Long Resource for Professional Growth
No full textPraise for Inspired College Teaching "The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members; her ability to identify issues that are shared and solvable; and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume. In addition, her personal and professional reflections on her long career as a faculty member, writer, and faculty developer expose tantalizing research questions that young education researchers might want to examine. The originality of this volume is its exploration of and reflection on a faculty member's career from a long-term perspective. The focus on iterative self and course renewal is personal and thus practical. In a way, it is a 'workshop between book covers' or perhaps several workshops!" — Laura L. B. Border, director, Graduate Teacher Program and Collaborative Preparing Future Faculty Network, University of Colorado at Boulder "A book by Maryellen Weimer always displays her wonderful grasp of the literature on college teaching and learning, her ability to tell good stories, and her wit and wisdom. This one is no exception." —Nancy Van Note Chism, professor, Indiana University School of Education, Indiana University-Purdue University Indianapolis "Although I work at a faculty teaching center and encounter many books on teaching, I have seen very few that span the full arc of the teaching career and what steps can be taken at each stage in order to retain vitality all the way through the way that this book does. I look forward to getting my own copy and using it as a resource in the faculty development activities of my center. It will have a wide readership." —Mano Singham, University Center for Innovation in Teaching and Education, Case Western Reserve University From the Inside Flap Good teaching requires a lot from teachers: emotional energy, the will to keep caring, intellectual stamina, creative approaches, vigilance, perseverance to find the way back from failure, and faith in the power of feedback to promote learning. In this groundbreaking work, Maryellen Weimer, acclaimed education author, experienced college teacher, and editor of The Teaching Professor, posits that the growth and development of a college teacher should be seen as a journey and shows how this career-long quest can be just as exciting as its destination. Inspired College Teaching reveals what faculty at all levels (beginning, mid-career, and senior) are best positioned to accomplish as teachers. It proposes activities that faculty can use across their careers to awaken their intellectual curiosity, develop instructional prowess, and keep alive the motivation to teach with passion. Filled with wisdom and a healthy dose of wit, Inspired College Teaching puts the spotlight on how faculty can best use Weimer's tested improvement process. Step by step, she shows how to select changes, how to adapt them, how to implement them, how to assess their effects, how to revise them, and when to infuse these changes elsewhere in the classroom. This method rests on Weimer's premise that faculty can and should play the central role in their own improvement process. Only by being truly involved can faculty undertake the transformative activities that result in vibrant, invigorated teaching. Inspired College Teaching is the hands-on resource that can help faculty understand and plan for all that it takes to sustain teaching excellence across a career
Learner-centered teaching: five key changes to practice
No full textIn this new edition of the classic work, one of the nation's most highly regarded authorities on effective college teaching offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom, including the most up-to-date examples of practice in action from a variety of disciplines, an entirely new chapter on the research support for learner-centered approaches, and a more in-depth discussion of how students' developmental issues impact the effectiveness of learner-centered teaching. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone
Assumptions the Grow Teachers
No full textMost college teachers begin their careers full of enthusiasm for teaching. But their idealistic goals and the realities of academic careers often collide, leaving teachers with tarnished goals and sometimes cynical perspectives. Beliefs about teaching directly impact practice in the classroom. Some increase instructional effectiveness and contribute to long term growth. What are those assumptions on which solid instructional practice can be set and what beliefs foster the growth and development of teachers? The goal of this session is to propose ways of thinking about growth and change that can increase both the motivation to teach and effectiveness in the classroom. Weimer is founding editor of The Teaching Professor newsletter and website (http://www.teachingprofessor.com) as well as a wonderfully helpful blog (http://teachingprofessor.blogspot.com/)
Improving Higher Education: Issues and Perspectives on Teaching and Learning
Get PDFTo Faculty Belongs the Ultimate Instructional Prerogative
Instruction Can Be Improved
Instructional Tips, Tricks, and Techniques Bless and Curse Improvement
Instructional Improvement is a Difficult Process
Faculty Want to Improve
Conclusion
Reference
Improving college teaching : strategies for developing instructional effectiveness /
No full textBibliogr.: p. 215-224Index: p. 225-23
Learner-Centered Teaching Five Key Changes to Practice
No full textIn this new edition of the classic work, one of the nation's most highly regarded authorities on effective college teaching offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom, including the most up-to-date examples of practice in action from a variety of disciplines, an entirely new chapter on the research support for learner-centered approaches, and a more in-depth discussion of how students' developmental issues impact the effectiveness of learner-centered teaching. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alon
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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