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Taschenbuch. Etat : Neu. Neuware - Our primary goal in assembling this collection is to convince faculty to experiment with the 'flipped' classroom. Given the techtonic shift, providing educators with an abundance of electronic resources, as well as the nature of today's students, every faculty member needs to consider the possibilities of the flip. Now that active learning has been demonstrated by research to be more effective than the pure sage-on-the-stage paradigm, flipping is a natural outgrowth with its recognition that classroom time needs to be dedicated to activities by the instructor, the individual students, and groups that promote a deeper learning of the material. This book offers a guide for those faculty members wishing to make the first steps, taking the instructor from preparation for the flipped class experience through actual out-of-class assignments, in-class activities, electronic resources available for support, and even assessment of student performance and class effectiveness.

Taschenbuch. Etat : Neu. Neuware - We hope readers will consider these threads when reviewing the teaching tips in this collection:1. Teaching metacognition demands intention and modeling of the strategies.2. Using metacognition in the classroom requires establishing the students as willing and interested learners in the first place.3. Teaching students how to apply metacognitive strategies also means that we are teaching students to learn about the learning process.4. Teaching metacognition encourages students to become active, critical, and creative learners.In short, metacognition offers a way for you to rethink instruction while also, as the authors learned at their own institution, reconsidering the relationship between teaching and learning. As you read, however, we encourage you to think differently about the ways you apply metacognitive strategies in your teaching and the ways you ask students to incorporate these concepts in your assignment, course, and service or administrative work on campus. No doubt you'll develop your own effective metacognitive strategies, and referring to this title will go a long way in the right direction.

Taschenbuch. Etat : Neu. Neuware - The authors wrote this book, the tenth in their 'It Works for Me' Series, to encourage scholars to attempt to produce the fastest growing form of research, the Scholarship of Teaching and Learning, or SoTL. The collection begins with their essay on the rapid growth of this form from one of Boyer's four types of scholarship to today's SoTL, and they even provide a succinct rationale for attempting such scholarship, including personal discussions on the best articles they have written on the subject. The next section in the book covers historical and theoretical perspectives on the scholarship of teaching and learning. Following that, another section offers actual tips for the production of SoTL, which is followed by a section describing some SoTL projects. The authors then put forth a step-by-step guide to help you with a SoTL project and conclude with their speculations on future developments in this form.

Taschenbuch. Etat : Neu. Neuware - From The Authors: Is the term 'innovative faculty development' actually redundant In our way of thinking, faculty development-mostly because of its youth-necessitates innovation. In fact, any new field depends upon creative thinking and its implementation into innovation to progress.In our academic careers, despite a background in traditional studies in English, we have helped develop three new disciplines-pop culture (especially comic book theory), creative writing, and now faculty development. Our careers have coincided with the rise of these three fields.But here we want to focus on faculty development. While the more formal structure we think of as faculty development began around 50 years ago, way back in 1810 Harvard University granted its first sabbatical, and many claim that action as the first instance of faculty development. In Creating the Future of Faculty Development (2006), Sorcinelli et al. posit that faculty development has evolved through five ages: The Age of the Scholar (1960s-mid 70s), The Age of the Teacher (mid-to-late 70s), The Age of the Developer (1980s), The Age of the Learner (1990s), and The Age of the Network (21st century).Obviously such constant change necessitates innovation. It must be done, and within the pages of this work, we're going to demonstrate how. The book's first section contains essays addressing the fundamental theories underlying creative thinking and then its application to faculty development, while the following sections treat practical concerns. For these pedagogical essays, we often include a set of ancillaries to aid the reader in reflecting about and implementing the strategies presented. While we have created an extensive approach to innovating faculty development, we encourage you to take a risk and attempt a few of them at first. If those innovations succeed, feel free to keep borrowing more and more from our suggestions. They work for us.

Taschenbuch. Etat : Neu. Neuware - This book is intended to aid you in the climb from your formal education experience to the real world of the scholar. Through a combined total of over 150 years of experience in scholarly productivity, the authors have discovered some key steps toward becoming a scholar. In the pages that follow, they will share these steps through explanations, examples, and exercises.Since the authors have also edited several publications in the past, and one currently serves as editor of the prestigious Journal of Faculty Development, we had decided to include a special section in this book to further aid you in scaling the scholarship mountain. 'From the Editor's Desk' Post 'Ems are timely observations made in reference to important concepts introduced in the text. Each comment is designed to call attention to a specific point, establishing its place in the successful ascent to scholarly productivity.