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Effective College and University Teaching

Effective College and University Teaching
Strategies and Tactics for the New Professoriate

Edited by:

December 2011 | 256 pages | SAGE Publications, Inc
Using empirical research, Effective College and University Teaching gives faculty and graduate teaching assistants the strategies and tactics they need for excellence in teaching. Whereas the majority of books on college and university teaching are 'how to' books, this volume provides both the rationale and a detailed guide for how to use and teach these practices to others. Written by leading scholars and expert master teachers, this volume outlines, reviews, and discusses the best practices for becoming effective teachers for undergraduate courses.

Aimed at the professional development of teachers at the college and university level, the book provides full coverage of those topics central to efficacious teaching practices such as developing a teaching philosophy, becoming an ethical teacher, and fostering active learning in the classroom.

Key Features

Offers strategies and tactics for incorporating state of the art best practices in college courses to enhance student learning outcomes.

Provides an overview of effective active learning techniques and how to incorporate them in teaching.Includes guide to designing, implementing, and grading effective quizzes, tests, and writing activities.

Includes a full chapter on how to incorporate important diversity issues into their teaching.

This book is intended for graduate students who aspire to academic careers, new faculty making the transition to the professoriate, program directors and supervisors of graduate student teacher training, directors of teaching and learning centers, and seasoned faculty who may wish to update or otherwise improve their pedagogical knowledge and teaching.

William Buskist is the Distinguished Professor in the Teaching of Psychology at Auburn University and a Faculty Fellow at Auburn's Biggio Center for the Enhancement of Teaching and Learning.

Victor Benassi is a professor of psychology and faculty director of the University of New Hampshire (UNH) Center for Teaching Excellence.

Victor A. Benassi, William Buskist
Preparing the New Professoriate to Teach
Steven A. Meyers
Creating Effective Working Relationships Between Faculty and Graduate Teaching Assistants
Sandra Goss Lucas
Allaying Graduate Student Fears About Teaching
Mark M. Silvestri, Brennan D. Cox, William Buskist, and Jared W. Keeley
Preparing for the Transition From Graduate School to the Academy: An Exemplar From Psychology
Steven Prentice-Dunn
Teaching in the Context of Professional Development and Work-Private Life Balance
Mark A. McDaniel and Cynthia Wooldridge
The Science of Learning and Its Applications
Victor A. Benassi and Gary S. Goldstein
Course Design
James H. Korn
Writing and Developing Your Philosophy of Teaching
Janie H. Wilson and Rebecca G. Ryan
Developing Student-Teacher Rapport in the Undergraduate Classroom
David B. Daniel
Learning-Centered Lecturing
Elizabeth Yost Hammer and Peter J. Giordano
Active Learning
Bryan K. Saville, Tracy E. Zinn and Krisztina Varga Jakobsen
Leading Discussions
Robert Bubb
Assessing Student Learning
G. William Hill IV and Dorothy D. Zinsmeister
Becoming an Ethical Teacher
Mark M. Silvestri and William Buskist
Conflict in the College Classroom: Understanding, Preventing, and Dealing With Classroom Incivilities
Rosemary E. Phelps
Diversity and Diversity Issues in Teaching
Harold L. Miller, Jr., and Diego Flores
Teaching Controversial Issues, Liberally
Christopher R. Howard
Technology in Higher Education
Jared W. Keeley
Course and Instructor Evaluation
Cecilia M. Shore
Assessing the Effectiveness of GTA Prepatory Activities and Programs
Randolph A. Smith and Stephen F. Davis
Preparing Graduate Students for the Political Nature of the Academy
Thomas P. Hogan and John C. Norcross
Preparing for the Future: Undergraduates as Teaching Assistants
Jennifer J. Stiegler-Balfour and Catherine E. Overson
Useful Resources for Preparing the New Professoriate
About the Editors
About the Contributors

“As the editors point out, this text offers a good measure of rationale theory as well as practical aspects. This is critical for two reasons. One, this approach allows for a cogent verification process of the ideas in the text via empirical research. Second, this allows, from a practical perspective, TAs and their trainers to understand why things work the way they do (or at least should) and how to make adjustments (and the reasons that should underlie those adjustments) if things to not work.”

Loreto R. Prieto
Iowa State University

“This is a very exciting project and I am looking forward to it being published. Apart from being helmed by two exemplary teachers (and great individuals), there is a strong line up of authors. Although there are many other books out there with information that overlaps, the thrust of this book as nicely specified in the proposal takes a voice and direction that none of the other mentioned books take (and I have seen them all). Together with the fact that this will be the most up to date book of the lot it takes the perspective of educating GTA supervisors and is not just a 'tips' book.”

Regan A.R. Gurung
University of Wisconsin, Green Bay

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