Questions About This Book?
Why should I rent this book?
How do rental returns work?
What version or edition is this?
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
- The eBook copy of this book is not guaranteed to include any supplemental materials. Typically only the book itself is included.
Michael W. Bridges is director of faculty development at UPMC St. Margaret Hospital in Pittsburgh, Pennsylvania.
Michele DiPietro is associate director for graduate programs at the Eberly Center and instructor in the Department of Statistics at Carnegie Mellon.
Marsha C. Lovett is associate director for faculty development at the Eberly Center and associate teaching professor in the Department of Psychology at Carnegie Mellon.
Marie K. Norman is a teaching consultant and research associate at the Eberly Center and adjunct professor of anthropology at Carnegie Mellon.
The Eberly Center for Teaching Excellence at Carnegie Mellon University was created in 1982 with a mission to distill the research on learning for faculty and graduate students and to collaborate with them to design and implement meaningful educational experiences. The center's work is based on the idea that combining the science and art of teaching empowers college faculty to create the conditions for students to learn and, through this learning, transform their world.
Table of Contents
|List of Figures, Tables, and Exhibits||p. ix|
|About the Authors||p. xix|
|Introduction Bridging Learning Research and Teaching Practice||p. 1|
|How Does Students' Prior Knowledge Affect Their Learning?||p. 10|
|How Does the Way Students Organize Knowledge Affect Their Learning?||p. 40|
|What Factors Motivate Students to Learn?||p. 66|
|How Do Students Develop Mastery?||p. 91|
|What Kinds of Practice and Feedback Enhance Learning?||p. 121|
|Why Do Student Development and Course Climate Matter for Student Learning?||p. 153|
|How Do Students Become Self-Directed Learners?||p. 188|
|Conclusion Applying the Seven Principles to Ourselves||p. 217|
|What Is Student Self-Assessment and How Can We Use It?||p. 225|
|What Are Concept Maps and How Can We Use Them?||p. 228|
|What Are Rubrics and How Can We Use Them?||p. 231|
|What Are Learning Objectives and How Can We Use Them?||p. 244|
|What Are Ground Rules and How Can We Use Them?||p. 248|
|What Are Exam Wrappers and How Can We Use Them?||p. 251|
|What Are Checklists and How Can We Use Them?||p. 255|
|What Is Reader Response/Peer Review and How Can We Use It?||p. 257|
|Name Index||p. 285|
|Subject Index||p. 291|
|Table of Contents provided by Ingram. All Rights Reserved.|