Teaching at College and University

by Moore, Sarah; Walsh, Gary; Risquez, Angelica

• ISBN13: 9780335221103
• ISBN10: 0335221106
• Edition: 1st
• Format: Hardcover
• Copyright: 2007-10-01
• Publisher: Open University Press

Summary

How can I become an effective teacher in college or university? What teaching tools and techniques are available to me and what is the best way to use them? How do I tackle common difficulties associated with college and university teaching? This book is designed for teachers in further and higher education, particularly those who do not have specialist backgrounds in education, pedagogy or academic practice. It presents useful theory and literature from the fields of organizational behaviour, learning, pedagogy and education, to enhance the practical advice the book contains. A range of evidence-based insights are examined in order to help support the delivery of academic expertise both within and beyond classroom settings. The book also encourages teachers to adopt a reflective orientation and to try out different classroom, interactive or discursive activities and tactics that have been successfully used in similar settings. In addition, this book helps teachers from across the disciplines not only to develop effective skills in conventional classroom settings (lecture halls, tutorial rooms, one-to-one student consultations) but to consider new approaches to online, blended, and distance learning.Teaching at College and University provides the most practical evidence-based resource for those involved in teaching at universities and colleges, as well as researchers and policy makers with an interest in good practice in academic settings.

Author Biography

Angelica Risquez is a researcher at the Centre for Teaching and Learning at the University of Limerick, Ireland.

Table of Contents

Acknowledgements	p. x
Introduction	p. 1
Outline	p. 2
Developing your self-awareness as a teacher	p. 4
Introduction	p. 4
Tapping into your natural ability to communicate	p. 5
Knowing what your students think of you	p. 6
Getting ready to respond to student views and feelings about your teaching	p. 8
Developing your repertoire of responses to feedback on your teaching	p. 11
Helping your institution to use student evaluations responsibly	p. 13
Looking at yourself on video	p. 14
Talking to others about your teaching	p. 15
Watching other people teach	p. 16
Getting peers to observe your teaching	p. 17
Keeping a teaching diary	p. 19
Having an academic mentor	p. 20
Building your sense of entitlement as a teacher and scholar	p. 22
Avoiding professional jealousy	p. 22
Recognizing the power that comes with teaching	p. 23
Revelling in the clandestine	p. 25
Knowing your mystery ingredient	p. 25
Focusing on key teaching skills and competencies	p. 27
Introduction	p. 27
Developing the curriculum	p. 28
Pre-lecture preparations	p. 30
Knowing the ingredients of effective delivery	p. 33
Putting effective delivery into practice	p. 35
Post-teaching winding down	p. 37
Encouraging interaction	p. 38
Preparing notes, study supplements and class documents	p. 40
Integrating academic writing into your life as a teacher	p. 43
Staying up to date with your material	p. 46
Knowing the most important sources of information in your field	p. 47
Being part of a network of scholars	p. 49
Being rigorous about the material you teach	p. 50
Developing supervision skills	p. 51
Focusing on your students	p. 54
Introduction	p. 54
Having office hours that everyone knows about	p. 55
Coaching	p. 57
Understanding the benefits of learning communities	p. 58
Being honest and humble	p. 59
Looking out for learning breakthroughs	p. 60
Knowing your students' names	p. 62
Treating class size as a political issue	p. 63
Helping students with the basic tools of academia	p. 64
Learning and teaching listening skills	p. 66
Understanding learning styles	p. 68
Understanding multiple intelligences	p. 70
Helping students to cope with stress and pressure	p. 73
Giving positive feedback	p. 74
Giving negative feedback	p. 75
Dealing with indiscipline and lack of interest	p. 78
Helping students to deal with poor performance	p. 80
Being emotionally aware	p. 82
Involving students in the teaching of their classes	p. 83
Helping your students develop sound goals	p. 84
Making learning more fun	p. 85
Helping students to rise to challenges and rewarding risk-taking	p. 87
Generating enthusiasm and nourishing curiosity	p. 88
Being creative	p. 89
Promoting academic honesty	p. 90
Exploring and using teaching technologies	p. 93
Introduction	p. 93
Examining your attitude towards technology	p. 94
Playing the role of facilitator	p. 96
Introducing your students to the technology you use	p. 98
Sitting on the other side of the technological fence - becoming an on-line student yourself	p. 100
Deciding what you will and what you won't do on-line	p. 101
Keeping feedback and assessment in mind	p. 102
Interacting with the institution: managing time, tasks and expectations	p. 104
Introduction	p. 104
Professional development and preparing a teaching portfolio	p. 105
Having a few golden rules for students and colleagues	p. 106
Managing your head of department	p. 107
Treating your CV as a working document	p. 109
Knowing the regulations and keeping records	p. 110
Managing meetings and follow-up	p. 112
Assessment and evaluation	p. 114
Introduction	p. 114
Understanding why assessment issues make teachers feel uneasy	p. 115
Enhancing assessment approaches by starting with simple questions	p. 117
Considering the benefits of formative assessment	p. 118
Being realistic about assessment	p. 121
Useful orientations for giving written feedback	p. 122
Key considerations when marking student work for summative purposes	p. 123
Minding yourself: focusing on health and well-being	p. 126
Looking for help when you need it	p. 127
Switching off	p. 128
Getting exercise	p. 129
Eating wisely	p. 130
Minding your posture, your breathing and your voice	p. 131
Managing your own stress	p. 132
Knowing when to say no, but keeping your promises	p. 133
Conclusion	p. 135
Bibliography	p. 136
Index	p. 147
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