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This is the 2nd edition with a publication date of 2/3/2009.
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This is the long-awaited update on the bestselling book that offers a practical, accessible reference manual for faculty in any discipline. This new edition contains up-to-date information on technology as well as expanding on the ideas and strategies presented in the first edition. It includes more than sixty-one chapters designed to improve the teaching of beginning, mid-career, or senior faculty members. The topics cover both traditional tasks of teaching as well as broader concerns, such as diversity and inclusion in the classroom and technology in educational settings.
Barbara Gross Davis, Assistant Vice Provost for Undergraduate Education at the University of California at Berkeley, received a B.A., M.A. and Ph.D. all from Berkeley. Her areas of interest are teaching, learning, and evaluation in higher education.
Table of Contents
|The Author||p. xv|
|Getting Under Way||p. 1|
|Designing or Revising a Course||p. 3|
|The Comprehensive Course Syllabus||p. 21|
|The First Days of Class||p. 37|
|Classroom Conduct and Decorum||p. 48|
|Responding To A Changing Student Body||p. 55|
|Diversity and inclusion in the Classroom||p. 57|
|Students with Disabilities||p. 72|
|Reentry and Transfer Students||p. 85|
|Teaching Academically Diverse Students||p. 90|
|Discussion Strategies||p. 95|
|Leading a Discussion||p. 97|
|Encouraging Student Participation in Discussion||p. 106|
|Online Discussions||p. 112|
|Asking Questions||p. 118|
|Fielding Students' Questions||p. 127|
|The Large-Enrollment Course||p. 133|
|Preparing to Teach the Large-Enrollment Course||p. 135|
|Delivering a Lecture||p. 148|
|Explaining Clearly||p. 157|
|Personalizing the Large-Enrollment Course||p. 162|
|Encouraging Student Participation in the Large-Enrollment Course||p. 168|
|Maintaining Instructional Quality with Limited Resources||p. 174|
|Alternatives And Supplements To Lectures And Discussion||p. 179|
|Web 2.0||p. 181|
|Learning in Groups||p. 190|
|Informal Group Learning Activities||p. 207|
|Formal Group Learning Activities||p. 214|
|Case Studies||p. 222|
|Simulations: Role Playing, Games, and Virtual Worlds||p. 229|
|Service Learning and Civic Engagement||p. 233|
|Undergraduate Research||p. 244|
|Guest Speakers||p. 251|
|Enhancing Students' Learning And Motivation||p. 257|
|Helping Students Learn||p. 259|
|Learning Styles and Preferences||p. 273|
|Motivating Students||p. 278|
|Informally Assessing Students' Learning||p. 290|
|Mobile Learning||p. 298|
|Strengthening Students' Writing And Problem Solving Skills||p. 303|
|Helping Students Write Better in All Courses||p. 305|
|Designing Effective Writing Assignments||p. 314|
|Evaluating Students' Written Work||p. 325|
|Homework: Problem Sets||p. 335|
|Testing And Grading||p. 343|
|Promoting Academic Honesty||p. 345|
|Quizzes, Tests, and Exams||p. 362|
|Allaying Students' Anxieties about Tests||p. 375|
|Multiple-Choice and Matching Tests||p. 390|
|Short-Answer and Essay Tests||p. 401|
|Grading Practices||p. 409|
|Calculating and Assigning Grades||p. 419|
|Presentation Technologies||p. 431|
|Chalkboards and Whiteboards||p. 436|
|Interactive Whiteboards||p. 441|
|Overhead Projection||p. 443|
|Slide Shows||p. 447|
|Video Recordings and Clips||p. 450|
|PowerPoint Presentations||p. 453|
|Evaluation To Improve Teaching||p. 459|
|Early Feedback to Improve Teaching and Learning||p. 461|
|Video Recordings and Classroom Observations||p. 472|
|The Teaching Portfolio||p. 481|
|Teaching Outside The Classroom||p. 489|
|Holding Office Hours||p. 491|
|E-mail, Text Messages, and Instant Messages||p. 497|
|Academic Advising and Mentoring Undergraduates||p. 504|
|Guiding, Training, Supervising, and Mentoring Graduate Student Instructors||p. 517|
|Finishing Up||p. 527|
|The Last Days of Class||p. 529|
|Student Rating Forms||p. 534|
|Writing Letters of Recommendation for Students||p. 551|
|Table of Contents provided by Ingram. All Rights Reserved.|