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Professors and other teaching staff at higher education are often ill prepared or not prepared at all for the responsibility of helping others learn. In this section we'll have material to help college and university staff develop their teaching abilities.
Teaching At Stanford - An Introductory Handbook
By na - Ten chapters covering course preparation; getting started; common teaching situations, testing and grading; technology in teaching; teaching assistants; evaluating and improving your teaching; interations with students and combining teaching and research (Added: 4-Jul-2010 Hits: 394 ).Using the Discussion Format in Large Classes
By Ken Battle - Suggestions on how to use discussion based interaction in higher education - large group size (Added: 4-Jul-2010 Hits: 198 )Anatomy of a Lecture
By Ken Battle - Short article covering the basics of lecture and aimed at those teaching in higher education (Added: 4-Jul-2010 Hits: 323 )Delivering a Lecture
By Barbara Gross Davis - Lecturing is not simply a matter of standing in front of a class and reciting what you know The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. No matter what your topic, your delivery and manner of speaking immeasurably influence your students' attentiveness and learning. Use the following suggestions, based on teaching practices of faculty and on research studies in speech communication, to help you capture and hold students' interest and increase their retention. (Added: 14-Jan-2010 Hits: 264 )Tools for Teaching - Preparing to Teach the Large Lecture Course
By Barbara Gross Davis - A sizable portion of the work involved in teaching a large lecture course takes place well before the first day of classes. For example, in a seminar you can make a spur-of-the-moment assignment, but in large classes you may need to distribute written guidelines. Similarly, in small classes students can easily turn in their homework during class. In large lectures you must decide how to distribute and collect papers without consuming precious class time. All these tasks take planning and organization. Many of the following suggestions for teaching large classes will also work for small classes: good teaching practices apply to classes of any type. (Added: 14-Jan-2010 Hits: 242 )SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCTION
By Chickering and Zelda F. Gamson - Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out carrots and beating with sticks. There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members. They are the precious resources on whom the improvement of undergraduate education depends. But how can students and faculty members improve undergraduate education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities (Added: 14-Jan-2010 Hits: 267 )| Library Home Page |
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21-Dec-2011
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