Voices from the Classroom : : Reflections on Teaching and Learning in Higher Education / / ed. by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, John Spencer.

• Superior document: Title is part of eBook package: De Gruyter University of Toronto Press eBook-Package Backlist 2000-2013
• MitwirkendeR: Aber Schlesinger, Rachel,; Adem, Teferi,; Adolph, Robert,; Aldridge, Keith,; Anderson, Rae,; Bazely, Dawn R.,; Bischoping, Katherine,; Braaksma, Betty,; Bradshaw, Pat,; Briskin, Linda,; Broomhead, Janet,; Brown, James,; Bunch, Gary,; Buxton, Jackie,; Carpenter, Ken,; Caulfleld, Jon,; Clarke, Sarah,; Clarkson, Austin,; Coulthard, Katie,; Craven, Mary-Louise,; Delaney, Paul,; Dionne, Annie,; Elson, Nick,; Everett, Bob,; Fenton, M. Brock,; Fleming, Markita,; Ginsburg, Jerry,; Godard, Barbara,; Golby, Kenneth,; Green, Leslie,; Greene, Ian,; Greenwald, Tom,; Habib, Nadia,; Handy, Femida,; Horley, Tina,; James, Carl E.,; Johnston, Nancy,; Jones, Miriam,; Jones-Caldwell, Sabynthe,; Kehoe, Dalton,; Lang, Reg,; Laurendeau, Paul,; Leyton-Brown, David,; McKenna, Mary Lou,; McPherson, Kathryn,; Merrens, Roy,; Morrison, Louise,; Moules, Maria Kathie,; Nath, Deepika,; Newton, Janice,; Ng, Catherine,; Parry, Hugh,; Rehner, Jan,; Rogers, Pat,; Sanders, Leslie,; Sbrizzi, Sue,; Senate Committee on Teaching and Learning York University,,; Spencer, John,; Ungar, Molly,; Vizmuller-Zocco, Jana,; Waller, Myriam deBie,; Waserman, Lori,; Watson, Elizabeth,; Wehbi, Samantha,; Westcott, Page,; Whalen, Karen,; Wilchesky, Marc,; Willis, Margaret,; Yoshioka, Alan,
• HerausgeberIn: Ginsburg, Jerry,; Newton, Janice,; Rehner, Jan,; Rogers, Pat,; Sbrizzi, Susan ,; Spencer, John ,
• Place / Publishing House: Toronto : : University of Toronto Press, , [2019]; ©2001
• Year of Publication: 2019
• Language: English
• Physical Description: 1 online resource (384 p.)

Published Under the Garamond Imprint The voices in this book reflect the broad diversity of a large urban university community, with contributions from undergraduate and graduate students, teaching assistants, contract and full-time faculty, staff and administrators. Issues of equity, diversity and power form the foundation of this community's thinking about pedagogy, and the topics span a continuum from the theoretical to the practical. Voices from the Classroom will have a broad appeal to the university teaching community across North America, facing common challenges in the twenty-first century.

Table of Contents

Frontmatter -- Table of Contents -- Acknowledgements -- Introduction: Responsibility, Respect, Research and Reflection in Higher Education -- SECTION I: POWER, DIVERSITY AND EQUITY IN THE CLASSROOM -- Introduction -- Part One: Student Voices -- Gender, Power and Silence in the Classroom: Our Experiences Speak for Themselves -- Fog and Frustration: The Graduate Student Experience -- "Dissertation Dementia": Reflections on One Woman's Graduate Experience -- Part Two: Teachers' Voices -- Power in the Classroom -- The University Classroom: From Laboratory to Liberatory Education -- Diversity in the Classroom: Engagement and Resistance -- Responsibility and Respect in Critical Pedagogy -- Feminist Pedagogy: Paradoxes in Theory and Practice -- Teaching "Women and Men in Organizations": Feminist Pedagogy in the Business School -- Empowering Students Through Feminist Pedagogy -- Heterosexism in the Classroom -- DisABILITY in the Classroom: The Forgotten Dimension of Diversity? -- Teaching Students with Learning Disabilities -- Avoiding the Retrofitted Classroom: Strategies for Teaching Students with Disabilities -- Adult Students -- English-as-a-Second-Language Students -- SECTION II: THEORIES AND MODELS OF STUDENT LEARNING -- Introduction -- Teaching Styles/Learning Styles: The Myers Briggs Model -- The Gregorc Model of Learning Styles -- Student Development: From Problem Solving to Problem Finding -- Using Theories about Student Learning to Improve Teaching -- SECTION III: COURSE DESIGN -- Introduction -- Course Planning: From Design to Active Classroom -- Developing and Teaching a Science Course: A Junior Faculty Member's Perspective -- The Dialectic of Course Development: I Theorize, They React... and Then? -- Beyond Bare Facts: Teaching Goals in Science -- "Why Didn't He Just Say It?": Getting Students Interested in Language -- SECTION IV: WORKING WITH GRADUATE STUDENTS -- Introduction -- Graduate Supervisory Practices -- Working Together: The Teaching Assistant-Professor Relationship -- Working with Teaching Assistants -- Issues for International Teaching Assistants -- SECTION V: ACADEMIC HONESTY -- Introduction -- Academic Dishonesty -- Plagiarism and Student Acculturation: Strangers in the Strange Lands of our Disciplines -- Plagiarism and the Challenge of Essay Writing: Learning from our Students -- Honesty in the Laboratory -- Electronic Plagiarism: A Cautionary Tale -- SECTION VI: TEACHING AND LEARNING STRATEGIES -- Introduction -- Part One: Lecturing -- Effective Lecturing Techniques -- Improving Large-Class Lecturing -- Improving Student Learning in Lectures -- Part Two: Class Participation -- Dead Silence... A Teacher's Nightmare -- Evoking and Provoking Student Participation -- Resistance in the Classroom -- Computer-Mediated Communication: Some Thoughts about Extending the Classroom -- Part Three: Seminars, Tutorials and Small-Group Learning -- Study Group Guide for Instructors and Teaching Assistants -- Warm-Ups: Lessening Student Anxiety in the First Class -- Small is Beautiful: Using Small Groups to Enhance Student Learning -- Integrating Group Work into our Classes -- Scrapbook Presentations: An Exercise in Collaborative Learning -- The Field Walk -- Teaching with Cases -- Stages in Group Dynamics -- The Joy of Seminars -- The Office Hour: Not Just Crisis Management -- Negotiating Power in the Classroom: The Example of Group Work -- SECTION VII: ASSIGNMENTS AND EVALUATION -- Introduction -- Part One: Reading -- When No One Has Done the Reading -- A Strategy for Encouraging Students to do Readings -- Telling a Book by Its Cover -- The Sherlock Holmes Approach to Critical Reading (Or How to Help Students Become Good "Detextives") -- Part Two: Research Essays and Other Writing Assignments -- Sequencing Assignments -- An Experiment in Writing and Learning Groups -- Paper Chase: The Sequel -- Working with Students'Writing -- What Happens After You Say, "Please Go to the Writing Centre"? -- Part Three: Grading and Evaluation -- Evaluating Student Writing: Problems and Possibilities -- Fast, Fair and Constructive: Grading in the Mathematical Sciences -- An Individualized Approach to Teaching and Evaluation -- The Norwegian Motivator, or How I Make Grading Work for Me and My Students -- SECTION VIII: DEVELOPING AND ASSESSING YOUR TEACHING -- Introduction -- Part One: Classroom Assessment -- Improving Student Learning Through Feedback: Classroom Assessment Techniques -- The One-Minute Paper...Two Success Stories -- Developing the One-Minute Paper -- Part Two: Mid-Course Evaluation -- Formative Evaluation Surveys -- Facilitating Student Feedback -- Feedback Strategies -- Part Three: Collegial Consultation -- Peer Pairing -- Peer Pairing in French Studies -- Part Four: Teaching Evaluation Guide -- Teaching Evaluation Guide -- Part Five: Teaching Documentation Guide -- Teaching Documentation Guide -- CONTRIBUTORS