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.
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...
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Place / Publishing House: | Toronto : : University of Toronto Press, , [2019] ©2001 |
Year of Publication: | 2019 |
Language: | English |
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Physical Description: | 1 online resource (384 p.) |
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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. Toronto : University of Toronto Press, [2019] ©2001 1 online resource (384 p.) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda 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 restricted access http://purl.org/coar/access_right/c_16ec online access with authorization star 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. Issued also in print. Mode of access: Internet via World Wide Web. In English. Description based on online resource; title from PDF title page (publisher's Web site, viewed 30. Aug 2021) Coursebook. EDUCATION / Higher. bisacsh Aber Schlesinger, Rachel, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Adem, Teferi, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Adolph, Robert, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Aldridge, Keith, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Anderson, Rae, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bazely, Dawn R., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bischoping, Katherine, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Braaksma, Betty, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bradshaw, Pat, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Briskin, Linda, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Broomhead, Janet, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Brown, James, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bunch, Gary, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Buxton, Jackie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Carpenter, Ken, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Caulfleld, Jon, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Clarke, Sarah, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Clarkson, Austin, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Coulthard, Katie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Craven, Mary-Louise, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Delaney, Paul, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Dionne, Annie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Elson, Nick, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Everett, Bob, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Fenton, M. Brock, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Fleming, Markita, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Ginsburg, Jerry, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Ginsburg, Jerry, editor. edt http://id.loc.gov/vocabulary/relators/edt Godard, Barbara, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Golby, Kenneth, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Green, Leslie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Greene, Ian, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Greenwald, Tom, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Habib, Nadia, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Handy, Femida, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Horley, Tina, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb James, Carl E., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Johnston, Nancy, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Jones, Miriam, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Jones-Caldwell, Sabynthe, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Kehoe, Dalton, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Lang, Reg, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Laurendeau, Paul, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Leyton-Brown, David, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb McKenna, Mary Lou, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb McPherson, Kathryn, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Merrens, Roy, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Morrison, Louise, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Moules, Maria Kathie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Nath, Deepika, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Newton, Janice, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Newton, Janice, editor. edt http://id.loc.gov/vocabulary/relators/edt Ng, Catherine, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Parry, Hugh, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Rehner, Jan, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Rehner, Jan, editor. edt http://id.loc.gov/vocabulary/relators/edt Rogers, Pat, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Rogers, Pat, editor. edt http://id.loc.gov/vocabulary/relators/edt Sanders, Leslie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Sbrizzi, Sue, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Sbrizzi, Susan , editor. edt http://id.loc.gov/vocabulary/relators/edt Senate Committee on Teaching and Learning York University,, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Spencer, John , editor. edt http://id.loc.gov/vocabulary/relators/edt Spencer, John, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Ungar, Molly, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Vizmuller-Zocco, Jana, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Waller, Myriam deBie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Waserman, Lori, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Watson, Elizabeth, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Wehbi, Samantha, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Westcott, Page, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Whalen, Karen, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Wilchesky, Marc, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Willis, Margaret, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Yoshioka, Alan, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Title is part of eBook package: De Gruyter University of Toronto Press eBook-Package Backlist 2000-2013 9783110490954 print 9781551930312 https://doi.org/10.3138/9781442603059 https://www.degruyter.com/isbn/9781442603059 Cover https://www.degruyter.com/cover/covers/9781442603059.jpg |
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Aber Schlesinger, Rachel, Aber Schlesinger, Rachel, Adem, Teferi, Adem, Teferi, Adolph, Robert, Adolph, Robert, Aldridge, Keith, Aldridge, Keith, Anderson, Rae, Anderson, Rae, Bazely, Dawn R., Bazely, Dawn R., Bischoping, Katherine, Bischoping, Katherine, Braaksma, Betty, Braaksma, Betty, Bradshaw, Pat, Bradshaw, Pat, Briskin, Linda, Briskin, Linda, Broomhead, Janet, Broomhead, Janet, Brown, James, Brown, James, Bunch, Gary, Bunch, Gary, Buxton, Jackie, Buxton, Jackie, Carpenter, Ken, Carpenter, Ken, Caulfleld, Jon, Caulfleld, Jon, Clarke, Sarah, Clarke, Sarah, Clarkson, Austin, Clarkson, Austin, Coulthard, Katie, Coulthard, Katie, Craven, Mary-Louise, Craven, Mary-Louise, Delaney, Paul, Delaney, Paul, Dionne, Annie, Dionne, Annie, Elson, Nick, Elson, Nick, Everett, Bob, Everett, Bob, Fenton, M. Brock, Fenton, M. Brock, Fleming, Markita, Fleming, Markita, Ginsburg, Jerry, Ginsburg, Jerry, Ginsburg, Jerry, Ginsburg, Jerry, Godard, Barbara, Godard, Barbara, Golby, Kenneth, Golby, Kenneth, Green, Leslie, Green, Leslie, Greene, Ian, Greene, Ian, Greenwald, Tom, Greenwald, Tom, Habib, Nadia, Habib, Nadia, Handy, Femida, Handy, Femida, Horley, Tina, Horley, Tina, James, Carl E., James, Carl E., Johnston, Nancy, Johnston, Nancy, Jones, Miriam, Jones, Miriam, Jones-Caldwell, Sabynthe, Jones-Caldwell, Sabynthe, Kehoe, Dalton, Kehoe, Dalton, Lang, Reg, Lang, Reg, Laurendeau, Paul, Laurendeau, Paul, Leyton-Brown, David, Leyton-Brown, David, McKenna, Mary Lou, McKenna, Mary Lou, McPherson, Kathryn, McPherson, Kathryn, Merrens, Roy, Merrens, Roy, Morrison, Louise, Morrison, Louise, Moules, Maria Kathie, Moules, Maria Kathie, Nath, Deepika, Nath, Deepika, Newton, Janice, Newton, Janice, Newton, Janice, Newton, Janice, Ng, Catherine, Ng, Catherine, Parry, Hugh, Parry, Hugh, Rehner, Jan, Rehner, Jan, Rehner, Jan, Rehner, Jan, Rogers, Pat, Rogers, Pat, Rogers, Pat, Rogers, Pat, Sanders, Leslie, Sanders, Leslie, Sbrizzi, Sue, Sbrizzi, Sue, Sbrizzi, Susan , Sbrizzi, Susan , Senate Committee on Teaching and Learning York University,, Senate Committee on Teaching and Learning York University,, Spencer, John , Spencer, John , Spencer, John, Spencer, John, Ungar, Molly, Ungar, Molly, Vizmuller-Zocco, Jana, Vizmuller-Zocco, Jana, Waller, Myriam deBie, Waller, Myriam deBie, Waserman, Lori, Waserman, Lori, Watson, Elizabeth, Watson, Elizabeth, Wehbi, Samantha, Wehbi, Samantha, Westcott, Page, Westcott, Page, Whalen, Karen, Whalen, Karen, Wilchesky, Marc, Wilchesky, Marc, Willis, Margaret, Willis, Margaret, Yoshioka, Alan, Yoshioka, Alan, |
author_facet |
Aber Schlesinger, Rachel, Aber Schlesinger, Rachel, Adem, Teferi, Adem, Teferi, Adolph, Robert, Adolph, Robert, Aldridge, Keith, Aldridge, Keith, Anderson, Rae, Anderson, Rae, Bazely, Dawn R., Bazely, Dawn R., Bischoping, Katherine, Bischoping, Katherine, Braaksma, Betty, Braaksma, Betty, Bradshaw, Pat, Bradshaw, Pat, Briskin, Linda, Briskin, Linda, Broomhead, Janet, Broomhead, Janet, Brown, James, Brown, James, Bunch, Gary, Bunch, Gary, Buxton, Jackie, Buxton, Jackie, Carpenter, Ken, Carpenter, Ken, Caulfleld, Jon, Caulfleld, Jon, Clarke, Sarah, Clarke, Sarah, Clarkson, Austin, Clarkson, Austin, Coulthard, Katie, Coulthard, Katie, Craven, Mary-Louise, Craven, Mary-Louise, Delaney, Paul, Delaney, Paul, Dionne, Annie, Dionne, Annie, Elson, Nick, Elson, Nick, Everett, Bob, Everett, Bob, Fenton, M. Brock, Fenton, M. Brock, Fleming, Markita, Fleming, Markita, Ginsburg, Jerry, Ginsburg, Jerry, Ginsburg, Jerry, Ginsburg, Jerry, Godard, Barbara, Godard, Barbara, Golby, Kenneth, Golby, Kenneth, Green, Leslie, Green, Leslie, Greene, Ian, Greene, Ian, Greenwald, Tom, Greenwald, Tom, Habib, Nadia, Habib, Nadia, Handy, Femida, Handy, Femida, Horley, Tina, Horley, Tina, James, Carl E., James, Carl E., Johnston, Nancy, Johnston, Nancy, Jones, Miriam, Jones, Miriam, Jones-Caldwell, Sabynthe, Jones-Caldwell, Sabynthe, Kehoe, Dalton, Kehoe, Dalton, Lang, Reg, Lang, Reg, Laurendeau, Paul, Laurendeau, Paul, Leyton-Brown, David, Leyton-Brown, David, McKenna, Mary Lou, McKenna, Mary Lou, McPherson, Kathryn, McPherson, Kathryn, Merrens, Roy, Merrens, Roy, Morrison, Louise, Morrison, Louise, Moules, Maria Kathie, Moules, Maria Kathie, Nath, Deepika, Nath, Deepika, Newton, Janice, Newton, Janice, Newton, Janice, Newton, Janice, Ng, Catherine, Ng, Catherine, Parry, Hugh, Parry, Hugh, Rehner, Jan, Rehner, Jan, Rehner, Jan, Rehner, Jan, Rogers, Pat, Rogers, Pat, Rogers, Pat, Rogers, Pat, Sanders, Leslie, Sanders, Leslie, Sbrizzi, Sue, Sbrizzi, Sue, Sbrizzi, Susan , Sbrizzi, Susan , Senate Committee on Teaching and Learning York University,, Senate Committee on Teaching and Learning York University,, Spencer, John , Spencer, John , Spencer, John, Spencer, John, Ungar, Molly, Ungar, Molly, Vizmuller-Zocco, Jana, Vizmuller-Zocco, Jana, Waller, Myriam deBie, Waller, Myriam deBie, Waserman, Lori, Waserman, Lori, Watson, Elizabeth, Watson, Elizabeth, Wehbi, Samantha, Wehbi, Samantha, Westcott, Page, Westcott, Page, Whalen, Karen, Whalen, Karen, Wilchesky, Marc, Wilchesky, Marc, Willis, Margaret, Willis, Margaret, Yoshioka, Alan, Yoshioka, Alan, |
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author_sort |
Aber Schlesinger, Rachel, |
title |
Voices from the Classroom : Reflections on Teaching and Learning in Higher Education / |
spellingShingle |
Voices from the Classroom : Reflections on Teaching and Learning in Higher Education / 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 -- 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 -- 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 -- Graduate Supervisory Practices -- Working Together: The Teaching Assistant-Professor Relationship -- Working with Teaching Assistants -- Issues for International Teaching Assistants -- SECTION V: ACADEMIC HONESTY -- 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 -- 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 -- 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 -- 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 |
title_sub |
Reflections on Teaching and Learning in Higher Education / |
title_full |
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. |
title_fullStr |
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. |
title_full_unstemmed |
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. |
title_auth |
Voices from the Classroom : Reflections on Teaching and Learning in Higher Education / |
title_alt |
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 -- 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 -- 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 -- Graduate Supervisory Practices -- Working Together: The Teaching Assistant-Professor Relationship -- Working with Teaching Assistants -- Issues for International Teaching Assistants -- SECTION V: ACADEMIC HONESTY -- 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 -- 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 -- 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 -- 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 |
title_new |
Voices from the Classroom : |
title_sort |
voices from the classroom : reflections on teaching and learning in higher education / |
publisher |
University of Toronto Press, |
publishDate |
2019 |
physical |
1 online resource (384 p.) Issued also in print. |
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 -- 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 -- 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 -- Graduate Supervisory Practices -- Working Together: The Teaching Assistant-Professor Relationship -- Working with Teaching Assistants -- Issues for International Teaching Assistants -- SECTION V: ACADEMIC HONESTY -- 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 -- 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 -- 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 -- 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 |
isbn |
9781442603059 9783110490954 9781551930312 |
url |
https://doi.org/10.3138/9781442603059 https://www.degruyter.com/isbn/9781442603059 https://www.degruyter.com/cover/covers/9781442603059.jpg |
illustrated |
Not Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
370 - Education |
dewey-ones |
378 - Higher education |
dewey-full |
378.125 |
dewey-sort |
3378.125 |
dewey-raw |
378.125 |
dewey-search |
378.125 |
doi_str_mv |
10.3138/9781442603059 |
oclc_num |
1114817076 |
work_keys_str_mv |
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Voices from the Classroom : Reflections on Teaching and Learning in Higher Education / |
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-- </subfield><subfield code="t">Teaching Students with Learning Disabilities -- </subfield><subfield code="t">Avoiding the Retrofitted Classroom: Strategies for Teaching Students with Disabilities -- </subfield><subfield code="t">Adult Students -- </subfield><subfield code="t">English-as-a-Second-Language Students -- </subfield><subfield code="t">SECTION II: THEORIES AND MODELS OF STUDENT LEARNING -- </subfield><subfield code="t">Introduction -- </subfield><subfield code="t">Teaching Styles/Learning Styles: The Myers Briggs Model -- </subfield><subfield code="t">The Gregorc Model of Learning Styles -- </subfield><subfield code="t">Student Development: From Problem Solving to Problem Finding -- </subfield><subfield code="t">Using Theories about Student Learning to Improve Teaching -- </subfield><subfield code="t">SECTION III: COURSE DESIGN -- </subfield><subfield code="t">Introduction -- </subfield><subfield code="t">Course Planning: From Design to Active Classroom -- </subfield><subfield code="t">Developing and Teaching a Science Course: A Junior Faculty Member's Perspective -- </subfield><subfield code="t">The Dialectic of Course Development: I Theorize, They React... and Then? -- </subfield><subfield code="t">Beyond Bare Facts: Teaching Goals in Science -- </subfield><subfield code="t">"Why Didn't He Just Say It?": Getting Students Interested in Language -- </subfield><subfield code="t">SECTION IV: WORKING WITH GRADUATE STUDENTS -- </subfield><subfield code="t">Introduction -- </subfield><subfield code="t">Graduate Supervisory Practices -- </subfield><subfield code="t">Working Together: The Teaching Assistant-Professor Relationship -- </subfield><subfield code="t">Working with Teaching Assistants -- </subfield><subfield code="t">Issues for International Teaching Assistants -- </subfield><subfield code="t">SECTION V: ACADEMIC HONESTY -- </subfield><subfield code="t">Introduction -- </subfield><subfield code="t">Academic Dishonesty -- </subfield><subfield code="t">Plagiarism and Student Acculturation: Strangers in the Strange Lands of our Disciplines -- </subfield><subfield code="t">Plagiarism and the Challenge of Essay Writing: Learning from our Students -- </subfield><subfield code="t">Honesty in the Laboratory -- </subfield><subfield code="t">Electronic Plagiarism: A Cautionary Tale -- </subfield><subfield code="t">SECTION VI: TEACHING AND LEARNING STRATEGIES -- </subfield><subfield code="t">Introduction -- </subfield><subfield code="t">Part One: Lecturing -- </subfield><subfield code="t">Effective Lecturing Techniques -- </subfield><subfield code="t">Improving Large-Class Lecturing -- </subfield><subfield code="t">Improving Student Learning in Lectures -- </subfield><subfield code="t">Part Two: Class Participation -- </subfield><subfield code="t">Dead Silence... A Teacher's Nightmare -- </subfield><subfield code="t">Evoking and Provoking Student Participation -- </subfield><subfield code="t">Resistance in the Classroom -- </subfield><subfield code="t">Computer-Mediated Communication: Some Thoughts about Extending the Classroom -- </subfield><subfield code="t">Part Three: Seminars, Tutorials and Small-Group Learning -- </subfield><subfield code="t">Study Group Guide for Instructors and Teaching Assistants -- </subfield><subfield code="t">Warm-Ups: Lessening Student Anxiety in the First Class -- </subfield><subfield code="t">Small is Beautiful: Using Small Groups to Enhance Student Learning -- </subfield><subfield code="t">Integrating Group Work into our Classes -- </subfield><subfield code="t">Scrapbook Presentations: An Exercise in Collaborative Learning -- </subfield><subfield code="t">The Field Walk -- </subfield><subfield code="t">Teaching with Cases -- </subfield><subfield code="t">Stages in Group Dynamics -- </subfield><subfield code="t">The Joy of Seminars -- </subfield><subfield code="t">The Office Hour: Not Just Crisis Management -- </subfield><subfield code="t">Negotiating Power in the Classroom: The Example of Group Work -- </subfield><subfield code="t">SECTION VII: ASSIGNMENTS AND EVALUATION -- </subfield><subfield code="t">Introduction -- </subfield><subfield code="t">Part One: Reading -- </subfield><subfield code="t">When No One Has Done the Reading -- </subfield><subfield code="t">A Strategy for Encouraging Students to do Readings -- </subfield><subfield code="t">Telling a Book by Its Cover -- </subfield><subfield code="t">The Sherlock Holmes Approach to Critical Reading (Or How to Help Students Become Good "Detextives") -- </subfield><subfield code="t">Part Two: Research Essays and Other Writing Assignments -- </subfield><subfield code="t">Sequencing Assignments -- </subfield><subfield code="t">An Experiment in Writing and Learning Groups -- </subfield><subfield code="t">Paper Chase: The Sequel -- </subfield><subfield code="t">Working with Students'Writing -- </subfield><subfield code="t">What Happens After You Say, "Please Go to the Writing Centre"? -- </subfield><subfield code="t">Part Three: Grading and Evaluation -- </subfield><subfield code="t">Evaluating Student Writing: Problems and Possibilities -- </subfield><subfield code="t">Fast, Fair and Constructive: Grading in the Mathematical Sciences -- </subfield><subfield code="t">An Individualized Approach to Teaching and Evaluation -- </subfield><subfield code="t">The Norwegian Motivator, or How I Make Grading Work for Me and My Students -- </subfield><subfield code="t">SECTION VIII: DEVELOPING AND ASSESSING YOUR TEACHING -- </subfield><subfield code="t">Introduction -- </subfield><subfield code="t">Part One: Classroom Assessment -- </subfield><subfield code="t">Improving Student Learning Through Feedback: Classroom Assessment Techniques -- </subfield><subfield code="t">The One-Minute Paper...Two Success Stories -- </subfield><subfield code="t">Developing the One-Minute Paper -- </subfield><subfield code="t">Part Two: Mid-Course Evaluation -- </subfield><subfield code="t">Formative Evaluation Surveys -- </subfield><subfield code="t">Facilitating Student Feedback -- </subfield><subfield code="t">Feedback Strategies -- </subfield><subfield code="t">Part Three: Collegial Consultation -- </subfield><subfield code="t">Peer Pairing -- </subfield><subfield code="t">Peer Pairing in French Studies -- </subfield><subfield code="t">Part Four: Teaching Evaluation Guide -- </subfield><subfield code="t">Teaching Evaluation Guide -- </subfield><subfield code="t">Part Five: Teaching Documentation Guide -- </subfield><subfield code="t">Teaching Documentation Guide -- </subfield><subfield code="t">CONTRIBUTORS</subfield></datafield><datafield tag="506" ind1="0" ind2=" "><subfield code="a">restricted access</subfield><subfield code="u">http://purl.org/coar/access_right/c_16ec</subfield><subfield code="f">online access with authorization</subfield><subfield code="2">star</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="530" ind1=" " ind2=" "><subfield code="a">Issued also in print.</subfield></datafield><datafield tag="538" ind1=" " ind2=" "><subfield code="a">Mode of access: Internet via World Wide Web.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">In English.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Description based on online resource; title from PDF title page (publisher's Web site, viewed 30. Aug 2021)</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Coursebook.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Higher.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Aber Schlesinger, Rachel, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Adem, Teferi, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Adolph, Robert, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield 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