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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| Superior document: | Title is part of eBook package: De Gruyter University of Toronto Press eBook-Package Backlist 2000-2013 |
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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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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