Voices from the Classroom: Reflections on Teaching and Learning in Higher Education

Voices from the Classroom: Reflections on Teaching and Learning in Higher Education

Paperback

$38.95

Product Details

ISBN-13: 9781551930312
Publisher: University of Toronto Press, Higher Education Division
Publication date: 01/11/2001
Pages: 384
Product dimensions: 7.00(w) x 9.27(h) x 0.89(d)

About the Author



Janice Newton is an Associate Professor of Political Science in the Faculty of Arts at York University.


Jerry Ginsburg is an Associate Professor of History in the Faculty of Arts at York University.


Jan Rehner is an Associate Lecturer in the Centre for Academic Writing, Faculty of Arts at York University.


Pat Rogers is a Professor of Education and Mathematics and is the Academic Director of The Centre for the Support of Teaching at York University.


John Spencer is an Associate Lecturer in the Centre for Academic Writing, Faculty or Arts at York University.

Table of Contents

Introduction: Responsibility, Respect, Research and Reflection in Higher Education


SECTION I: POWER, DIVERSITY AND EQUITY IN THE CLASSROOM


Introduction


Part One: Student Voices


1. Gender, Power and Silence in the Classroom: Our Experiences Speak for Themselves


2. Fog and Frustration: The Graduate Student Experience


3. 'Dissertation Dementia': Reflections on One Woman's Graduate Experience


Part Two: Teachers' Voices


1. Power in the Classroom


2. The University Classroom: From Laboratory to Liberatory Education


3. Diversity in the Classroom: Engagement and Resistance


4. Responsibility and Respect in Critical Pedagogy


5. Feminist Pedagogy: Paradoxes in Theory and Practice


6. Teaching 'Women and Men in Organizations': Feminist Pedagogy in the Business School


7. Empowering Students Through Feminist Pedagogy


8. Heterosexism in the Classroom


9. DisABILITY in the Classroom: The Forgotten Dimension of Diversity?


10. Teaching Students with Learning Disabilities


11. Avoiding the Retrofitted Classroom: Strategies for Teaching Students with Disabilities


12. Adult Students


13. English-as-a-Second-Language Students





SECTION II: THEORIES AND MODELS OF STUDENT LEARNING


Introduction


1. Teaching Styles/Learning Styles: The Myers Briggs Model


2. The Gregorc Model of Learning Styles


3. Student Development: From Problem-Solving to Problem-Finding


4. Using Theories about Student Learning to Improve Teaching





SECTION III: COURSE DESIGN


Introduction


1. Course Planning: From Design to Active Classroom


2. Developing and Teaching a Science Course: A Junior Faculty Member's Perspective


3. The Dialectic of Course Development: I Theorize, They React... and Then?


4. Beyond Bare Facts: Teaching Goals in Science


5. 'Why Didn't He Just Say It?': Getting Students Interested in Language





SECTION IV: WORKING WITH GRADUATE STUDENTS


Introduction


1. Graduate Supervisory Practices


2. Working Together: The Teaching Assistant-Professor Relationship


3. Working with Teaching Assistants


4. Issues for International Teaching Assistants





SECTION V: ACADEMIC HONESTY


Introduction


1. Academic Dishonesty


2. Plagiarism and Student Acculturation: Strangers in the Strange Lands of our Disciplines


3. Plagiarism and the Challenge of Essay Writing: Learning from our Students


4. Honesty in the Laboratory


5. Electronic Plagiarism: A Cautionary Tale





SECTION VI: TEACHING AND LEARNING STRATEGIES


Introduction


Part One: Lecturing




  1. Effective Lecturing Techniques

  2. Improving Large-Class Lecturing

  3. Improving Student Learning in Lectures



Part Two: Class Participation




  1. Dead Silence... A Teacher's Nightmare

  2. Evoking and Provoking Student Participation

  3. Resistance in the Classroom

  4. Computer-Mediated Communication: Some Thoughts about Extending the Classroom



Part Three: Seminars, Tutorials and Small-Group Learning




  1. Study Group Guide for Instructors and Teaching Assistants

  2. Warm-Ups: Lessening Student Anxiety in the First Class

  3. Small is Beautiful: Using Small Groups to Enhance Student Learning

  4. Integrating Group Work into our Classes

  5. Scrapbook Presentations: An Exercise in Collaborative Learning

  6. The Field Walk

  7. Teaching with Cases

  8. Stages in Group Dynamics

  9. The Joy of Seminars

  10. The Office Hour: Not Just Crisis Management

  11. Negotiating Power in the Classroom: The Example of Group Work



SECTION VII: ASSIGNMENTS AND EVALUATION


Introduction


Part One: Reading




  1. When No One Has Done the Reading

  2. A Strategy for Encouraging Students to do Readings

  3. Telling a Book by Its Cover

  4. The Sherlock Holmes Approach to Critical Reading (Or How to Help Students Become Good 'Detextives')



Part Two: Research Essays and Other Writing Assignments




  1. Sequencing Assignments

  2. An Experiment in Writing and Learning Groups

  3. Paper Chase: The Sequel

  4. Working with Students' Writing

  5. What Happens After You Say, 'Please Go to the Writing Centre?'



Part Three: Grading and Evaluation




  1. Evaluating Student Writing: Problems and Possibilities

  2. Fast, Fair and Constructive: Grading in the Mathematical Sciences

  3. An Individualized Approach to Teaching and Evaluation

  4. 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




  1. Improving Student Learning Through Feedback: Classroom Assessment Techniques

  2. The One-Minute Paper... Two Success Stories

  3. Developing the One-Minute Paper



Part Two: Mid-Course Evaluation




  1. Formative Evaluation Surveys

  2. Facilitating Student Feedback

  3. Feedback Strategies



Part Three: Collegial Consultation




  1. Peer Pairing

  2. Peer Pairing in French Studies



Part Four: Teaching Evaluation Guide


Part Five: Teaching Documentation Guide


Contributors

Customer Reviews

Most Helpful Customer Reviews

See All Customer Reviews