Effective College and University Teaching
Strategies and Tactics for the New Professoriate

Edited by:

William Buskist - Auburn University, USA
Victor A. Benassi - University of New Hampshire, Durham, USA

Courses:
Career Planning & Professional Development | Introductory Sociology | Study Skills

October 2011 | 256 pages | SAGE Publications, Inc

"This is a very exciting project…[a]part from being helmed by two exemplary teachers, there is a strong line-up of authors. This will be the most up-to-date book of its kind as it takes the perspective of educating GTA supervisors and is not just a 'tips' book." Regan A. R. Gurung, University of Wisconsin, Green Bay

Using empirical research, Effective College and University Teaching gives faculty and graduate teaching assistants (GTAs) effective strategies and tactics for pursuing excellence in their teaching, be it in the classroom or online. Whereas the majority of books on college and university teaching are how-to books, this volume provides both the rationale and a detailed guide for how to use these practices and teach them to others. Written by leading scholars and master teachers, this book outlines, reviews, and discusses best practices for becoming an effective undergraduate teacher. Aimed at the professional development of professors and graduate students, this text provides full coverage of those topics central to effective teaching practices such as developing a teaching philosophy, becoming an ethical teacher, and fostering active learning in the classroom.

Available Formats

ISBN: 9781412996075	Paperback	Suggested Retail Price: $105.00	Bookstore Price: $84.00
ISBN: 9781506319780	Electronic Version	Suggested Retail Price: $72.00	Bookstore Price: $57.60

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Preface

Acknowledgments

Victor A. Benassi, William Buskist

Preparing the New Professoriate to Teach

Steven A. Meyers

Creating Effective Working Relationships Between Faculty and Graduate Teaching Assistants

Sandra Goss Lucas

Allaying Graduate Student Fears About Teaching

Mark M. Silvestri, Brennan D. Cox, William Buskist, and Jared W. Keeley

Preparing for the Transition From Graduate School to the Academy: An Exemplar From Psychology

Steven Prentice-Dunn

Teaching in the Context of Professional Development and Work-Private Life Balance

Mark A. McDaniel and Cynthia Wooldridge

The Science of Learning and Its Applications

Victor A. Benassi and Gary S. Goldstein

Course Design

James H. Korn

Writing and Developing Your Philosophy of Teaching

Janie H. Wilson and Rebecca G. Ryan

Developing Student-Teacher Rapport in the Undergraduate Classroom

David B. Daniel

Learning-Centered Lecturing

Elizabeth Yost Hammer and Peter J. Giordano

Active Learning

Bryan K. Saville, Tracy E. Zinn and Krisztina Varga Jakobsen

Leading Discussions

Robert Bubb

Assessing Student Learning

G. William Hill IV and Dorothy D. Zinsmeister

Becoming an Ethical Teacher

Mark M. Silvestri and William Buskist

Conflict in the College Classroom: Understanding, Preventing, and Dealing With Classroom Incivilities

Rosemary E. Phelps

Diversity and Diversity Issues in Teaching

Harold L. Miller, Jr., and Diego Flores

Teaching Controversial Issues, Liberally

Christopher R. Howard

Technology in Higher Education

Jared W. Keeley

Course and Instructor Evaluation

Cecilia M. Shore

Assessing the Effectiveness of GTA Prepatory Activities and Programs

Randolph A. Smith and Stephen F. Davis

Preparing Graduate Students for the Political Nature of the Academy

Thomas P. Hogan and John C. Norcross

Preparing for the Future: Undergraduates as Teaching Assistants

Jennifer J. Stiegler-Balfour and Catherine E. Overson

Useful Resources for Preparing the New Professoriate

Index

About the Editors

About the Contributors

“As the editors point out, this text offers a good measure of rationale theory as well as practical aspects. This is critical for two reasons. One, this approach allows for a cogent verification process of the ideas in the text via empirical research. Second, this allows, from a practical perspective, TAs and their trainers to understand why things work the way they do (or at least should) and how to make adjustments (and the reasons that should underlie those adjustments) if things to not work.”

Loreto R. Prieto

Iowa State University

“This is a very exciting project and I am looking forward to it being published. Apart from being helmed by two exemplary teachers (and great individuals), there is a strong line up of authors. Although there are many other books out there with information that overlaps, the thrust of this book as nicely specified in the proposal takes a voice and direction that none of the other mentioned books take (and I have seen them all). Together with the fact that this will be the most up to date book of the lot it takes the perspective of educating GTA supervisors and is not just a 'tips' book.”

Regan A.R. Gurung

University of Wisconsin, Green Bay

Key features

KEY FEATURES

Offers strategies and tactics for incorporating state-of-the-art best practices in college courses to enhance student learning outcomes.
Includes cutting-edge research and theory on college and university teaching.
Provides an overview of useful active learning techniques and suggestions for how to incorporate them into teaching.
Includes a guide to designing, implementing, and grading effective quizzes, tests, and writing activities.
Includes a full chapter on how to incorporate important diversity issues into teaching.
Includes chapters that address additional topics that do not directly involve teaching but are relevant to the teaching experience, such as working relationships between faculty and teaching assistants, graduate students' fears about teaching, and GTAs' perceived preparedness for teaching duties.