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Triple Play, Charlie Sweet, Hal Blythe, William Phillips
Triple Play, Charlie Sweet, Hal Blythe, William Phillips
Hal Blythe
“Triple Play” presents three procedural techniques nicely reduced to related mnemonics for making the most of class time by embedding three different approaches to assessing students’ learning right there in the class that day. The fruits of such exercises doubtless will give faculty who try them important information on what’s working with their students and what is not, but a point the authors don’t emphasize is that the exercises will also compel students to become conscious of where they stand in their own learning as learning rather than as a response to how they felt about the class that day.
It Works For Me: Becoing A Publishing Scholar/Researcher, Charlie Sweet, Hal Blythe
It Works For Me: Becoing A Publishing Scholar/Researcher, Charlie Sweet, Hal Blythe
Hal Blythe
The authors’ purpose in this book is to provide “a collection of practical tips drawn from real-life experiences.” We believe this particular book is so important to share with today’s audience, we almost called it Take My Book, Please! On the other hand, does the scholarly world need another book on the importance of scholarship? Further, if the book standard for tenure is slowly disappearing because so many academic presses are closing, why would we bother to write one? And recent studies show that new faculty members consider university employment a 9:00-5:00 job, so doesn’t that leave out time for …
From Bereavement To Assessment" The Transformation Of A Regional Comprehensive University, Charlie Sweet, Hal Blythe, Rose Perrine, Paula Kopacz, Dorie Combs, Onda Bennett, Stacey Street, E.J. Keeley
From Bereavement To Assessment" The Transformation Of A Regional Comprehensive University, Charlie Sweet, Hal Blythe, Rose Perrine, Paula Kopacz, Dorie Combs, Onda Bennett, Stacey Street, E.J. Keeley
Hal Blythe
This is no conventional book about assessment. It presents the unvarnished first-person accounts of fourteen faculty and administrators about how they grappled, and engaged, with assessment and how – despite misgivings and an often-contentious process – they were able to gain the collaboration of their peers as the benefits for student learning became evident. This is a book for skeptical faculty, for those who have been tasked to spearhead their institution’s call to create a culture of assessment; and, on campuses where assessment has been widely accepted and implemented, for those who now need to ensure this commitment will endure. …