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Full-Text Articles in Education

It Works For Me, Too! More Shared Tips For Effective Teaching, Charlie Sweet, Hal Blythe Nov 2011

It Works For Me, Too! More Shared Tips For Effective Teaching, Charlie Sweet, Hal Blythe

Hal Blythe

In the four years since our first book on teaching, we have noticed both on our campus and around the country a new emphasis on the instructor as teacher (vs. scholar). We have read books on the subject, attended the prestigious Lilly Conference, helped establish a Teaching & Learning Center on our campus (Hal served as its first director), and written for new journals focusing on pedagogy. It Works For Me, Too! is our contribution to the Renaissance in College Pedagogy, our attempt to fuel this brightening interest in effective teaching. Like its predecessor, this book is a compilation of tips from workers in the collegiate trenches, but this time our contributors (some volunteers, some drafted) reflect the national interest in this subject and come from all around the country. We begin with a few theoretical approaches, but the major focus of IWFMT (not exactly a memorable acronym) is that average day in the classroom and what momentary magic some instructor has injected into the mix to make the experience much more than average. Sometimes the advice is general, but usually it’s specific. While the advisor may be in a different discipline than you, we have every confidence that you will be able to use this information in your area. After all, most of us weren’t born good teachers ®¢ we made ourselves that. During an observation last fall, Charlie watched as an instructor had her students reproduce exactly what Keats described on that famed Grecian urn. He went immediately into his Am Lit I class and had his students draw up the floor plan for the turret in which Lady Rowena is suddenly transformed into the lost love Ligeia. Only when his class could actually picture that pentagonal structure could they begin to see what magic might have transpired that fateful night. The best tips aren’t only shared; they are borrowed, reshaped, and adapted to one’s own philosophy, and, as John D. MacDonald once said about good writing making more good readers, that reworking makes us all much better teachers. So, read and adapt. Show Less


Faculty Diversity, Kyle Scafide, Barbara Johnson Aug 2002

Faculty Diversity, Kyle Scafide, Barbara Johnson

Kyle Scafide

This article presents a broad view of issues related to faculty diversity. Headings include Demographics, The Growth of Faculty Diversity as an Ideal, and Barriers in the Academic Workplace. Race, ethnicity, and gender are the most common characteristics that institutions observe in order to measure faculty diversity. An even broader approach to faculty diversity involves age, socioeconomic background, national origin, sexual orientation, and diverse learning styles and opinions. Until the latter part of the twentieth century, the professoriate in the western world was composed almost exclusively of privileged, heterosexual males of Caucasian descent. Higher education institutions are generally concerned with ...


Toward A "Formula For Success"--Using Oral Histories To Help Students Succeed When Everything Seems To Be Working Against Them, Michelle Navarre Cleary Feb 2002

Toward A "Formula For Success"--Using Oral Histories To Help Students Succeed When Everything Seems To Be Working Against Them, Michelle Navarre Cleary

Michelle Navarre Cleary

Many of the students at Olive-Harvey College, a community college on Chicago's south side, are struggling to balance their education with low income, service sector jobs and family needs while living in communities plagued by drugs and violence. The question is how teachers can help these students to attain their educational goals, despite their life crises. To find the answer, one instructor turned to the students who had successfully completed her English 102 capstone writing course the previous fall--students who are the exception and not the rule. She interviewed 13 out of 20 students in the class and found ...


It Works For Me, Too! More Shared Tips For Effective Teaching, Charlie Sweet, Hal Blythe Dec 2001

It Works For Me, Too! More Shared Tips For Effective Teaching, Charlie Sweet, Hal Blythe

Charlie Sweet

In the four years since our first book on teaching, we have noticed both on our campus and around the country a new emphasis on the instructor as teacher (vs. scholar). We have read books on the subject, attended the prestigious Lilly Conference, helped establish a Teaching & Learning Center on our campus (Hal served as its first director), and written for new journals focusing on pedagogy. It Works For Me, Too! is our contribution to the Renaissance in College Pedagogy, our attempt to fuel this brightening interest in effective teaching. Like its predecessor, this book is a compilation of tips from workers in the collegiate trenches, but this time our contributors (some volunteers, some drafted) reflect the national interest in this subject and come from all around the country. We begin with a few theoretical approaches, but the major focus of IWFMT (not exactly a memorable acronym) is that average day in the classroom and what momentary magic some instructor has injected into the mix to make the experience much more than average. Sometimes the advice is general, but usually it’s specific. While the advisor may be in a different discipline than you, we have every confidence that you will be able to use this information in your area. After all, most of us weren’t born good teachers ®¢ we made ourselves that. During an observation last fall, Charlie watched as an instructor had her students reproduce exactly what Keats described on that famed Grecian urn. He went immediately into his Am Lit I class and had his students draw up the floor plan for the turret in which Lady Rowena is suddenly transformed into the lost love Ligeia. Only when his class could actually picture that pentagonal structure could they begin to see what magic might have transpired that fateful night. The best tips aren’t only shared; they are borrowed, reshaped, and adapted to one’s own philosophy, and, as John D. MacDonald once said about good writing making more good readers, that reworking makes us all much better teachers. So, read and adapt. Show Less


Philosophy For Children, Michael Pritchard Dec 2001

Philosophy For Children, Michael Pritchard

Michael Pritchard

No abstract available.