Education Commons^™

Reforming Undergraduate Education One Class At A Time, K. Patricia Cross

Professional and Organizational Development Network in Higher Education: Archives

Reforming Undergraduate Education One Class at a Time, by K. Patricia Cross, University of California, Berkeley:

A continuing question for those of us in education is-What can and should be done to improve the quality of undergraduate instruction? The reports that constitute the higher education reform movement of the 1980's have taken this as their major emphasis. However, while these reports express plenty of dissatisfaction with the quality of instruction, there are few constructive suggestions for what to do about it. Part of the problem is that there is an unexamined assumption that underlies most of the educational reform movement. …

The Muse: Resources For Faculty And Ta Newsletters, No. 2, Fall 1989

Professional and Organizational Development Network in Higher Education: Archives

Putting the edge on your newsletter: Easy-to-make design adjustments enhance readability and attractiveness to readers, by Linc. Fisch

Editors' musings

Filings ...

Excerpts: Composing Headlines

Design Review: Graphics and content bring Kennesaw's newsletter high grades

Supplement: Some observations on The Beacon, by Kenneth Zahorski

If Learning Involves Risk-Taking, Teaching Involves Trust-Building, Marilla Svinicki

Professional and Organizational Development Network in Higher Education: Archives

If Learning Involves Risk-taking, Teaching Involves Trust-building, by Marilla Svinicki, University of Texas-Austin

The premise of this article is that learning, like all other creative acts, will flourish in an atmosphere in which the learner is willing to take risks, and it is the task of the instructor to create such an atmosphere for learning. If we accept this view of learning as risk-taking, we can begin to confront the factors that discourage students from taking risks and build a class environment where learning becomes less of a risk, or where the risk-taking in learning becomes valued instead of dreaded. …

The Beacon: A Guide To Faculty Development At St. Norbert College, Vol. Iv, No. 4

Professional and Organizational Development Network in Higher Education: Archives

Lampreys, Eels, and Skinks, with Small Potatoes by Phil Cochran

Faculty to Discuss Jacoby's The Last Intellectuals

''FOOD FOR THOUGHT'' Series Offers Attractive Fall Program

Notes from the Director A New Semester's Resolution

INTERNATIONAL FORUM ISAC and Killeen Chair to Co-sponsor Teach-in on South Africa

Verbal and Nonverbal Immediacy in the Classroom -or- "Stop Hiding Behind the Podium and Talk with Your Students" James W. Neuliep

New Books in the Faculty Development Resource Center

Opportunity Calendar -· Fall Semester

If Learning Involves Risk-Taking, Teaching Involves Trust-Building, Marilla Svinicki

Professional and Organizational Development Network in Higher Education: Archives

"If Learning Involves Risk-taking, Teaching Involves Trust-building," by Marilla Svinicki, University of Texas-Austin:

Creative acts flourish best in an atmosphere which allows the creator to take risks (Adams, 1986). The premise of this article is that learning, like all other creative acts, involves taking risks. For many students, their lack of confidence and the evaluative nature of the classroom make risk-taking a difficult step. However, if learning involves risk-taking, then teaching involves trust-building, creating a class atmosphere which will give students confidence and opportunities enough to take risks. The question is how to build that trust. Let's examine some steps …

Pod Membership Directory And Networking Guide 1988-89

Professional and Organizational Development Network in Higher Education: Archives

Membership Directory

Members by Location

Members by Institutional Type

The Tutor: Graduate Teacher Program Newsletter, University Of Colorado At Boulder, Vol. 5 No. 4

Professional and Organizational Development Network in Higher Education: Archives

Using common sense and kindness in teaching: Students with Special Needs, by Susan Anderson

Words from the Wise