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Articles 1681 - 1710 of 1751
Full-Text Articles in Curriculum and Instruction
"If You Can Fake That...": A Reflection On The Morality Of Teaching, David A. Hoekema
"If You Can Fake That...": A Reflection On The Morality Of Teaching, David A. Hoekema
Professional and Organizational Development Network in Higher Education: Archives
How can we identify a professor who is genuinely open and honest in the classroom? What are the traits of an instructor who both earns and deserves students' trust? Included are suggested, potential answers to these questions.
Of Gurus, Gatekeepers, And Guides: Metaphors Of College Teaching, Mary K. Norton
Of Gurus, Gatekeepers, And Guides: Metaphors Of College Teaching, Mary K. Norton
Professional and Organizational Development Network in Higher Education: Archives
From what the students tell me, in their experience there are three common metaphors of the college teacher. (Of course there are many more.) While we may disagree that these are the images that guide us, the students' viewpoint is nevertheless instructive, if only to remind us of the difference between what they perceive and we intend. My purpose here is to look through the students' eyes to explore what these metaphors reveal, especially in terms of their "collateral lessons," as Dewey called them: the implied concomitant messages students may draw from them: Guru, Gatekeeper, and Guide.
Volume 07, Number 01, Don Forrester Editor
Volume 07, Number 01, Don Forrester Editor
Reaching Through Teaching
Full text of Volume 07, Number 01 of Reaching Through Teaching.
Reinventing The University: Finding The Place For Basic Writers, Jane E. Hindman
Reinventing The University: Finding The Place For Basic Writers, Jane E. Hindman
Publications and Research
A poststructuralist critique of basic writing placement and pedagogy, this paper argues that our notions of good writing (i.e., the criteria by which we as English professors and compositionists authorize and "place" students) come not from some general or transcendent standards, but rather from the practices by which we self-authorize within our own discourse community. Using Bartholomae and Petrosky's curriculum presented in Facts, Artifacts, Counterfacts as a point of departure, I propose a language-centered curriculum which uses discourse itself as the subject of the semester-Jong project wherein students eventually learn to critique our practices and create their own discourse communities. …
Volume 06, Number 03, Don Forrester Editor
Volume 06, Number 03, Don Forrester Editor
Reaching Through Teaching
Full text of Volume 06, Number 03 of Reaching Through Teaching.
Volume 06, Number 02, Don Forrester Editor
Volume 06, Number 02, Don Forrester Editor
Reaching Through Teaching
Full text of Volume 06, Number 02 of Reaching Through Teaching.
Risky Business: Making Active Learning A Reality, Charles C. Bonwell
Risky Business: Making Active Learning A Reality, Charles C. Bonwell
Professional and Organizational Development Network in Higher Education: Archives
Much has been said about the power of active learning as an instructional model. But moving from theory to practice may need some careful thought and timely advice.
Disciplinary Cultures And General Education, Sheila Tobias
Disciplinary Cultures And General Education, Sheila Tobias
Professional and Organizational Development Network in Higher Education: Archives
Is there an unspoken culture that pervades the teaching in a discipline? How does an intelligent outsider recognize its assumptions and mores?
But How Do We Get Them To Think?, Carol A. Weiss
But How Do We Get Them To Think?, Carol A. Weiss
Professional and Organizational Development Network in Higher Education: Archives
We hear this question constantly from faculty these days. This article will describe strategies for motivating and teaching students skills in this area.
The Four Cultures Of The Academy, William H. Bergquist
The Four Cultures Of The Academy, William H. Bergquist
Professional and Organizational Development Network in Higher Education: Archives
How do the cultures of the academy affect the teaching and learning which is so central to its mission?
Power In College Teaching, Linc. Fisch
Power In College Teaching, Linc. Fisch
Professional and Organizational Development Network in Higher Education: Archives
Teachers carry a lot of power to influence students in both good and bad ways. An awareness of this fact is a blessing and a curse.
Competence: What Does It Mean In Teaching And Learning?, Ronald A. Smith
Competence: What Does It Mean In Teaching And Learning?, Ronald A. Smith
Professional and Organizational Development Network in Higher Education: Archives
What does it mean to be competent in a field? Our definition of competence influences the way we teach and what we expect from students.
Ten Qualities Of Self-Renewing Faculty, Frederick M. Hudson
Ten Qualities Of Self-Renewing Faculty, Frederick M. Hudson
Professional and Organizational Development Network in Higher Education: Archives
Keeping ourselves alive and motivated is a never-ending struggle for faculty, who often feel overwhelmed. This author provides some insights into specific ways to keep the creative spirit flourishing.
Teaching Controversial Issues, Suzanne Cherrin
Teaching Controversial Issues, Suzanne Cherrin
Professional and Organizational Development Network in Higher Education: Archives
There are many topics in our curriculum which are relevant to students lives, affect students personally, and frequently produce emotional responses in the classroom. This article makes suggestions for managing controversy and maximizing the opportunity for active learning.
Volume 06, Number 01, Don Forrester Editor
Volume 06, Number 01, Don Forrester Editor
Reaching Through Teaching
Full text of Volume 06, Number 01 of Reaching Through Teaching.
Volume 05, Number 03, Don Forrester Editor
Volume 05, Number 03, Don Forrester Editor
Reaching Through Teaching
Full text of Volume 05, Number 03 of Reaching Through Teaching.
Volume 05, Number 02, Don Forrester Editor
Volume 05, Number 02, Don Forrester Editor
Reaching Through Teaching
Full text of Volume 05, Number 02 of Reaching Through Teaching.
Good Teaching: A Matter Of Living The Mystery, Parker J. Palmer
Good Teaching: A Matter Of Living The Mystery, Parker J. Palmer
Professional and Organizational Development Network in Higher Education: Archives
Good teaching cannot be equated with technique. It comes from the integrity of the teacher, from his or her relation to the subject or the student, from the capricious chemistry of it all. The author muses about how to give voice to the questions the students won’t ask but which probably lie on the cutting edge of their learning.
Making Sense (And Use) Of Written Student Comments, Karron G. Lewis
Making Sense (And Use) Of Written Student Comments, Karron G. Lewis
Professional and Organizational Development Network in Higher Education: Archives
Student evaluations of teaching are more and more common. Many include a baffling array of student comments along with scaled items. To get the most out of these rich data requires some planning and careful analysis.
Academic Culture: The Hidden Curriculum, Maurianne Adams
Academic Culture: The Hidden Curriculum, Maurianne Adams
Professional and Organizational Development Network in Higher Education: Archives
There is an unspoken, unacknowledged set of cultural norms which govern the conduct of the players in the academy. When non-traditional students enter the academy, they may inadvertently run afoul of those norms. By recognizing them ourselves, we may be able to make the experience of these students a better one.
The Teaching Portfolio, Peter Seldin, Linda Amis
The Teaching Portfolio, Peter Seldin, Linda Amis
Professional and Organizational Development Network in Higher Education: Archives
One of the best ideas about the evaluation of teaching to come along in recent years is the teaching portfolio, which allows the individual instructor to create a well-documented history of his or her own teaching efforts and the thinking which undergirds them.
Building Confidence And Community In The Classroom, J. Dennis Huston
Building Confidence And Community In The Classroom, J. Dennis Huston
Professional and Organizational Development Network in Higher Education: Archives
This national award winner shares his thoughts about encouraging students to think for themselves.
Tales Told Out Of School: Women's Reflections On Their Undergraduate Experience, Blythe Clinchy
Tales Told Out Of School: Women's Reflections On Their Undergraduate Experience, Blythe Clinchy
Professional and Organizational Development Network in Higher Education: Archives
Where does learning really occur? In the classroom? Or out of it? The answer may be different for different learners and that has implications for our ways of teaching.
Whatever Happened To The Faculty?, Jack H. Schuster
Whatever Happened To The Faculty?, Jack H. Schuster
Professional and Organizational Development Network in Higher Education: Archives
Once assumed to be an enclave of like-minded scholars, the academy is becoming more and more segmented. The demographics of the students are changing as are those of the faculty. What will be the impact of those changes on the face of the academy in the next decade and beyond?
The Market For Teaching Scholars, Laurie Richlin
The Market For Teaching Scholars, Laurie Richlin
Professional and Organizational Development Network in Higher Education: Archives
To what extent will the hiring institutions accept a candidate whose devotion is to teaching? The answer depends greatly on the type of institution.
Volume 05, Number 01, Don Forrester Editor
Volume 05, Number 01, Don Forrester Editor
Reaching Through Teaching
Full text of Volume 05, Number 01 of Reaching Through Teaching.
Volume 04, Number 03, Don Forrester Editor
Volume 04, Number 03, Don Forrester Editor
Reaching Through Teaching
Full text of Volume 04, Number 03 of Reaching Through Teaching.
Volume 04, Number 02, Don Forrester Editor
Volume 04, Number 02, Don Forrester Editor
Reaching Through Teaching
Full text of Volume 04, Number 02 of Reaching Through Teaching.
So Much Content, So Little Time, Marilla D. Svinicki
So Much Content, So Little Time, Marilla D. Svinicki
Professional and Organizational Development Network in Higher Education: Archives
The universal complaint of faculty is that there is too much content to cover in the time allotted. Rather than complaining, perhaps we should re- examine how we go about choosing the content to include in a course. We might find we have more than we really need.
Countering Common Misbeliefs About Student Evaluation Of Teaching, Robert Boice
Countering Common Misbeliefs About Student Evaluation Of Teaching, Robert Boice
Professional and Organizational Development Network in Higher Education: Archives
In spite of all evidence to the contrary some people continue to believe that student evaluation of teaching is “nothing but a popularity contest.” How much more useful it is to recognize what the students have to offer in the way of feedback on teaching.