| Introduction: Responsibility, Respect, Research and Reflection in Higher Education |
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1 | (4) |
| SECTION I: POWER, DIVERSITY AND EQUITY IN THE CLASSROOM |
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5 | (92) |
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6 | (1) |
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7 | (18) |
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Gender, Power and Silence in the Classroom: Our Experiences Speak for Themselves |
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7 | (11) |
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Fog and Frustration: The Graduate Student Experience |
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18 | (3) |
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``Dissertation Dementia'': Reflections on One Woman's Graduate Experience |
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21 | (4) |
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25 | (72) |
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25 | (15) |
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The University Classroom: From Laboratory to Liberatory Education |
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40 | (5) |
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Diversity in the Classroom: Engagement and Resistance |
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45 | (9) |
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Responsibility and Respect in Critical Pedagogy |
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54 | (4) |
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Feminist Pedagogy: Paradoxes in Theory and Practice |
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58 | (5) |
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Teaching ``Women and Men in Organizations'': Feminist Pedagogy in the Business School |
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63 | (5) |
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Empowering Students Through Feminist Pedagogy |
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68 | (7) |
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Heterosexism in the Classroom |
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75 | (4) |
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DisABILITY in the Classroom: The Forgotten Dimension of Diversity? |
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79 | (6) |
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Teaching Students with Learning Disabilities |
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85 | (4) |
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Avoiding the Retrofitted Classroom: Strategies for Teaching Students with Disabilities |
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89 | (4) |
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93 | (2) |
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English-as-a-Second-Language Students |
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95 | (2) |
| SECTION II: THEORIES AND MODELS OF STUDENT LEARNING |
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97 | (30) |
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98 | (1) |
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Teaching Styles/Learning Styles: The Myers Briggs Model |
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99 | (6) |
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The Gregorc Model of Learning Styles |
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105 | (5) |
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Student Development: From Problem Solving to Problem Finding |
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110 | (8) |
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Using Theories about Student Learning to Improve Teaching |
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118 | (9) |
| SECTION III: COURSE DESIGN |
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127 | (18) |
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128 | (1) |
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Course Planning: From Design to Active Classroom |
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129 | (4) |
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Developing and Teaching a Science Course: A Junior Faculty Member's Perspective |
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133 | (3) |
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The Dialectic of Course Development: I Theorize, They React... and Then? |
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136 | (3) |
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Beyond Bare Facts: Teaching Goals in Science |
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139 | (2) |
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``Why Didn't He Just Say It?'': Getting Students Interested in Language |
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141 | (4) |
| SECTION IV: WORKING WITH GRADUATE STUDENTS |
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145 | (16) |
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146 | (1) |
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Graduate Supervisory Practices |
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147 | (6) |
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Working Together: The Teaching Assistant--Professor Relationship |
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153 | (4) |
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Working with Teaching Assistants |
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157 | (2) |
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Issues for International Teaching Assistants |
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159 | (2) |
| SECTION V: ACADEMIC HONESTY |
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161 | (20) |
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162 | (1) |
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163 | (3) |
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Plagiarism and Student Acculturation: Strangers in the Strange Lands of our Disciplines |
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166 | (5) |
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Plagiarism and the Challenge of Essay Writing: Learning from our Students |
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171 | (6) |
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Honesty in the Laboratory |
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177 | (2) |
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Electronic Plagiarism: A Cautionary Tale |
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179 | (2) |
| SECTION VI: TEACHING AND LEARNING STRATEGIES |
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181 | (86) |
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182 | (2) |
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184 | (16) |
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Effective Lecturing Techniques |
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184 | (4) |
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Improving Large-Class Lecturing |
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188 | (9) |
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Improving Student Learning in Lectures |
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197 | (3) |
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200 | (15) |
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Dead Silence...A Teacher's Nightmare |
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200 | (2) |
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Evoking and Provoking Student Participation |
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202 | (4) |
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Resistance in the Classroom |
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206 | (4) |
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Computer-Mediated Communication: Some Thoughts about Extending the Classroom |
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210 | (5) |
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Seminars, Tutorials and Small-Group Learning |
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215 | (52) |
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Study Group Guide for Instructors and Teaching Assistants |
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215 | (10) |
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Warm-Ups: Lessening Student Anxiety in the First Class |
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225 | (2) |
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Small is Beautiful: Using Small Groups to Enhance Student Learning |
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227 | (4) |
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Integrating Group Work into our Classes |
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231 | (4) |
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Scrapbook Presentations: An Exercise in Collaborative Learning |
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235 | (6) |
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241 | (3) |
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244 | (3) |
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247 | (2) |
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249 | (3) |
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The Office Hour: Not Just Crisis Management |
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252 | (3) |
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Negotiating Power in the Classroom: The Example of Group Work |
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255 | (12) |
| SECTION VII: ASSIGNMENTS AND EVALUATION |
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267 | (52) |
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268 | (2) |
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270 | (12) |
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When No One Done the Reading |
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270 | (2) |
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A Strategy for Encouraging Students to do Readings |
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272 | (2) |
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Telling a Book by Its Cover |
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274 | (5) |
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The Sherlock Holmes Approach to Critical Reading (Or How to Help Students Become Good ``Detextives'') |
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279 | (3) |
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Research Essays and Other Writing Assignments |
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282 | (16) |
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282 | (3) |
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An Experiment in Writing and Learning Groups |
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285 | (3) |
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288 | (3) |
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Working with Students' Writing |
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291 | (4) |
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What Happens After You Say, ``Please Go to the Writing Centre''? |
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295 | (3) |
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298 | (21) |
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Evaluating Student Writing: Problems and Possibilities |
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298 | (5) |
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Fast, Fair and Constructive: Grading in the Mathematical Sciences |
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303 | (3) |
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An Individualized Approach to Teaching and Evaluation |
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306 | (10) |
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The Norwegian Motivator, or How I Make Grading Work for Me and My Students |
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316 | (3) |
| SECTION VIII: DEVELOPING AND ASSESSING YOUR TEACHING |
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319 | (50) |
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320 | (1) |
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321 | (9) |
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Improving Student Learning Through Feedback: Classroom Assessment Techniques |
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321 | (3) |
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The One-Minute Paper... Two Success Stories |
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324 | (2) |
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Developing the One-Minute Paper |
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326 | (4) |
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330 | (8) |
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Formative Evaluation Surveys |
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330 | (3) |
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Facilitating Student Feedback |
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333 | (3) |
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336 | (2) |
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338 | (6) |
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338 | (2) |
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Peer Pairing in French Studies |
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340 | (4) |
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Teaching Evaluation Guide |
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344 | (17) |
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Teaching Documentation Guide |
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361 | (8) |
| Contributors |
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369 | |
