Introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.
Introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.
Susan Sipple is Associate Professor of English at University of Cincinnati Blue Ash College. Sipple teaches literature, composition, and developmental writing; she is a 29-year teaching veteran who has taught at two-year open-access colleges, four-year liberal arts colleges, and major state universities. She has won several awards for her teaching, including UC's A.B. "Dolly" Cohen Award for Excellence in Teaching and UC's Boyce Award for Outstanding Teaching. She is a member of UC's Academy of Fellows for Teaching and Learning. Her most recent scholarship includes research on study abroad, faculty learning communities, faculty burnout, and instructor feedback on student writing. In addition, she has won research awards from the National Association for Developmental Education and the Ohio Association for Developmental Education. Robin Lightner is Associate Professor of Psychology and Co-Director of the Learning and Teaching Center at UC Blue Ash College. She has been appointed to the University's Academy of Fellows for Teaching and Learning and awarded her college's Distinguished Teaching Award. She has worked on a FIPSE grant on Self-Regulated Learning, and employs a number of techniques in her courses to help students become better learners. She teaches Introduction to Psychology, Research Methods, Personality, and Social Psychology. She leads a faculty learning community on the Scholarship of Teaching and Learning. Milton D. Cox is Project Director, FIPSE Project on Faculty Learning Communities Center for the Enhancement of Learning, Teaching and University Assessment, Miami University, Ohio.
Inhaltsangabe
Foreword Milton D. Cox Introduction Susan Sipple and Robin Lightner 1. Collecting Evidence About What Works. Scholarship of Teaching and Learning FLC Robin Lightner 2. Peer Review of Scholarly Teaching. Formative Feedback for Change Janice Denton, Susan Sipple, and Lesta Cooper Freytag 3. Redesigning Courses From the Ground Up. From Outcomes to Assessment to Activities Ruth Benander 4. Ties That Bind. Enhancing Feelings of Connectivity With an Adjunct Faculty Learning Community Ronald A. Elizaga and Traci Haynes 5. Self Regulated Learning. Focus on Feedback Charlotte Skinner 6. Addressing Critical Thinking in Two Year Colleges Sarah Cummins Sebree and Frank Wray 7. Assessment Incognito. Design Thinking and the Studio Learning FLC Joanne Munroe 8. Smart Connections. Transfer of Learning and First Year Student Success Ruth Benander, Robin Lightner, and Gene Kramer 9. Learning Technology in a Community. Design Your Own Spring Break Rhonda Berger and Patrick Nellis 10. The Teacher Scholar Inquiry Group. Building a Teaching Commons Among Two Year and Four Year Faculty Ellen Lynch and Margaret Cheatham 11. Writers Groups. Composing a Balanced Faculty Brenda Refaei, Susan Sipple, and Claudia Skutar About the Contributors Index
Foreword Milton D. Cox Introduction Susan Sipple and Robin Lightner 1. Collecting Evidence About What Works. Scholarship of Teaching and Learning FLC Robin Lightner 2. Peer Review of Scholarly Teaching. Formative Feedback for Change Janice Denton, Susan Sipple, and Lesta Cooper Freytag 3. Redesigning Courses From the Ground Up. From Outcomes to Assessment to Activities Ruth Benander 4. Ties That Bind. Enhancing Feelings of Connectivity With an Adjunct Faculty Learning Community Ronald A. Elizaga and Traci Haynes 5. Self Regulated Learning. Focus on Feedback Charlotte Skinner 6. Addressing Critical Thinking in Two Year Colleges Sarah Cummins Sebree and Frank Wray 7. Assessment Incognito. Design Thinking and the Studio Learning FLC Joanne Munroe 8. Smart Connections. Transfer of Learning and First Year Student Success Ruth Benander, Robin Lightner, and Gene Kramer 9. Learning Technology in a Community. Design Your Own Spring Break Rhonda Berger and Patrick Nellis 10. The Teacher Scholar Inquiry Group. Building a Teaching Commons Among Two Year and Four Year Faculty Ellen Lynch and Margaret Cheatham 11. Writers Groups. Composing a Balanced Faculty Brenda Refaei, Susan Sipple, and Claudia Skutar About the Contributors Index
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