Tamara L. Burk

Broschiertes Buch

Instructional Development and Classroom Communication

A Case Study of First-Semester College Students in the Liberal Arts Curriculum

Beschreibung

This book is about teachers learning about teaching. As increasingly complex educational models and new theories of student learning have become part of the discourse of higher education, college instructors have sought new opportunities for instructional development.

Autor

Tamara L. Burk is an Associate Professor of Communication, and the Director of the Leadership Studies Program at Columbia College. Dr. Burk holds a Ph.D. in Educational Policy, Planning, and Leadership and an Ed.S. in Higher Education from The College of William and Mary, and an M.A. and a B.A. in Communication from the University of Maine. She has delivered instructional development programming at colleges and universities throughout the country.

Produktdetails

• Verlag: University Press of America
• Seitenzahl: 194
• Erscheinungstermin: 6. Juli 2005
• Englisch
• Abmessung: 229mm x 152mm x 11mm
• Gewicht: 290g
• ISBN-13: 9780761832041
• ISBN-10: 0761832041
• Artikelnr.: 21707364

Rezensionen

Burk's comprehensive case study and meticulous qualitative analysis make a strong argument for the centrality of oral communication in the classroom as a route to critical thinking skills. Learning more about working with first-year students not only benefits students as learners, but it also benefits faculty themselves. Simply put, teaching a first-year seminar will change the way you teach-period. If you're not 'a believer,' Tamara Burk's book may well convince you once and for all! -- Constance Staley, Director, Freshman Seminar Program; Professor of Communication, University of Colorado at Colorado Springs This book is a significant contribution to research (and potentially practice) in two relatively new fields: faculty development and

the first-year experience in American higher education. This new scholarship provides a model for asking and answering these tough questions: 'Are our investments in faculty development paying off? Do the faculty actually make use of the pedagogies we wish they would adapt, and with what results?' Without intending it, this work delivers a scathing critique of the dominant mode of verbal transmission of information in the archetypal college classroom. I hope we pay attention. -- John N. Gardner, Senior Fellow, National Resource Center on The First-Year Experience, Executive Director, Policy Center on the First Year of College Tamara Burk's work is provocative. After reading her book, you will be convinced that adopting interactive teaching techniques and utilizing classroom discussion, small group interaction, and individual presentations in the classroom will have a dramatic impact on classroom community-building, student development, and student learning! -- Gregory P. Lampe, Interim Provost and Vice Chancellor for Academic Affairs; Professor, Department of Communication and Theatre Arts, University of