This revised edition of Keeping Us Engaged centers on in-classroom instruction, offering fresh student perspectives on how faculty can maximize engagement when teaching in person.
This revised edition of Keeping Us Engaged centers on in-classroom instruction, offering fresh student perspectives on how faculty can maximize engagement when teaching in person.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Christine Harrington is Professor in the Department of Advanced Studies, Leadership, and Policy at Morgan State University, USA, and a part-time lecturer at the master's level in the Department of Learning and Teaching at Rutgers University, USA. As an expert in teaching, learning, and student success, she has authored numerous acclaimed books and is frequently invited to present at colleges and universities.
Inhaltsangabe
ForewordAcknowledgmentsIntroduction ONE. STARTING POSITVE. THE FIRST DAY OF CLASS AND THE SYLLABUS 1. Engaging Students on the First Day of Class 2. Creating a Sense of Belonging 3. Generating Excitement 4. Developing Knowledge and Skills 5. Using the Syllabus as an Engagement Tool 6. Faculty Reflection Questions TWO. POWER OF RELATIONSHIPS 7. Connecting With Students During Class 8. Interacting With Students Outside of Class 9. Assisting Students Struggling With Personal Challenges 10. Serving as Career Mentors 11. Helping Students Build a Professional Network 12. Faculty Reflection Questions THREE. TEACHING STRATEGIES 13. Making It Personal 14. Using Demonstrations 15. Using Collaborative Activities 16. Faculty Reflection Questions FOUR. MEANINGFUL ASSIGNMENTS 17. Building Foundational Knowledge 18. Using Authentic Assignments to Promote Learning 19. Pushing Students Outside their Comfort Zone 20. Fostering Creativity 21. Service-Learning 22. Faculty Reflection Questions FIVE. FEEDBACK 23. Formative Assessment Opportunities 24. Incorporating Peer Feedback Opportunities 25. Giving Students Opportunities to Revise 26. Providing Feedback to High-Achieving Students 27. Faculty Reflection Questions ReferencesAbout the AuthorIndex
ForewordAcknowledgmentsIntroduction ONE. STARTING POSITVE. THE FIRST DAY OF CLASS AND THE SYLLABUS 1. Engaging Students on the First Day of Class 2. Creating a Sense of Belonging 3. Generating Excitement 4. Developing Knowledge and Skills 5. Using the Syllabus as an Engagement Tool 6. Faculty Reflection Questions TWO. POWER OF RELATIONSHIPS 7. Connecting With Students During Class 8. Interacting With Students Outside of Class 9. Assisting Students Struggling With Personal Challenges 10. Serving as Career Mentors 11. Helping Students Build a Professional Network 12. Faculty Reflection Questions THREE. TEACHING STRATEGIES 13. Making It Personal 14. Using Demonstrations 15. Using Collaborative Activities 16. Faculty Reflection Questions FOUR. MEANINGFUL ASSIGNMENTS 17. Building Foundational Knowledge 18. Using Authentic Assignments to Promote Learning 19. Pushing Students Outside their Comfort Zone 20. Fostering Creativity 21. Service-Learning 22. Faculty Reflection Questions FIVE. FEEDBACK 23. Formative Assessment Opportunities 24. Incorporating Peer Feedback Opportunities 25. Giving Students Opportunities to Revise 26. Providing Feedback to High-Achieving Students 27. Faculty Reflection Questions ReferencesAbout the AuthorIndex
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