This book offers faculty practical strategies to engage students that are research-grounded and endorsed by students themselves. Through student stories, a signature feature of this book, readers will discover why professor actions result in changed attitudes, stronger connections to others and the course material, and increased learning.
This book offers faculty practical strategies to engage students that are research-grounded and endorsed by students themselves. Through student stories, a signature feature of this book, readers will discover why professor actions result in changed attitudes, stronger connections to others and the course material, and increased learning.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Dr. Christine Harrington is an Associate Professor in the Department of Educational Leadership at New Jersey City University. She co-coordinates a newly established Ed.D. in Community College Leadership program. Prior to this position, she worked at Middlesex County College for 18 years as a Professor of Psychology and Student Success, the Director of the Center for the Enrichment of Learning and Teaching, Coordinator of Student Success and a Counselor. She also served a 2-year term as the Executive Director of the Center for Student Success at the NJ Council of County Colleges. Dr. Harrington is frequently invited to present at conferences and at colleges and universities. José Antonio Bowen
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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