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Inside the undergraduate teaching experience : the University of Washington's growth in faculty teaching study / Catharine Hoffman Beyer, Edward Taylor, Gerald M. Gillmore.

By: Contributor(s): Material type: TextTextPublisher: Albany : State University of New York Press, [2013]Copyright date: ©2013Description: 1 online resource (xiv, 254 pages) : illustrationsContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781438446066
  • 1438446063
  • 9781461919445
  • 1461919444
Subject(s): Genre/Form: Additional physical formats: Print version:: Inside the undergraduate teaching experienceDDC classification:
  • 378.797/772 23
LOC classification:
  • LD5753 .B495 2013eb
Online resources:
Contents:
Inside the Undergraduate Teaching Experience: The University of Washington's Growth in Faculty Teaching Study; Contents; List of Tables and Figures; Acknowledgments; Chapter 1: Gifts; College Teaching Realities; Purpose of the Study and Key Findings; Literatures; Our Paths; Organization; Chapter 2: How Was the Study Conducted?; Faculty Sample; Graduate Student Sample; Study Design; Generalizability and Usefulness; Chapter 3: What Courses Did Faculty Describe?; Key Findings: Disciplinary Practice, Content, and Critical Thinking; Class Size, TA Help, and Course Levels; Pedagogy.
Course RequirementsLearning beyond the Classroom; Summary: Courses; Chapter 4: What Changes Did Faculty Make to Their Courses?; Changes to Courses; Few Changes; Big Directions of Change; Are You Still Making Changes to Your Teaching?; Summary: Changes; Chapter 5: Why Did Faculty Make Changes to Their Courses?; Reasons for Changes Made to Specific Courses; End-of-interview Ratings of Sources of Change; Summary: Reasons and Sources for Change; Chapter 6: What Allowed Faculty to Teach from the Self?; The Importance of Changes in the Self; Moving Beyond the Graduate Student Experience.
Learning to Trust Their Own Authority over TimePermission to Make Mistakes; Knowing That They Know How to Teach; Paring Down, Opening Up, and Weaving In; Listening to Changes in the Self; Summary: Teaching from the Self; Chapter 7: What Did Faculty Say about Students?; Students as Learners; Students Today . . .; Praise for Students Today; Summary: Students and Other Learners; Chapter 8: What "Research" Methods Did Faculty Use?; Sources of Information on Teaching and Learning; Tracking the Effects of Change; Summary: Researching One's Own Teaching Effectiveness.
Chapter 9: Were There Differences Across Groups?Differences Based on Faculty Characteristics; Faculty of Color; Three Disciplines; Graduate Students and Faculty Members; Summary: Differences; Chapter 10: Learning in the Act of Teaching; Appendices; Appendix A: UW GIFTS Interview Questions for Faculty; Appendix B: Focus Group Questions for Graduate Students; Appendix C: Tables on Statistically Significant Differences; Notes; Bibliography; Index.
Summary: Shows what kind of changes college faculty make to their teaching and why they make them.
Holdings
Item type Current library Collection Call number Status Date due Barcode Item holds
eBook eBook e-Library EBSCO Education Available
Total holds: 0

Includes bibliographical references and index.

Print version record.

Inside the Undergraduate Teaching Experience: The University of Washington's Growth in Faculty Teaching Study; Contents; List of Tables and Figures; Acknowledgments; Chapter 1: Gifts; College Teaching Realities; Purpose of the Study and Key Findings; Literatures; Our Paths; Organization; Chapter 2: How Was the Study Conducted?; Faculty Sample; Graduate Student Sample; Study Design; Generalizability and Usefulness; Chapter 3: What Courses Did Faculty Describe?; Key Findings: Disciplinary Practice, Content, and Critical Thinking; Class Size, TA Help, and Course Levels; Pedagogy.

Course RequirementsLearning beyond the Classroom; Summary: Courses; Chapter 4: What Changes Did Faculty Make to Their Courses?; Changes to Courses; Few Changes; Big Directions of Change; Are You Still Making Changes to Your Teaching?; Summary: Changes; Chapter 5: Why Did Faculty Make Changes to Their Courses?; Reasons for Changes Made to Specific Courses; End-of-interview Ratings of Sources of Change; Summary: Reasons and Sources for Change; Chapter 6: What Allowed Faculty to Teach from the Self?; The Importance of Changes in the Self; Moving Beyond the Graduate Student Experience.

Learning to Trust Their Own Authority over TimePermission to Make Mistakes; Knowing That They Know How to Teach; Paring Down, Opening Up, and Weaving In; Listening to Changes in the Self; Summary: Teaching from the Self; Chapter 7: What Did Faculty Say about Students?; Students as Learners; Students Today . . .; Praise for Students Today; Summary: Students and Other Learners; Chapter 8: What "Research" Methods Did Faculty Use?; Sources of Information on Teaching and Learning; Tracking the Effects of Change; Summary: Researching One's Own Teaching Effectiveness.

Chapter 9: Were There Differences Across Groups?Differences Based on Faculty Characteristics; Faculty of Color; Three Disciplines; Graduate Students and Faculty Members; Summary: Differences; Chapter 10: Learning in the Act of Teaching; Appendices; Appendix A: UW GIFTS Interview Questions for Faculty; Appendix B: Focus Group Questions for Graduate Students; Appendix C: Tables on Statistically Significant Differences; Notes; Bibliography; Index.

English.

Shows what kind of changes college faculty make to their teaching and why they make them.

Added to collection customer.56279.3

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