Evidence-Based Teaching for Higher Education

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9781433811722: Evidence-Based Teaching for Higher Education

Over the past two decades, a growing body of scholarship of teaching and learning (SoTL) has emerged. This empirical study of teaching methods, course design, and students' study practices has yielded invaluable information about how teachers teach and learners learn. Yet, university faculty members remain largely unaware of the findings of SoTL research. As a result, they tend to choose their teaching techniques and tools based on intuition and previous experience rather than on scientific evidence of effectiveness.
This book synthesizes SoTL findings to help teachers choose techniques and tools that maximize student learning. Evidence-based recommendations are provided regarding teacher student rapport, online teaching, use of technology in the classroom (such as audience response systems, podcasting, blogs, and wikis), experiential learning (such as internships, teaching assistantships, research assistantships, and in-class research projects), students' study habits, and more.
In order to stimulate future SoTL research, the book also recommends numerous areas for future investigation. It concludes with advice for documenting teaching effectiveness for tenure review committees.
Both novice and experienced university teachers will find this book useful, as well as professionals who work in faculty development centers.

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About the Author:

Beth M. Schwartz, PhD, is currently the William E. Thoresen and Catherine Ehrman Thoresen '23 Professor of Psychology and assistant dean of the College at Randolph College. She received her PhD in cognitive psychology from the State University of New York at Buffalo in 1991. Her early work focused on factors that influence the accuracy of child witnesses, in particular how changes in the legal system can create a more age-appropriate interview for young children.
At Randolph College, she teaches Introduction to Psychology, Cognitive Psychology, Research Methods, and a Senior Research Capstone Course and is an award-winning teacher (2001 Randolph College Gillie A. Larew Award for Outstanding Teaching; 2006 Outstanding Teaching and Mentoring Award from AP-LS). She served as chair of the Psychology Department from 1998 to 2006, and again in 2008, and is currently assistant dean of the College.
Regan A. R. Gurung, PhD, is currently the Ben J. and Joyce Rosenberg Professor of Human Development and Psychology at the University of Wisconsin Green Bay (UWGB). He received his PhD in social/personality psychology from the University of Washington Seattle in 1996. His early work focused on social support and close relationships, and he studied how perceptions of support from close others influence relationship satisfaction. His later work investigated cultural differences in coping with stressors such as HIV infection, pregnancy, and smoking cessation.
Dr. Gurung is an award-winning teacher (UWGB Founders Award for Excellence in Teaching, Featured Faculty Award, Creative Teaching Award) and researcher (UWGB Founders Award for Excellence in Scholarship). At UWGB, he teaches Introduction to Psychology; Health Psychology; and Culture, Development, and Health. He served as national president of the Society for Teaching of Psychology (APA Division 2) in 2011, chair of the UWGB Psychology Department from 2003 2005, associate dean of Liberal Arts and Sciences at UWGB from 2006 2008, and is currently chair of Human Development at UWGB (2008 2010).

Review:

Informed, thoughtful, and thought-provoking, Evidence-Based Teaching for Higher Education is very highly recommended for college level classroom teachers and a seminal contribution to academic library Education Studies reference collections. --Midwest Book Review

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Book Description American Psychological Association, United States, 2012. Paperback. Book Condition: New. Language: English . Brand New Book. Over the past two decades, a growing body of scholarship of teaching and learning (SoTL) has emerged. This empirical study of teaching methods, course design, and students study practices has yielded invaluable information about how teachers teach and learners learn. Yet, university faculty members remain largely unaware of the findings of SoTL research. As a result, they tend to choose their teaching techniques and tools based on intuition and previous experience rather than on scientific evidence of effectiveness. This book synthesises SoTL findings to help teachers choose techniques and tools that maximise student learning. Evidence-based recommendations are provided regarding teacher student rapport, online teaching, use of technology in the classroom (such as audience response systems, podcasting, blogs, and wikis), experiential learning (such as internships, teaching assistantships, research assistantships, and in-class research projects), students study habits, and more. In order to stimulate future SoTL research, the book also recommends numerous areas for future investigation. It concludes with advice for documenting teaching effectiveness for tenure review committees. Both novice and experienced university teachers will find this book useful, as well as professionals who work in faculty development centres. Bookseller Inventory # AAN9781433811722

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