Pew FTLC Library
This edition includes expanded coverage of vital assessment topics such as promoting an assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, and much more
This book leads you through the process of designing a learning-centered course. It is written as a "how-to" handbook, providing step-by-step guidance on creating a pathway to student learning.
In this volume, the authors introduce seven general principles of learning, distilled from the research literature as well as from twenty-seven years of experience working one-on-one with college faculty.
Saundra McGuire offers a simple but profound idea: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance
Using Student Teams in the Classroom is a helpful guide for all faculty who want to actively engage students with both the material and one another by using teamwork.
Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head.
In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference - many of which can be put into practice in a single class period.
The key premise of the book is that deepening student learning and increasing retention and graduation rates requires teaching from a strengths based perspective that recognizes the cultural assets that students bring to higher education.
Just-in-Time Teaching (JiTT) is a pedagogical approach that requires students to answer questions related to an upcoming class a few hours beforehand, using an online course management system.
This book -- by presenting principles that teachers can put into practice in their own classrooms -- explains how to help students become self-regulated learners actively employing metacognitive and reflective strategies in their education.