Chapters in this book

1. Frontmatter i
2. Table of Contents v
3. Acknowledgements ix
4. Introduction: Responsibility, Respect, Research and Reflection in Higher Education 1
5. SECTION I: POWER, DIVERSITY AND EQUITY IN THE CLASSROOM
6. Introduction 6
7. Part One: Student Voices
8. Gender, Power and Silence in the Classroom: Our Experiences Speak for Themselves 7
9. Fog and Frustration: The Graduate Student Experience 18
10. "Dissertation Dementia": Reflections on One Woman's Graduate Experience 21
11. Part Two: Teachers' Voices
12. Power in the Classroom 25
13. The University Classroom: From Laboratory to Liberatory Education 40
14. Diversity in the Classroom: Engagement and Resistance 45
15. Responsibility and Respect in Critical Pedagogy 54
16. Feminist Pedagogy: Paradoxes in Theory and Practice 58
17. Teaching "Women and Men in Organizations": Feminist Pedagogy in the Business School 63
18. Empowering Students Through Feminist Pedagogy 68
19. Heterosexism in the Classroom 75
20. DisABILITY in the Classroom: The Forgotten Dimension of Diversity? 79
21. Teaching Students with Learning Disabilities 85
22. Avoiding the Retrofitted Classroom: Strategies for Teaching Students with Disabilities 89
23. Adult Students 93
24. English-as-a-Second-Language Students 95
25. SECTION II: THEORIES AND MODELS OF STUDENT LEARNING
26. Introduction 98
27. Teaching Styles/Learning Styles: The Myers Briggs Model 99
28. The Gregorc Model of Learning Styles 105
29. Student Development: From Problem Solving to Problem Finding 110
30. Using Theories about Student Learning to Improve Teaching 118
31. SECTION III: COURSE DESIGN
32. Introduction 128
33. Course Planning: From Design to Active Classroom 129
34. Developing and Teaching a Science Course: A Junior Faculty Member's Perspective 133
35. The Dialectic of Course Development: I Theorize, They React... and Then? 136
36. Beyond Bare Facts: Teaching Goals in Science 139
37. "Why Didn't He Just Say It?": Getting Students Interested in Language 141
38. SECTION IV: WORKING WITH GRADUATE STUDENTS
39. Introduction 146
40. Graduate Supervisory Practices 147
41. Working Together: The Teaching Assistant-Professor Relationship 153
42. Working with Teaching Assistants 157
43. Issues for International Teaching Assistants 159
44. SECTION V: ACADEMIC HONESTY
45. Introduction 162
46. Academic Dishonesty 163
47. Plagiarism and Student Acculturation: Strangers in the Strange Lands of our Disciplines 166
48. Plagiarism and the Challenge of Essay Writing: Learning from our Students 171
49. Honesty in the Laboratory 177
50. Electronic Plagiarism: A Cautionary Tale 179
51. SECTION VI: TEACHING AND LEARNING STRATEGIES
52. Introduction 182
53. Part One: Lecturing
54. Effective Lecturing Techniques 184
55. Improving Large-Class Lecturing 188
56. Improving Student Learning in Lectures 197
57. Part Two: Class Participation
58. Dead Silence... A Teacher's Nightmare 200
59. Evoking and Provoking Student Participation 202
60. Resistance in the Classroom 206
61. Computer-Mediated Communication: Some Thoughts about Extending the Classroom 210
62. Part Three: Seminars, Tutorials and Small-Group Learning
63. Study Group Guide for Instructors and Teaching Assistants 215
64. Warm-Ups: Lessening Student Anxiety in the First Class 225
65. Small is Beautiful: Using Small Groups to Enhance Student Learning 227
66. Integrating Group Work into our Classes 231
67. Scrapbook Presentations: An Exercise in Collaborative Learning 235
68. The Field Walk 241
69. Teaching with Cases 244
70. Stages in Group Dynamics 247
71. The Joy of Seminars 249
72. The Office Hour: Not Just Crisis Management 252
73. Negotiating Power in the Classroom: The Example of Group Work 255
74. SECTION VII: ASSIGNMENTS AND EVALUATION
75. Introduction 268
76. Part One: Reading
77. When No One Has Done the Reading 270
78. A Strategy for Encouraging Students to do Readings 272
79. Telling a Book by Its Cover 274
80. The Sherlock Holmes Approach to Critical Reading (Or How to Help Students Become Good "Detextives") 279
81. Part Two: Research Essays and Other Writing Assignments
82. Sequencing Assignments 282
83. An Experiment in Writing and Learning Groups 285
84. Paper Chase: The Sequel 288
85. Working with Students'Writing 291
86. What Happens After You Say, "Please Go to the Writing Centre"? 295
87. Part Three: Grading and Evaluation
88. Evaluating Student Writing: Problems and Possibilities 298
89. Fast, Fair and Constructive: Grading in the Mathematical Sciences 303
90. An Individualized Approach to Teaching and Evaluation 306
91. The Norwegian Motivator, or How I Make Grading Work for Me and My Students 316
92. SECTION VIII: DEVELOPING AND ASSESSING YOUR TEACHING
93. Introduction 320
94. Part One: Classroom Assessment
95. Improving Student Learning Through Feedback: Classroom Assessment Techniques 321
96. The One-Minute Paper...Two Success Stories 324
97. Developing the One-Minute Paper 326
98. Part Two: Mid-Course Evaluation
99. Formative Evaluation Surveys 330
100. Facilitating Student Feedback 333
101. Feedback Strategies 336
102. Part Three: Collegial Consultation
103. Peer Pairing 338
104. Peer Pairing in French Studies 340
105. Part Four: Teaching Evaluation Guide
106. Teaching Evaluation Guide 344
107. Part Five: Teaching Documentation Guide
108. Teaching Documentation Guide 361
109. CONTRIBUTORS 369