000			08664nam a2200697 a 4500
999			_c1022 _d1022
001			001833712
003			OSt
005			20230727005059.0
008			011108s2002 mau b 001 0 eng d
020			_a9780618116492 (pbk)
024			_a0618116494 (pbk)
035			_a(OCoLC)48384137
040			_aAWC _beng _cJCRC
100	1		_aMcKeachie, Wilbert J. _d1921- _q(James)
245	1	0	_aMcKeachie's Teaching Tips : _bStrategies, Research, and Theory for College and University Teachers / _cWilbert J. McKeachie & Barbara Hofer.
250			_a11th ed.
260			_aNew York, NY : _bHoughton Mifflin Co., _c2002.
300			_axxii, 371 p. ; _bill. ; _c21 cm.
500			_aWith chapters by Nancy Van Note Chism, Marilla Svinnicki, Claire Ellen Weinstein, Andrew Northedge, Jane Halonen, Brian Coppala, Barbara Hofer, Erping Zhu and Matthew Kaplan.
504			_aIncludes bibliographical references (p. 335-355) and index.
505			_aPreface
505			_aA Special Preface for Teaching Assistants and Graduate Student Instructors
505			_a1. Introduction _tThe College or University Culture _tResearch Versus Teaching? _tIn Conclusion
505			_a2. Countdown for course preparation _tTime: Three Months Before the First Class _tTime: Two Months Before the First Class _tTime: One Months Before the First Class _tTime: Two Weeks Before the First Class _tTime: One Week Before the First Class
505			_a3. Breaking the Ice _tBreaking the Ice _tProblem Posting _tIntroducing the Syllabus _tIntroducing the Textbook _tAssessing Prior Knowledge _tQuestions _tWhat About Subject Matter? _tIn Conclusion
505			_aPart 2: Basic Skills for Facilitating Student Lerarning
505			_a4. Facilitating discussion: posing problems, listening, questioning _tA Little Bit of Theory _tProblems in Teaching by Discussion _tBarriers to Discussion _tWhat Can I Do About Nonparticipants? _tThe Discussion Monopolizer _tHow Can We Have a Discussion If the Students Haven't Read the Assignment? _tHandling Arguments and Emotional Reactions _tTeaching Students How to Learn Through Discussion _tTaking Minutes or Notes, Summarizing _tOnline Discussions _tIn Conclusion
505			_a5. How to make lectures more effective _tResearch on the Effectiveness of Lectures _tWhat Are Lectures Good For? _tA Little Bit of Theory _tPlanning Lectures _tPreparing Your Lecture Notes _tOrganization of Lecutres _tHow Can Lectures Be Improved? _tTeaching Students How to Be Better Listeners _tHow Do Students Process the Contents of a Lecture? _tShould Students Take Notes? _tHow to Get Students Actively Thinking in a Lecture Situation _tDistribution of Lecture and Discussion Time _tIn Conclusion
505			_a6. Assessing, testing, and evaluating: grading is not the most important function _tReducing Students Frustration and Agression _tPlanning Methods of Testing and Assessment _tWhen to Test _tTest Construction _tHelping Students Become Test-Wise _tAdministering the Test _tAfter the Test _tOther Methods of Assessing Learning _tIn Conclusion
505			_a7. What to do about cheating _tHow do Students Cheat? _tPreventing Cheating _tHandling Cheating _tIn Conclusion
505			_a8. The ABC's of assigning grades _tDo Grades Provide Information Useful for Decision Making? _tContract Grading _tCompetency-based Grading _tAssigning Grades _tGrading on the Curve: A Mild Reprise _tWhat About the Student Who Wants a Grade Changed? _tRelevant Research _tIn Conclusion
505			_aPart 3: Understanding Students
505			_a9. Motivation in the college classroom / _rBarbara Hofer _tMotivation Theory _tPutting Motivation Theory into Practice _tIn Conclusion
505			_a10. Valuing student differences / _rNancy Van Note Chism _tFeeling Welcome in the Classroom _tBeing Treated as an Individual _tFull Participation in Learning _tBeing Treated Fairly _tIn Conclusion
505			_a11. Problem students (there's almost always at least one!) _tAngry, Aggressive, Challenging Students _tAttention Seekers and Students Who Dominates Discussion _tInattentive Students _tUnprepared Students _tThe Flatterer, Disciple, Con Man (or Woman) _tDiscouraged, Ready-to-Give-Up Students _tStudents Who Are Struggling _tStudents With Excuses _tStudents Who Want the TRUTH and Students Who Believe That _tEverything is Relative _tStudents with Emotional Reactions to Sensitive Topics _tIn Conclusion
505			_a12. Counseling _tE-Mail _tAdvising and Program Planning _tDealing with Psychological Problems _tPotential Suicides _tIndividualized Teaching and Mentoring _tIn Conclusion
505			_aPart 4: Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning
505			_a13. Teaching students to learn through writing: journals, papers, and reports _tA little Theory _tLow-Stakes Writing _tThe Student Log or Journal _tThe Paper That Counts Toward a Grade _tTeaching Writing, Giving Feedback, and Correcting Papers _tWhat to Do When a Paper Is to Be Graded _tWhat About Deadlines and Students Who Miss Them? _tPortfolios _tIn Conclusion
505			_a14. Reading as active learning _tTextbooks _tHow Do You Get Students to Do the Assigned Reading? _tIn Conclusion
505			_a15. Active learning: cooperative, collaborative, and peer learning _tPeer Learning and Teaching _tStudent-led Discussions _tPeer Tutoring _tThe Learning Cell _tTeam Learning: Syndicate and Jigsaw _tStudent Characteristics and Peer Learning _tWhy Does Peer Learning Work? _tIn Conclusion
505			_a16. Problem-based learning: teaching with cases, simulations and games _tProblem-based Learning _tThe Case Method _tGames and Simulations _tIn Conclusion
505			_a17. Technology and teaching / _rErping Zhu and Matthew Kaplan _tHow Will Technology Enhance Teaching and Learning? _tTeaching with Technology _tWhat Are the Effects of Technology on Teaching? _tIn Conclusion
505			_a19. Laboratory instruction: ensuring an active learning experience / _rBrian Coppola _tLaboratory Instruction Styles _tTurning Novice Researchers into Practicing Scientists _tLink to Cognitive Development _tWhat Research Says _tIn Conclusion
505			_a20. Facilitating experiential learning: service learning, fieldwork, and collaborative research _tExperiential Learning _tWhat Are the Goals of Experiential Learning? _tHow Can We Get Better Outcomes from Experiential Learning? _tIn Conclusion
505			_a21. Using project methods, independent study, and one-on-one teaching _tThe Project Method _tSmall-Group Independent Study _tResearch on Variations in Amount of Classroom Time _tTime in Class _tSenior Projects _tOne-on-One Teaching _tIn Conclusion
505			_a22. Teaching by distance education / _r Andrew Northedge _tSketching Out the Shape of a Course _tDeveloping a Teaching Narrative _tMaking the Course Manageable _tIn Conclusion
505			_aPart 6: Teaching for Higher-Level Goals
505			_a23. Teaching students how to learn / _rClaire Ellen Weinstein _tThe Importance of Goals and Self-Reflection _tIncreasing Student's Self-Awareness _tUsing Existing Knowledge to Learn New Things _tTeaching Domain-specific and Course-specific Strategies _tMethods for Checking Understanding _tKnowing How to Learn Is Not Enough -- Students Must Also _tWant to Learn _tPutting It All Together --Executive Control Processes in Strategic Learning _tIn Conclusion
505			_a24. Teaching thinking / _rJane Halonen _tSetting Goals for Thinkings _tImproving Thinking Quality _tIn Conclusion
505			_a25. Teaching values: should we? Can We? _tShould We? _tCan We? _tWhat Values Should We Teach? _tHow Can We Teach Values? _tThe Teacher as a Person _tIn Conclusion
505			_aPart 7: Lifelong Learning for the Teacher
505			_a26. Ethics in college teaching / _rMarilla Svinicki _tResponsibilities to Students _tResponsibilities to Colleagues, the Institution and the Discipline _tMaking Ethical Choices _tIn Conclusion
505			_a27. Vitality and growth throughout your teaching career _tHow Can You Develop Effective Skills and Strategies? _tLooking nor New Ideas, New Methods, and Alternative Strategies for Handling Problems _tHow Can You Get and Use Feedback to Continue to Improve Your Teaching? _tIn Conclusion
505			_aReferences
505			_aIndex
650		0	_aCollege teaching.
650		0	_aFirst year teachers.
650		0	_aTeaching.
700	1		_aHofer, Barbara
942			_2z _cBK