on related issues, such as working with at-risk students, classroom management, textbook selection, and grading. This professional reference will be an indispensable tool for college professors in all disciplines. Qualters, D.M., & Diamond, M.R. (2004). talk: E-advice from Jonas Chalk, Stillwater, OK: New Forums Press, Inc. legendary college teacher. This book presents a national approach to encouraging dialogue among interdisciplinary faculty about ways to reflect on and broaden their repertoire of teaching skills. Based on the "Dear Abby" advice column fosrmat, the process was developed to initiate a dialogue on best practices, successes, and ways to address frustrations in teaching. Ramsden, P. (2005). (2nd Ed.). New York, NY: Learning to teach in higher education Routledge Falmer. This classic text combines practical advice with sound theory to provide a uniquely stimulating introduction to the practice of university teaching. The book has a simple message: to become a good teacher, first you must understand your students’ experiences of learning. Out of this grows a set of principles for effective teaching in higher education. Rocheleau, J., & Speck, B.W. (2007). Rights and wrongs in the college classroom: Bolton, MA: Anker Pub. Ethical issues in postsecondary teaching. This book develops an ethic that integrates concerns for student rights, social goals, and academic freedom and can help faculty to understand what values are at stake and to make better decisions when confronted with moral dilemmas. There is a need for both institutional and faculty support of such a code of ethics, whose cultivation and observance has intrinsic rewards for faculty as individuals and professionals. Rosser, S.V. (1995). Teaching the majority: Breaking the gender barrier in science, New York: Teachers College. mathematics, and engineering. This book represents pioneering work in teaching by scientists, mathematicians, and engineers to attract and retain women. Each chapter in this edited volume is written by a teacher who has transformed her or his course to appeal successfully to women students in particular, while retaining its appeal for male students. Seabury, M.B. (1999). Interdisciplinary general education questioning outside the New York: College Entrance Examination Board. lines. The chapters in this volume on issues of interdisciplinary teaching and learning arising out of particular courses that are offered in the All-University Curriculum at the University of Hartford within five categories.
on related issues, such as working with at-risk students, classroom management, textbook selection, and grading. This professional reference will be an indispensable tool for college professors in all disciplines. Qualters, D.M., & Diamond, M.R. (2004). talk: E-advice from Jonas Chalk, legendary college teacher. Stillwater, OK: New Forums Press, Inc. This book presents a national approach to encouraging dialogue among interdisciplinary faculty about ways to reflect on and broaden their repertoire of teaching skills. Based on the "Dear Abby" advice column fosrmat, the process was developed to initiate a dialogue on best practices, successes, and ways to address frustrations in teaching. Ramsden, P. (2005). Learning to teach in higher education (2nd Ed.). New York, NY: Routledge Falmer. This classic text combines practical advice with sound theory to provide a uniquely stimulating introduction to the practice of university teaching. The book has a simple message: to become a good teacher, first you must understand your students’ experiences of learning. Out of this grows a set of principles for effective teaching in higher education. Rocheleau, J., & Speck, B.W. (2007). Rights and wrongs in the college classroom: Ethical issues in postsecondary teaching. Bolton, MA: Anker Pub. This book develops an ethic that integrates concerns for student rights, social goals, and academic freedom and can help faculty to understand what values are at stake and to make better decisions when confronted with moral dilemmas. There is a need for both institutional and faculty support of such a code of ethics, whose cultivation and observance has intrinsic rewards for faculty as individuals and professionals. Rosser, S.V. (1995). Teaching the majority: Breaking the gender barrier in science, mathematics, and engineering. New York: Teachers College. This book represents pioneering work in teaching by scientists, mathematicians, and engineers to attract and retain women. Each chapter in this edited volume is written by a teacher who has transformed her or his course to appeal successfully to women students in particular, while retaining its appeal for male students. Seabury, M.B. (1999). Interdisciplinary general education questioning outside the lines. New York: College Entrance Examination Board. The chapters in this volume on issues of interdisciplinary teaching and learning arising out of particular courses that are offered in the All-University Curriculum at the University of Hartford within five categories.
CELT-Library-Annotated-Bibliography-10-02-2015.docx