This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centred changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members.By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergising and professionalisation of teachers.This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved.
Format: HardbackCONTRIBUTORS: Susan SippleEAN: 9781579228446COUNTRY: United StatesPAGES: WEIGHT: 456 gHEIGHT: 0 cm
"This book's focus on faculty joining together across disciplinary divisions to talk about and improve the quality of their teaching addresses the problems of inadequate preparation and support for teaching that most have encountered; and, at the same time, breaks down the damaging intra-disciplinary isolation in which many work. The value of the type of faculty learning communities exemplified in this book is amply supported by a formidable body of research. Faculty and faculty developers will learn much of value from this book"--Joseph B. Cuseo, Professor emeritus of psychology; educational consultant, AVID for Higher Education (9/1/2012 12:00:00 AM), "This really wonderful book is a must for faculty members and faculty developers, whether they work through formal learning communities or not. Practical, detailed case histories, generously amplified with references to relevant research and best practice, show how faculty, working together, can use simple types of classroom inquiry to analyze and improve learning in their community college classrooms."--Barbara E. Walvoord, Interim Director, Center for Excellence in Teaching, Simmons College, and Professor Emerita, University of Notre Dame (11/1/2012 12:00:00 AM)
Susan Sipple is Associate Professor of English at University of Cincinnati Blue Ash College. Sipple teaches literature, composition, and developmental writing; she is a 29-year teaching veteran who has taught at two-year open-access colleges, four-year liberal arts colleges, and major state universities. She has won several awards for her teaching, including UC's A.B. "Dolly" Cohen Award for Excellence in Teaching and UC's Boyce Award for Outstanding Teaching. She is a member of UC's Academy of Fellows for Teaching and Learning. Her most recent scholarship includes research on study abroad, faculty learning communities, faculty burnout, and instructor feedback on student writing. In addition, she has won research awards from the National Association for Developmental Education and the Ohio Association for Developmental Education. Robin Lightner is Associate Professor of Psychology and Co-Director of the Learning and Teaching Center at UC Blue Ash College. She has been appointed to the University's Academy of Fellows for Teaching and Learning and awarded her college's Distinguished Teaching Award. She has worked on a FIPSE grant on Self-Regulated Learning, and employs a number of techniques in her courses to help students become better learners. She teaches Introduction to Psychology, Research Methods, Personality, and Social Psychology. She leads a faculty learning community on the Scholarship of Teaching and Learning. Milton D. Cox is Project Director, FIPSE Project on Faculty Learning Communities Center for the Enhancement of Learning, Teaching and University Assessment, Miami University, Ohio.
This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centred changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members.By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergising and professionalisation of teachers.This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved.
Format: HardbackCONTRIBUTORS: Susan SippleEAN: 9781579228446COUNTRY: United StatesPAGES: WEIGHT: 456 gHEIGHT: 0 cm
Susan Sipple is Associate Professor of English at University of Cincinnati Blue Ash College. Sipple teaches literature, composition, and developmental writing; she is a 29-year teaching veteran who has taught at two-year open-access colleges, four-year liberal arts colleges, and major state universities. She has won several awards for her teaching, including UC's A.B. "Dolly" Cohen Award for Excellence in Teaching and UC's Boyce Award for Outstanding Teaching. She is a member of UC's Academy of Fellows for Teaching and Learning. Her most recent scholarship includes research on study abroad, faculty learning communities, faculty burnout, and instructor feedback on student writing. In addition, she has won research awards from the National Association for Developmental Education and the Ohio Association for Developmental Education. Robin Lightner is Associate Professor of Psychology and Co-Director of the Learning and Teaching Center at UC Blue Ash College. She has been appointed to the University's Academy of Fellows for Teaching and Learning and awarded her college's Distinguished Teaching Award. She has worked on a FIPSE grant on Self-Regulated Learning, and employs a number of techniques in her courses to help students become better learners. She teaches Introduction to Psychology, Research Methods, Personality, and Social Psychology. She leads a faculty learning community on the Scholarship of Teaching and Learning. Milton D. Cox is Project Director, FIPSE Project on Faculty Learning Communities Center for the Enhancement of Learning, Teaching and University Assessment, Miami University, Ohio.
An amazing and detailed depiction of war, loss, survival and finding love despite it all. The characters are well fleshed out and flawed but deeply relatable. The actual story and premise of the book is brilliant, with plot twists you would never expect. Devastating and beautiful.
Bittersoet liefdesverhaal van onwaarskynlike pasmaats wat mekaar vind
Klopdans vir die hart, die nuwe Romanza uit die pen van René van Zyl, kon net so wel in die Inspirasie-subgenre tuis gewees het. Nie alleen is dit ’n bittersoet liefdesverhaal van twee onwaarskynlike pasmaats wat mekaar oor die loop van ’n week leer ken nie. Dit is ook vir Caitlin ’n ondersoekende reis na die Here, ’n proses om lewenslange verwerping en liefdeloosheid te bowe te kom.
Om dit ’n reisverhaal te noem, maak egter ook goeie sin. Caitlin en Aiden word deur die dominerende en hartelose matriarg van die Fitzgeralds, Ierland toe gestuur vir ’n wegbreek vir paartjies. Anders as wat dikwels gebeur wanneer die toneel verskuif na ’n ander land, word die leser hier nie verveel met eindelose skilder van die omgewing nie. Inteendeel, die bekoorlike omgewing word geïnkorporeer in die program van die wegbreekweek. Elke leser kan baie leer oor die huwelik uit die leidrade wat byvoorbeeld verskaf word vir die fietsreis deur die omgewing.
René van Zyl se liefde vir en kennis van Ierland, kastele en katedrale skemer deur in die oortuigende storielyn. So ook spreek die toneel van ’n pa en ’n gestremde seun uit eie ervaring.
As jy hierdie Romanza van Lapa Uitgewers aankoop, hetsy in gedrukte of e-formaat, sal dit geld baie goed gespandeer wees. Ek kan waarborg dat jy nie onaangeraak sal wees nie.
