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Teaching at its best : a research-based resource for college instructors / Todd Zakrajsek and Linda B. Nilson.

By: Zakrajsek, Todd [author].
Contributor(s): Nilson, Linda Burzotta [author].
Material type: materialTypeLabelBookPublisher: Hoboken, NJ : Jossey-Bass, 2023Copyright date: ©2023Edition: Fifth edition.Description: xix, 411 pages : illustrations ; 27 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781119860228 (paperback).Subject(s): College teaching | Effective teaching | N-TUTORRAdditional physical formats: Electronic version: Teaching at its best : a research-based resource for college instructorsDDC classification: 378.17 | 378.17 ZAK Also available in electronic form
Contents:
Teaching preparation -- The human side of teaching -- Tried-and-true teaching methods -- Tools and techniques to facilitate learning -- Assessment and grading
Summary: "Whether used as a resource for new or seasoned faculty or teaching assistants or to facilitate faculty development for any instructors intent on improving their teaching practice, this solid, research-based resource is in demand across all institutional types"-- Provided by publisher.
List(s) this item appears in: MTU Universal Design Collection
Holdings
Item type Current library Call number Status Barcode
General lending MTU Bishopstown Library Lending 378.17 (Browse shelf(Opens below)) Available 00197836
General lending MTU Kerry North Campus Library First Floor Main 378.17 ZAK (Browse shelf(Opens below)) Available 38888000946677
Total holds: 0

Enhanced descriptions from Syndetics:

A complete, accessible, evidence-based guide to better teaching in higher education

This higher education playbook provides a wealth of research-backed practices for nearly every aspect of effective teaching throughout higher education. It is filled with practical guidance and proven techniques designed to help you improve student learning, both face-to-face and online. Already a bestselling research-based toolbox written for college instructors of any experience level, Teaching at Its Best just got even better.

What is new? A lot. For this updated 5th edition, Todd Zakrajsek joins Linda Nilson to create a powerful collaboration, drawing on nearly 90 combined years as internationally recognized faculty developers and faculty members. One of the most comprehensive books on effective teaching and learning, the 5th edition of Teaching at its Best brings new concepts, new research, and additional perspectives to teaching in higher education. In this book, you will find helpful advice on active learning, interactive lecturing, self-regulated learning, the science of learning, giving and receiving feedback, and so much more. Each chapter has been revised where necessary to reflect current higher education pedagogy and now includes two reflection questions and one application prompt to reflect on your teaching and stimulate peer discussions.

Discover the value of course design and how to write effective learning outcomes Learn which educational technology is worthwhile and which is a waste of time Create a welcoming classroom environment that boosts motivation Explore detailed explanations of techniques, formats, activities, and exercises--both in person and online Enjoy reading about teaching strategies and educational concepts

Whether used as a resource for new and seasoned faculty, a guide for teaching assistants, or a tool to facilitate faculty development, this research-based book is highly regarded across all institutional types.

Bibliography: (pages 355-396) and index.

Teaching preparation -- The human side of teaching -- Tried-and-true teaching methods -- Tools and techniques to facilitate learning -- Assessment and grading

"Whether used as a resource for new or seasoned faculty or teaching assistants or to facilitate faculty development for any instructors intent on improving their teaching practice, this solid, research-based resource is in demand across all institutional types"-- Provided by publisher.

Also available in electronic form

Universal Design Collection

N-TUTORR

Table of contents provided by Syndetics

  • About the Authors (xi)
  • Preface (xv)
  • Part 1 Teaching Preparation (1)
  • 1 Understanding Your Students and How They Learn (3)
  • The Students in Your Course (3)
  • How People Learn (5)
  • How Structure Increases Learning (7)
  • The Cognitive Development of Undergraduates (10)
  • Encouraging Cognitive Growth (12)
  • Teaching Today's Students (13)
  • Meeting the Challenge (14)
  • Reflection Questions (14)
  • 2 Designing Outcomes-Centered Courses (17)
  • Why Outcomes-Centered Course Design? (18)
  • Writing Outcomes (19)
  • Types of Outcomes (20)
  • Types of Cognitive Outcomes (22)
  • Sequencing Outcomes Into a Learning Process (25)
  • Frameworks for Course Design (28)
  • Showing Students Their Learning Process (30)
  • Outcomes-Centered Course Development (30)
  • The Big Picture (33)
  • Reflection Questions (33)
  • 3 Including Critical Thinking Into a Course Design (35)
  • The Many Faces of Critical Thinking (36)
  • Common Ground (37)
  • Critical Thinking Outcomes for Your Students (38)
  • Giving Students Practice in Critical Thinking (40)
  • The Goal: Critical Thinking in Everyday Life (44)
  • Reflection Questions (45)
  • 4 Deciding What Technology to Use (47)
  • Choosing Technologies Intelligently (47)
  • Models for Implementing Technology (49)
  • Lecture-Related Software (50)
  • The Learning Management System (52)
  • The Flipped Classroom (55)
  • Social Media (57)
  • Mobile Learning in Class (59)
  • Laptops in Class (59)
  • Web Resources (61)
  • The Future of Educational Technology (62)
  • Reflection Questions (63)
  • 5 Building a More Complete Syllabus (65)
  • How Extensive? What Tone? (65)
  • Essential Syllabus Items (67)
  • The Graphic Syllabus (71)
  • Ensuring Your Students Read Your Syllabus (72)
  • Adding a Creative Element (74)
  • Reflection Questions (74)
  • 6 Following Copyright Guidelines (77)
  • Where Copyright Does and Does Not Apply (78)
  • Common Copyright Misconceptions (78)
  • Free Use: Fair Use, Facts, and Public Domain (79)
  • Printed Text (79)
  • Images (80)
  • In-Class Performances (81)
  • Recording Broadcast Programming (81)
  • Online Materials (82)
  • Obtaining Permission or a License (83)
  • How Copyright Violations Are Actually Handled (84)
  • For Further and Future Reference (84)
  • Reflection Questions (85)
  • Part 2 The Human Side of Teaching (87)
  • 7 Establishing a Positive Learning Community (89)
  • Planning a Welcoming Classroom (90)
  • A Welcoming First Day of Class (91)
  • Learning Students' Names (96)
  • Maintaining a Welcoming Environment (97)
  • Reflection Questions (98)
  • 8 Becoming an Increasingly Inclusive Teacher (99)
  • Inclusive Climate in the Classroom (100)
  • Diverse Perspectives (103)
  • Representation in Course Content (104)
  • Mitigate Inequities In and Out of the Classroom (105)
  • Teaching So Everyone Learns (108)
  • Universal Design for Learning (110)
  • Buiiding Out Inclusive Teaching Skills (110)
  • Reflection Questions (111)
  • 9 Enhancing Student Motivation (113)
  • Intrinsic and Extrinsic Motivation (113)
  • Students' Perceptions of Motivators in Their Courses (114)
  • Perceived Value of College and Its Impact on Motivation (115)
  • Theories of Motivation (115)
  • Fifty Strategies to Motivate Students (119)
  • No Magic Bullets (122)
  • Reflection Questions (123)
  • 10 Managing Productive Groups (125)
  • A Group by Any Other Name (125)
  • The Case for Group Learning (126)
  • Cautions About Group Learning (127)
  • Managing and Troubleshooting In-Class Ad Hoc Groups (128)
  • Setting Up, Managing, and Troubleshooting Formal, Project-Based Groups (129)
  • Team-Based Learning (133)
  • Preparing Students for Life (135)
  • Reflection Questions (135)
  • 11 Preventing and Responding to Classroom Incivility (137)
  • What Is Incivility? (138)
  • Why the Incivilities? (138)
  • Preventing Incivility (140)
  • Responding Wisely to Incivility (145)
  • Seeking Assistance (148)
  • Reflection Questions (149)
  • 12 Preserving Academic Integrity (151)
  • How Prevalent Is Cheating? (152)
  • Why Do Students Cheat? (153)
  • Detecting Cheating (153)
  • Forty Ways to Catch a Cheater or Prevent Cheating (154)
  • Honor Codes (156)
  • Changing Student Values (157)
  • Reflection Questions (157)
  • Part 3 Tried-and-True Teaching Methods (159)
  • 13 Matching Teaching Methods with Learning Outcomes (161)
  • Types of Tools (162)
  • A Tool for Organizing Your Course (171)
  • Has Our Knowledge Changed OurTeaching? (172)
  • Reflection Questions (173)
  • 14 Lecturing for Student Learning (175)
  • It Isn't Lecture Versus Active Learning (176)
  • When Lectures Work and Other Lecture Considerations (176)
  • Preparing an Effective Lecture (178)
  • Delivering an Effective Lecture (180)
  • Combining Lecture with Engagement: The Interactive Lecture (181)
  • Teaching Students to Take Good Notes (185)
  • Making the Lecture Effective (187)
  • Reflection Questions (187)
  • 15 Leading Effective Discussions (189)
  • When to Choose Discussion (189)
  • Setting the Stage for Discussion at the Start of Your Course (190)
  • Encouraging Participation (191)
  • Skillful Discussion Management (194)
  • Questioning Techniques (197)
  • Organizing Discussion Questions (198)
  • Turning the Tables (201)
  • Reflection Questions (201)
  • 16 Coordinating Experiential Learning Experiences (203)
  • Role-Playing (203)
  • Serious Games and Simulations (206)
  • Service-Learning: Moving Learning Out of the Classroom (209)
  • Maximizing the Value of Structured Participatory Learning Experiences (212)
  • Reflection Questions (213)
  • 17 Teaching with Inquiry-Guided Methods (215)
  • Definitions of Inquiry-Guided Learning (215)
  • The Effectiveness of Inquiry-Guided Learning (216)
  • The Need for Student Guidance (216)
  • Objects of Inquiry (217)
  • Modes of Inquiry (218)
  • Types of Inquiry-Based Learning (219)
  • Upcoming Inquiry-Guided Methods (222)
  • Reflection Questions (223)
  • 18 Creating Engaging Cases (225)
  • The Effectiveness of the Case Method (225)
  • The Subject Matter and Websites for Cases (226)
  • Types of Cases (227)
  • What Makes a Good Case, and How to Write Your Own (228)
  • Facilitating Cases (230)
  • A Postscript for Pioneers (232)
  • Reflection Questions (232)
  • Part 4 Tools and Techniques to Facilitate Learning (233)
  • 19 Helping Students Learn How to Learn (235)
  • Learning as an "Inside Job" (235)
  • The Learner's Questions (237)
  • The Evidence for SRL (237)
  • Activities and Assignments for Every Occasion (241)
  • Sources for Teaching Your Students How to Learn (245)
  • Reflection Questions (245)
  • 20 Enhancing Student Success in STEM Disciplines (247)
  • Why We Are Likely Losing STEM Majors (248)
  • Improving Student Learning in STEM Courses: General Advice (249)
  • Improving Student Learning in STEM Courses: Specific Strategies (251)
  • Getting Real in the Lab (254)
  • Online Resources for STEM Education (256)
  • Why STEM Education Is So Important (256)
  • Reflection Questions (257)
  • 21 Ensuring Students Prepare for Class (259)
  • Why Students Don't Prepare (260)
  • How We Can Equip and Induce Students to Come Prepared (262)
  • Four Tools for Holding Students Accountable (266)
  • Managing Your Workload (269)
  • Reflection Questions (269)
  • 22 Integrating Styles and Modes of Learning (271)
  • Learning Styles (271)
  • Learning Styles Myth (272)
  • Modes of Learning (273)
  • Examples of Visuals for Learning (279)
  • Combining Modes (283)
  • Reflection Questions (283)
  • 23 Improving Student Performance with Feedback (285)
  • Feedback Fails and Suggestions for Success (285)
  • Metacognition as Feedback (288)
  • Peer Feedback (289)
  • Classroom Assessment Techniques (289)
  • During-the-Term Student Feedback on Teaching (291)
  • The Power of Feedback (292)
  • Reflection Questions (293)
  • Part 5 Assessment and Grading (295)
  • 24 Helping Students to Prepare for Exams (297)
  • Importance of Helping Students to Prepare (297)
  • Test Preparation Measures (298)
  • Measures to Ensure Students Understand Our Language (301)
  • Anxiety-Reduction Measures (301)
  • What the Effort Is Worth (302)
  • Reflection Questions (303)
  • 25 Constructing Student Assessments for Grading (305)
  • General Testing Guidelines (305)
  • Objective Test Items (307)
  • Constructed-ResponseTest Items and Assignments (314)
  • Using Assessments to Make Teaching Adjustments (318)
  • Reflection Questions (318)
  • 26 Grading Student Assessments (319)
  • Grading Systems (319)
  • Grading Constructed Responses (320)
  • Grading Lab Reports (327)
  • Mechanics of Writing (327)
  • Specifications (Specs) Grading (328)
  • Returning Students' Work (329)
  • Ungrading (330)
  • Grades Should Make Sense (331)
  • Reflection Questions (331)
  • 27 Defining and Documenting Teaching Effectiveness (333)
  • What Is Teaching Effectiveness? (333)
  • What Student Ratings Do and Do Not Measure (334)
  • How to Improve Your Student Ratings (336)
  • Documenting Your Effectiveness (338)
  • A Comprehensive Faculty Evaluation System (344)
  • Complex and Essential (347)
  • Reflection Questions (347)
  • Appendix: Support Resources at Your Institution (349)
  • References (355)
  • Name Index (397)
  • Subject Index (405)

Author notes provided by Syndetics

Todd D. Zakrajsek is an Associate Professor in the Department of Family Medicine at the UNC School of Medicine and the President of the International Teaching Learning Cooperative. He provides academic resources for faculty on various topics related to teaching, learning, leadership, faculty development, instructional strategies, and student learning. He has delivered keynote addresses and campus workshops at more than 300 conferences and university campuses.