The effective, efficient professor: teaching, scholarship, and service
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Allyn and Bacon
2002
|
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVI, 292 S. graph. Darst. |
| ISBN: | 0205337112 |
Internformat
MARC
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Datensatz im Suchindex
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| adam_text |
Titel: The effective, efficient professor
Autor: Wankat, Phillip C.
Jahr: 2002
CONTENTS
List of Figures and Tables xi
Preface xiii
JL Introduction: Effectiveness and Efficiency
in Academe 1
1.1. Whatlsthe Problem? 2
1.2. Why Effectiveness and Efficiency? 4
1.3. The Potential Satisfactions of Faculty Life 5
1.4. Using This Book 7
PART ONE Time Management TechniquesforAcademics
2d Missions, Goals, and Activities 9
2.1. Personal Missions 10
2.2. Goals and Priorities 13
2.3. Activities 17
2.4. Workloads and Time Logs 18
2.5. To-Do Lists, Calendars, and Schedules 21
2.6. Summary 24
«5 Applying Time Management Methods 25
3.1. Increasing Attention and Energy 25
3.2. Computer Technology 27
3.3. Conventions and Networking 30
3.4. Coping with Stress 34
3.5. Efficiency Tips 36
3.6. Summary 39
PART TWO Eflective and Efficient Teaching
4 Teaching and Learning 40
4.1. Good Teaching 40
4.2. Increasing Student Learning: What Works 42
4.3. Behavioral Objectives in Course Development 46
4.4. TheSyllabus, Course Outline, and Textbook 48
4.5. Teaching with Technology 52
4.6. Contrasting Pedagogical Paradigms 57
4.7. Summary 62
¦s
%
VÜi CONTENTS
5 Lecture-Style Classes 65
5.1. Content Tyranny and Content Selection 66
5.2. Improving Lectures 68
5.3. Increasing Student Involvement 72
5.4. Professor Preparation for Class 75
5.5. Lowman's Two-Dimensional Model of College Teaching 79
5.6. Assignments and Tests 81
5.7. Grading 88
5.8. Summary 91
O Problem-Oriented Learning 93
6.1. Cooperative Student Groups 94
6.2. Teaching with Problems: From Guided Design to Problem-Based Leaming 104
6.3. Experiential Leaming 112
6.4. Student Leaming without Courses 119
6.5. Summary 121
/ Rapport with Students and Advising 123
7.1. Developing Rapport witfa Students: In-Class Behavior 124
7.2. Developing Rapport with Students: Activities Outside of Class 131
7.3. Student Motivation 134
7.4. Advising Students 139
7.5. Crisis Intervention: What to Do When Students Have Severe Problems 147
7.6. Summary 152
PART THREE Effective,EfficientStudents
O Undergraduates 153
8.1. APortraitof College Students 154
8.2. Cognitive Student Development 159
8.3. Student Motivation: Maslow's Theory 166
8.4. Leaming Styles 170
8.5. Involving Students in theAcademic and Social Life ofthe Institution 172
8.6. Student Study Skills and Time Management 176
8.7. Leaming How to Learn 182
8.8. Summary 183
j
i
i
CONTENTS iX
y Graduate Students and Graduate Programs 185
9.1. A Portrait of Graduate Students 185
9.2. Improving Graduate Programs and Graduate Courses 187
9.3. WorkingwithTeachingAssistants 193
9.4. LeamingHowtoTeach 196
9.5. Ph.D. Research and the Dissertation 202
9.6. Summary 209
PART FOUR Scholarship and Service
10 Scholarship and Writing: Still the Path to Farne and Promotion 210
10.1. TheEffectofResearchonTeachingQuality 211
10.2. Scholarship: Classification and Rewards 212
10.3. Efficiency in Scholarship: Synergy and Balance 216
10.4. Tips for Efficient Scholarship 220
10.5. Effective, Efficient Writing 225
10.6. Writing a Book: The Quintessential Large Scholarly Project 229
10.7. Summary 234
1 X Service and Administration: Citizenship in the Institution 236
11.1. The Commons: Unassigned Service Duties 237
11.2. Assigned Service Tasks 240
11.3. Promotion and Tenure Procedures 244
11.4. Department Chairs: The Bridge between Faculty and Administration 246
11.5. Some Thoughts frorn the Trenches for Administrators 252
11.6. Summary 253
12 Closure: Making Changes 255
12.1. Start NOW 255
12.2. The"One-Minute"ApproachtoChange 257
12.3. A 12-Step Procedure 258
12.4. Closure 259
References 261
Index 281
t
LIST OF FIGURES AND TABLES
Figures
4.1. Interaction of students' classroom involvement and their opportunity to choose
topics for study. 58
5.1. Course effectiveness. 77
5.2. Modified version of Lowman's (1985, 1995) two-dimensional model of teacher
effectiveness for content-oriented courses. 80
5.3. Schematic representations of Student effort in courses. A. Few teste and assign-
ments. B. Many tests and assignments. 83
5.4. Hypothetical distribution of test scores showing interaction of speed and knowl-
edge. 86
6.1. Modified Kolb's (1984) learning cycle. 115
7.1. A modified version of Lowman's (1995) two-dimensional model of teaching
effectiveness when rapport with students is the most important dimension. 125
7.2. A naive and invalid view of how interaction affects motivation. 135
7.3. A more accurate view of how interaction affects motivation. 136
8.1. Maslow's (1970) hierarchy of needs. 167
Tables
3.1. Commonsense Tips for Efficient Travel 31
3.2. The Principles of Zen Driving 32
3.3. Ways to Make Your Communication More Efficient 37
3.4. A Grab Bag of Efficiency Tips 38
8.1. Effective Student Use of Class Time 177
8.2. Effective Study Methods 178
8.3. Preparing for and Taking Tests 180
8.4. Student Time Management 181
9.1. Topics in an Educational Methods Course for Engineering Graduate Students at
Purdue University 200
xi |
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