Handbook of College and University Teaching
A Global Perspective
1st Edition
Published on 20. March 2012
Book
Hardback
560 pages
978-1-4129-8815-5 (ISBN)
Description
Enhance your teaching style with James E. Groccia's systemic and insightful seven-variable model using a truly international perspective.
The need to understand learning and teaching from multiple cultural perspectives has become critically important in educating the next generation of college students. Using a unique global view, this comprehensive volume presents international perspectives on critical issues impacting teaching and learning in diverse higher education environments. Education experts from around the world share their perspectives on college and university teaching, identifying international differences and similarities. The chapters are organized around a model developed by James E. Groccia, which focuses on seven interrelated variables that must be explored to develop a full perspective of college and university teaching and learning. These interrelated variables include teacher, learner, learning process, learning context, course content, instructional processes, and learning outcomes. Using this logical model, the contributors provide readers with a guide for systemic thinking about how to improve teaching and learning, curriculum development, and assessment.
The need to understand learning and teaching from multiple cultural perspectives has become critically important in educating the next generation of college students. Using a unique global view, this comprehensive volume presents international perspectives on critical issues impacting teaching and learning in diverse higher education environments. Education experts from around the world share their perspectives on college and university teaching, identifying international differences and similarities. The chapters are organized around a model developed by James E. Groccia, which focuses on seven interrelated variables that must be explored to develop a full perspective of college and university teaching and learning. These interrelated variables include teacher, learner, learning process, learning context, course content, instructional processes, and learning outcomes. Using this logical model, the contributors provide readers with a guide for systemic thinking about how to improve teaching and learning, curriculum development, and assessment.
More details
Language
English
Place of publication
Thousand Oaks
United States
Target group
Professional and scholarly
Dimensions
Height: 260 mm
Width: 183 mm
Thickness: 35 mm
Weight
1239 gr
ISBN-13
978-1-4129-8815-5 (9781412988155)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
James E. Groccia is the Director of the Biggio Center for the Enhancement of Teaching and Learning and Associate Professor in the Department of Educational Foundations, Leadership, and Technology at Auburn University. He is a former President of the Professional and Organizational Development Network in Higher Education (POD Network), and is a 2011-2012 Fulbright scholar at the University of Tartu, Estonia. Groccia has presented at dozens of national and international conferences, conducted hundreds of workshops worldwide, has served as an advisor and consultant to institutions nationally and abroad, and has authored numerous articles and book chapters on teaching and learning issues. He is the author of The College Success Book: A Whole-Student Approach to Academic Excellence and co-author with M.S. Hunter of First-Year Seminar Instructor Training. Groccia is co-editor with Bill Buskist of Evidence Based Teaching; co-editor with J. E. Miller of Volumes 29 and 30 of To Improve the Academy, On Becoming a Productive University: Strategies for Reducing Costs and Increasing Quality in Higher Education; Enhancing Productivity: Administrative, Instructional, and Technological Strategies, and with J. E. Miller and M. S. Miller on Student-Assisted Teaching: A Guide to Faculty-Student Teamwork. Mohammed A. Alsudairi is currently Assistant Professor of Management Information Systems at King Saud University in Riyadh, Saudi Arabia. He is responsible for staff development and serves as Dean of Skills Development. He holds a PhD in Business from Leicester University, UK and received a MS in Economics and an MBA in MIS from California State University, Pomona. He has also founded the Saudi Teaching and Learning Society, authored the Teaching Manual of King Saud University, and presented various research papers in national and international conferences on teaching and learning, academic development, and knowledge acquisition and Information Technology. William Buskist is the Distinguished Professor in the Teaching of Psychology at Auburn University and a Faculty Fellow at Auburn's Biggio Center for the Enhancement of Teaching and Learning. He has published widely on issues related to teaching and learning, both within his own discipline of psychology and more generally in higher education. His most recent publications include edited works with Groccia (Evidence-Based Teaching) and with Victor Benassi (Effective College and University Teaching: Strategies and Tactics for the New Professoriate). He has served as President for the Society for the Teaching of Psychology and is currently the Editor-in Chief for the Society's e-book program). He has won numerous teaching awards at both the local and national levels as have many of his graduate student proteges. He is a Fellow of both the American Psychological Association and the Association for Psychological Science.
Content
Chapter 1 A Model For Understanding Teaching and Learning - James E. Groccia
Chapter 2 Effective Grading and Assessment: Gloal Insights to Enhance Student Learning, Faculty Satisfaction, and Institutional Success - Virgina J. Anderson
Chapter 3 Using the Scholarship of Teaching and Learning to Improve Learning Outcomes - Regan A. R. Gurung, R. Eric Landrum
Chapter 4 From Document to Practice: Application of Outcome-Based Assessment in the Curricula of Police and Border Guard Service - Kaetlin Vanari, Einike Pilli
Chapter 5 Optimizing Adaptive Student Behaviors - Jacquelyn Cranney, Helen Dalton
Chapter 6 Preparing Middle Eastern Students for the Future: Saudi Arabia as a Case Study - Saleh H. Alwasal, Solaiman M. AlHadlaq
Chapter 7 Culture and Disability in the Classroom - Dennis B. Galvan, Jeremy L. Brunson
Chapter 8 Developing Faculty for the 21st Century In South Africa: Building Capacity Through Collaborative Preparation Programs - Stacey C. Nickson
Chapter 9 Sustaining and Championing Teaching and Learning - In Good times or Bad - Shelda Debowski, Lorraine Stefani, Margaret W. Cohen, Angela Ho
Chapter 10 An Effective Model for the Professional Development of Middle-Eastern Faculty - Mohammed A. Al-Sudairy
Chapter 11 Culture and Teaching: Lessons from Psychology - Kenneth D. Keith
Chapter 12 The Implications of Muslim Beliefs, Practices, and Traditions on University Teaching and Learning - Shakeer Abdullah
Chapter 13 The Context of Learning: Changes in UK Higher Education - Annie Trapp
Chapter 14 Learning for Transformation in an International Context: The Implications of a Confucian Learning Model - Qi Sun
Chapter 15 Review of New University Education Policy Implementation in Croatia - Vesna Kovac, Marko Turk
Chapter 16 Impact of Organizational Culture on the Leadership of Higher Education Curriculum Development - Laurie Lomas
Chapter 17 Leading Higher Education Teaching, Learning and Innovation - Shelda Debowski
Chapter 18 Internationalizing the Curriculum - Richard S. Velayo
Chapter 19 Cultural Contexts and Curricular Design in Saudi Arabia and other Middle Eastern Nations - Emad Ismail, Mohamed Hassan
Chapter 20 Strategic Curriculum Change - Camille Kandiko, Paul Blackmore
Chapter 21 Visualizing Knowledge Structures of University Teaching to Relate Pedagogic Theory and Academic Practice - Ian Kinchin
Chapter 22 Culture and Learning Styles - Maria Martinez Witte, James Witte
Chapter 23 Metacognitive Learning and Culture - Kevin Downing, Kristina Shin
Chapter 24 Emerging Evidence for Excellent Teaching across Borders - Jared Keeley, Andrew Christopher, William Buskist
Chapter 25 Writing for the U.S. University - Helen Fox
Chapter 26 Culture Bump: An Instructional Process for Cultural Insight - Carol M. Archer, Stacey C. Nickson
Chapter 27 Intercultural Pedagogy: Deep Cultural Issues and Challenges for Global Universities - Po Li Tan
Chapter 28 Conceptual Bases of Problem-Based Learning - Kenneth Molbjerg Jorgensen, Anete M. Camille Strand, Anja Overgaard Thomassen
Chapter 29 Problem-Based Learning and Its Application to South African Medical Education - Ted Sommerville, Veena Singaram
Chapter 30 Confucius and Buddha in the College Classroom: Relational Virtuosity in Teaching and Learning - Peter J. Giordano
Chapter 31 Learning, Teaching, and Assessment Using Technology - Geoffrey Crisp
Chapter 2 Effective Grading and Assessment: Gloal Insights to Enhance Student Learning, Faculty Satisfaction, and Institutional Success - Virgina J. Anderson
Chapter 3 Using the Scholarship of Teaching and Learning to Improve Learning Outcomes - Regan A. R. Gurung, R. Eric Landrum
Chapter 4 From Document to Practice: Application of Outcome-Based Assessment in the Curricula of Police and Border Guard Service - Kaetlin Vanari, Einike Pilli
Chapter 5 Optimizing Adaptive Student Behaviors - Jacquelyn Cranney, Helen Dalton
Chapter 6 Preparing Middle Eastern Students for the Future: Saudi Arabia as a Case Study - Saleh H. Alwasal, Solaiman M. AlHadlaq
Chapter 7 Culture and Disability in the Classroom - Dennis B. Galvan, Jeremy L. Brunson
Chapter 8 Developing Faculty for the 21st Century In South Africa: Building Capacity Through Collaborative Preparation Programs - Stacey C. Nickson
Chapter 9 Sustaining and Championing Teaching and Learning - In Good times or Bad - Shelda Debowski, Lorraine Stefani, Margaret W. Cohen, Angela Ho
Chapter 10 An Effective Model for the Professional Development of Middle-Eastern Faculty - Mohammed A. Al-Sudairy
Chapter 11 Culture and Teaching: Lessons from Psychology - Kenneth D. Keith
Chapter 12 The Implications of Muslim Beliefs, Practices, and Traditions on University Teaching and Learning - Shakeer Abdullah
Chapter 13 The Context of Learning: Changes in UK Higher Education - Annie Trapp
Chapter 14 Learning for Transformation in an International Context: The Implications of a Confucian Learning Model - Qi Sun
Chapter 15 Review of New University Education Policy Implementation in Croatia - Vesna Kovac, Marko Turk
Chapter 16 Impact of Organizational Culture on the Leadership of Higher Education Curriculum Development - Laurie Lomas
Chapter 17 Leading Higher Education Teaching, Learning and Innovation - Shelda Debowski
Chapter 18 Internationalizing the Curriculum - Richard S. Velayo
Chapter 19 Cultural Contexts and Curricular Design in Saudi Arabia and other Middle Eastern Nations - Emad Ismail, Mohamed Hassan
Chapter 20 Strategic Curriculum Change - Camille Kandiko, Paul Blackmore
Chapter 21 Visualizing Knowledge Structures of University Teaching to Relate Pedagogic Theory and Academic Practice - Ian Kinchin
Chapter 22 Culture and Learning Styles - Maria Martinez Witte, James Witte
Chapter 23 Metacognitive Learning and Culture - Kevin Downing, Kristina Shin
Chapter 24 Emerging Evidence for Excellent Teaching across Borders - Jared Keeley, Andrew Christopher, William Buskist
Chapter 25 Writing for the U.S. University - Helen Fox
Chapter 26 Culture Bump: An Instructional Process for Cultural Insight - Carol M. Archer, Stacey C. Nickson
Chapter 27 Intercultural Pedagogy: Deep Cultural Issues and Challenges for Global Universities - Po Li Tan
Chapter 28 Conceptual Bases of Problem-Based Learning - Kenneth Molbjerg Jorgensen, Anete M. Camille Strand, Anja Overgaard Thomassen
Chapter 29 Problem-Based Learning and Its Application to South African Medical Education - Ted Sommerville, Veena Singaram
Chapter 30 Confucius and Buddha in the College Classroom: Relational Virtuosity in Teaching and Learning - Peter J. Giordano
Chapter 31 Learning, Teaching, and Assessment Using Technology - Geoffrey Crisp