PART II – UNDERGRADUATES
Week 4 - Models of Student Learning
(Learning styles, stages of cognitive development, and other psychological models of learning)
READINGS :
Leah Savion and Joan Middendorf, "Enhancing Concept Comprehension and Retention," The National Teaching and Learning Forum , Vol. 3, No. 4 (1994), pp. 6-8.
William G. Perry, Jr., "Cognitive and Ethical Growth: The Making of Meaning," Arthur W. Chickering and Associates, eds., The Modern American College (San Francisco: Jossey-Bass, 1981), pp. 76-109.
Robert J. Kloss, “A Nudge is Best: Helping Students through the Perry Scheme of Intellectual Development,” College Teaching , Vol.42, No.4 (Fall 1994), pp. 151-158.
Barbara J. Duch and Mary K. Norton, "Teaching for Cognitive Growth," Teaching Excellence , Vol. 4, No. 8 (1992-1993), pp. 97-98.
Sam Wineburg, “The Psychology of Teaching and Learning History,” Historical Thinking and Other Unnatural Acts ( Philadelphia : Temple University Press, 2001), pp.28-60
ESSAY 3 – What are the most important things that you want to keep in mind concerning the intellectual and social development of your students when you are designing courses?
Week 5: The Cultural Experience of College
(The impact of the cultural experience of undergraduates on learning)
READINGS :
Bette L. Erikson and Diane W. Strommer, “From High School to College: The Entering Freshman,” Teaching College Freshmen , pp. 3-45.
Patrick Terenzini, et al, "Making the Transition to College" from Robert J. Menges, Maryellen Weimer, and Associations, eds., Teaching on Solid Ground: Using Scholarship to Improve Practice , pp. 43-73.
Helen Lefkowitz Horowitz, Campus Life; Undergraduate Culture from the End of the Eighteenth Century to the Present , pp. ix-xiv, 3-22.
Michael Moffatt, “Chapter 2: What College is Really Like,” from Coming of Age in New Jersey: College and American Culture (New Brunswick, N.J.: Rutgers University Press, 1989) , pp.25-44, 50-61.
Week 6: Diversity in the Student Body (The role of gender, race, and class in formulating teaching strategies)
READINGS :
McKeachie et al, Teaching Tips , Chapter 10 (“Valuing Student Differences”)
Mike Rose, “The Politics of Remediation” from Lives on the Boundary : the Struggles and Achievements of America 's Underprepared (New York : Penguin Books, 1990)
Lee Warren, “Class in the Classroom,” Teaching Resources Center, Vol. 10, No. 1 (Fall 1998), pp. 1-3.
Claude Steele, "Race and the Schooling of Black Americans," Atlantic Monthly (April 1992), pp. 68-76
Peter Frederick, "Walking on Eggs; Mastering the Dreaded Diversity Discussion," College Teaching , 43(3), pp. 83-92
Peggy McIntosh, "White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women's Studies," Working Paper, No.189, Wellesley College Center for Research on Women, 1988)
Deborah Tannen, "Teacher's Classroom Strategies Should Recognize That Men and Women Use Language Differently," Chronicle of Higher Education , vol. XXXVII, no. 40 (June 1991)
Robert J. Connors, "Teaching and Learning as a Man," College English, Vol.58, No.2 (Feb., 1966), pp.137-157.
Sam Wineburg, “Picturing the Past,” Historical Thinking and Other Unnatural Acts (Philadelphia : Temple University Press, 2001), pp 113-136.
Week 7: INSTRUCTOR-STUDENT INTERACTIONS
(Questions of "fairness," ethical issues, sexual harassment, challenges from students, analysis of transactions, and cognitive development in students.)
READINGS :
McKeachie et al, Teaching Tips , Chapter 7 (“What to Do About Cheating”), Chapter 9 (“Motivation in the College Classroom”), Chapter 11 (“Problem Students”), Chapter 12 (“Counseling, Advising, and Educating”), Chapter 25 (“Teaching Values”), and Chapter 26 (“Ethics in College Teaching”)
Raymond P. Perry, Verna H. Menec, and C. Ward Struthers, "Student Motivation from the Teacher's Perspective" from Robert J. Menges, Maryellen Weimer, and Associations, eds., Teaching on Solid Ground: Using Scholarship to Improve Practice , pp. 75-100
Joyce L. Hocker, "Teacher-Student Confrontations," New Directions for Teaching and Learning , No.26 (June 1986), 71-82
Donelson R. Forsyth and James H. McMillan, "Practical Proposals for Motivating Students," New Directions for Teaching and Learning , No. 45 (Spring 1991), pp. 53-65
Myra Sadker and David Sadker. “Assuring Equitable Participation in College Classes” New Directions for Teaching and Learning , No.49 (Spring 1992), pp.49-56.
Janis F. Andersen, "Instructor Nonverbal Communication: Listening to Our Silent Messages" New Directions for Teaching and Learning , No. 26 (June 1986), pp. 41-49
David Pace , “Controlled Fission: Teaching Supercharged Subjects,” College Teaching , (Spring 2003)
Marcia Ann Pulich, "Student Grade Appeals Can Be Reduced," Improving College and University Teaching , Vol. 31, No. 1, pp. 9-12.
Patrick Allitt, I’m the Teacher, You’re the Student: A Semester in a University Classroom (Selections)
ESSAY 4 – How do you intend to take into account the differences among your students and what kind of strategies do you want to develop to maximize productive encounters with your students?
Recommended :
Janet Mancini Billson and Richard G. Tiberius, "Effective Social Arrangements for Teaching and Learning," New Directions for Teaching and Learning , No. 45 (Spring 1991), pp. 87-109. |