10 Things Every Faculty Member Should Know Before they Enter the Classroom
Being experts in our subject matter doesn’t make us expert teachers. Given all of the content in our respective fields, how do we decide what to teach? How do we decide how we will teach it? How will we know whether our teaching is effective? This workshop is designed to provide participants with an opportunity to benefit from decades of research on how people learn, as well as the experiences of master teachers all over the country. Faculty members who participate in this workshop will leave with a richer understanding of how to maximize learning by having a better understanding of the conditions that are conducive to learning, as well as how to best manage these conditions.
By the end of this session, you should be able to
- Identify a range of conditions that have a significant influence on the teaching and learning process
- Develop lessons and courses with these conditions in mind
- Explain to students and colleagues why you teach the way you do.
- Assess the relative impact that these changes have made to your teaching
- Bransford, J.D., Brown, A.L. & Cocking, R.R. (1999). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: The National Academies Press
- Bain, Ken (2004 ). What the Best College Teachers Do. Harvard University Press.
- Leamnson, Robert (1999). Thinking About Teaching and Learning. Sterling. Stylus Publishing
- Applying the Seven Principles for Good Practice in Undergraduate Education.
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