Inside The Undergraduate Teaching Experience: The University Of Washington's Growth In Faculty Teaching Study Ebrary Project Muse Upcc Books

Shows what kind of changes college faculty make to their teaching and why they make them. The image of college faculty members as abstracted, white-haired, tweed-jacketed professors, mumbling lectures from notes that were yellowed by twenty years of repeated use is still pervasive. In this view, college faculty care only about their research and have little connection to the students sitting passively in front of them. __Inside the Undergraduate Teaching Experience__ directly challenges this view of today’s college faculty and serves as a guide for graduate students and new faculty who seek ways—both personal and pedagogical—to become more effective teachers. __Inside the Undergraduate Teaching Experience__ reports the results of the University of Washington’s Growth in Faculty Teaching Study (UW GIFTS), which sought to find out whether or not faculty ever change what they do in the classroom, even when there is little external pressure for them to do so. Key findings in the study were that all courses that faculty members taught were deeply embedded in their academic disciplines, even freshman-level classes; that content and critical thinking as goals for learning could not be separated; that faculty members were making changes to their teaching continuously; that such changes were motivated by the faculty member’s intentional assessment of the learning needs of her particular classes; and that most changes were aimed at helping students meet faculty members’ goals for learning. “This book captures the voices of faculty engaged in the classroom in a fashion that I have not seen before. In the midst of a cacophony of works denouncing the professoriate as insensitive to problems of student learning (generally with little evidence), this study offers a glimpse into the real attitudes of a large group of instructors.” — David Pace, coeditor of __Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking__ The Image Of College Faculty Members As Abstracted, White-haired, Tweed-jacketed Professors, Mumbling Lectures From Notes That Were Yellowed By Twenty Years Of Repeated Use Is Still Pervasive. In This View, College Faculty Care Only About Their Research And Have Little Connection To The Students Sitting Passively In Front Of Them. Inside The Undergraduate Teaching Experience Directly Challenges This View Of Today's College Faculty And Serves As A Guide For Graduate Students And New Faculty Who Seek Ways - Both Personal And Pedagogical - To Become More Effective Teachers. Inside The Undergraduate Teaching Experience Reports The Results Of The University Of Washington's Growth In Faculty Teaching Study (uw Gifts), Which Sought To Find Out Whether Or Not Faculty Ever Change What They Do In The Classroom, Even When There Is Little External Pressure For Them To Do So. Key Findings In The Study Were That All Courses That Faculty Members Taught Were Deeply Embedded In Their Academic Disciplines, Even Freshman-level Classes; That Content And Critical Thinking As Goals For Learning Could Not Be Separated; That Faculty Members Were Making Changes To Their Teaching Continuously; That Such Changes Were Motivated By The Faculty Member's Intentional Assessment Of The Learning Needs Of Her Particular Classes; And That Most Changes Were Aimed At Helping Students Meet Faculty Members' Goals For Learning.-- Publisher Description. 1. Gifts -- 2. How Was The Study Conducted? -- 3. What Courses Did Faculty Describe? -- 4. What Changes Did Faculty Make To Their Courses? -- 5. Why Did Faculty Make Changes To Their Courses? -- 6. What Allowed Faculty To Teach From The Self? -- 7. What Did Faculty Say About Students? -- 8. What Research Methods Did Faculty Use? -- 9. Were There Differences Across Groups? -- 10. Learning In The Act Of Teaching -- -- App. A. Uw Gifts Interview Questions For Faculty -- App. B. Focus Group Questions For Graduate Students -- App. C. Tables On Statistically Significant Differences Catharine Hoffman Beyer, Edward Taylor, And Gerald M. Gillmore. Includes Bibliographical References And Index. Shows what kind of changes college faculty make to their teaching and why they make them. The image of college faculty members as abstracted, white-haired, tweed-jacketed professors, mumbling lectures from notes that were yellowed by twenty years of repeated use is still pervasive. In this view, college faculty care only about their research and have little connection to the students sitting passively in front of them. Inside the Undergraduate Teaching Experience directly challenges this view of today’s college faculty and serves as a guide for graduate students and new faculty who seek ways—both personal and pedagogical—to become more effective teachers. Inside the Undergraduate Teaching Experience reports the results of the University of Washington’s Growth in Faculty Teaching Study (UW GIFTS), which sought to find out whether or not faculty ever change what they do in the classroom, even when there is little external pressure for them to do so. Key findings in the study were that all courses that faculty members taught were deeply embedded in their academic disciplines, even freshman-level classes; that content and critical thinking as goals for learning could not be separated; that faculty members were making changes to their teaching continuously; that such changes were motivated by the faculty member’s intentional assessment of the learning needs of her particular classes; and that most changes were aimed at helping students meet faculty members’ goals for learning. “This book captures the voices of faculty engaged in the classroom in a fashion that I have not seen before. In the midst of a cacophony of works denouncing the professoriate as insensitive to problems of student learning (generally with little evidence), this study offers a glimpse into the real attitudes of a large group of instructors.” — David Pace, coeditor of Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking