Tomorrow's Professor Blog

Folks:

The posting below looks at some important approaches to improved learning in large class settings. It is from Chapter 14, Inside the First-Year Classroom – Challenges and Constraints, by Bette LaSere Erickson and Diane W. Strommer in the book Challenging and supporting the First-Year Student – A Handbook for Improving the First Year of College, by M. Lee Upcraft, John N. Gardner, and Betsy O. Barefoot. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 914103-1741 [www.josseybass.com] Copyright © 2005 by John Wiley & Sons, Inc. All rights reserved. Reprinted with permission.

Regards,

Rick Reis
reis@stanford.edu
UP NEXT: Post-Tenure Faculty Review and Renewal

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Folks:

The posting below reports on a Stanford University panel discussion on interdisciplinary teaching and learning . It appeared in the newsletter: Speaking of Teaching, Center for Teaching and Learning, Stanford University – Spring 2007, Vol. 16, No.2, http://ctl.stanford.edu/Newsletter/ produced by the Stanford Center for Teaching and Learning. Reprinted with permission.

Regards,

Rick Reis
reis@stanford.edu
UP NEXT: Making the First-Year Classroom Conducive to Learning

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Folks:

The posting below looks at how to enhance “task understanding” among your students. It is by Allyson Hadwin and is from LTC Currents – Optimizing Learning Environments sponsored by the Learning & Teaching Centre University of Victoria. Currents Vol. II, No. 3, August 2006, p.1. 250-721-8571 · http://www.uvic.ca/terc/ L T C Reprinted with permission.

Regards,

Rick Reis
reis@stanford.edu
UP NEXT: Interdisciplinary Teaching and Learning

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Folks:

In this month’s Carnegie Perspectives looks ways of documenting the scholarship of teaching and learning. It is by Molly Breen, program associate at the Carnegie Foundation for the Advancement of Teaching. The posting is #39 in the monthly series called Carnegie Foundation Perspectives. These short commentaries exploring various educational issues are produced by the CFAT . The Foundation invites your response at: CarnegiePresident@carnegiefoundation.org. © 2008 The Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305 Reprinted with permission.

Regards,

Rick Reis
reis@stanford.edu
UP NEXT: Do Your Students Really Understand Your Assignments?

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Folks:

The posting below looks at the different stages of teaching assistant development and the implications for TA faculty relations. It appeared in the newsletter: Speaking of Teaching, Center for Teaching and Learning, Stanford University – Fall 2007, Vol. 17, No.1, http://ctl.stanford.edu/Newsletter/ produced by the Stanford Center for Teaching and Learning. Reprinted with permission.

Regards,

Rick Reis
reis@stanford.edu
UP NEXT: Building Bridges Between Research and Undergraduate Teaching

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Folks:

The posting below looks at how to create a create a “faculty community of critical practitioners who teach in a reflective and intentional manner that leads to better student learning.” It is by by Michael Reder, director, Faculty Center for Teaching and Learning, Connecticut College. The article is from the Fall, 2007 issue of Peer Review, Volume 9, Number 4. Peer Review is a publication of the Association of American Colleges and Universities [www.aacu.org/peerreview] Copyright © 2007, all rights reserved. Reprinted with permission.

Regards,

Rick Reis
reis@stanford.edu
UP NEXT: Peer Support for Ph.D. Students

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