Teaching in Colleges

College professors are becoming increasingly committed to effective teaching, and much has been done to improve instructional methods. This book provides solid theoretical information on educational psychology and presents practical information on teaching particular disciplines. The volume also overviews different instructional techniques and settings, and discusses general concerns likely to face college faculty.

The RoutledgeFalmer Reader in Higher Education provides a balanced selection of the last few years' writing on the topic, offering anyone with an interest in higher education an essential reference work. The editor uses his experience to present a range of articles illustrating the variety of methodological approaches and theoretical frameworks that have been applied to the study of higher education. Journal articles from Europe, Australia and Asia cover the following key themes: * teaching and learning * course design * student experience * quality * system policy * institutional management * academic writing * knowledge. This ground-breaking Reader reflects the range of perspectives that contribute to higher education research. It aims to support the growth of higher education as an emerging field of study.

There are many things faculty can do to enhance students' judgments of the quality of their teaching. This book discusses them, along with the ways that tenure committees judge teaching adequacy. Graduate students, junior faculty, and even tenured faculty will find the practical information they need to teach effectively and maximize their student ratings.

This book is a basic treatment of faculty performance appraisal in higher education. It is written for those scholars faced with the need to understand the issues and solutions to the often thorny problems posed by having to judge the performance of their colleagues in teaching, service, research and citizenship. Neophyte administrators, committee members, and those facing evaluation are often perplexed by the range and depth of the questions concerning what constitutes an effective and reasonable performance appraisal system. This book provides answers to the most common of these questions and integrates current thinking from education literature with models of strategic management from business administration.

Emphasizing that diversity in the curriculum is as much about a way of thinking as it is about specific information, Lutzker presents a compendium of innovative and practical classroom strategies and widely available information resources which will enable faculty to increase the multicultural content of their courses without necessarily making major changes in their accustomed methods of teaching. This is a handbook for college faculty in all disciplines who would like to increase the multicultural content of their courses, but have been reluctant to do so for a variety of reasons including an already overloaded syllabus, a lack of background in the subject, uncertainty about student reactions, or lack of time to make substantial changes in an existing syllabus. Administrators anxious to increase diversity in the curriculum of their institutions, but unable to fund large-scale curriculum revision projects, will also find this volume useful.

This important book includes more than twenty essays by faculty from different disciplines, each articulating the multiple dimensions and components of multicultural teaching. Teachers discuss their own teaching methods and classes in terms of course content, process and discourse, and diversity among faculty and students in the classroom. This volume integrates new scholarship that reflects a more expansive notion of knowledge, and suggests new ways to communicate with diverse populations of students.