Inside the Undergraduate Teaching Experience
The University of Washington's Growth in Faculty Teaching Study
By Catharine Hoffman Beyer, Edward Taylor, Gerald M. Gillmore | Publisher: State University of New York Press
About the book
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.
Editions of Inside the Undergraduate Teaching Experience
- Hardcover
- ISBN 9781438446059
- Paperback
- ISBN 9781438446042
- PDF
- ISBN 9781438446066
Read an Excerpt
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.
Frequently Asked Questions
What is Inside the Undergraduate Teaching Experience about?
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.
What core themes, tropes, or subjects are explored in Inside the Undergraduate Teaching Experience?
Society and Social Sciences > Education / Educational sciences / Pedagogy > Higher education, tertiary education
Where can I read a sample of Inside the Undergraduate Teaching Experience?
You can read an official preview of the few pages here https://www.book2look.com/book/9781438446059
How long is Inside the Undergraduate Teaching Experience and how many pages does it have?
Inside the Undergraduate Teaching Experience has 268 page(s)
Who is/are the Author/s of the book Inside the Undergraduate Teaching Experience?
Catharine Hoffman Beyer, Edward Taylor, Gerald M. Gillmore
What are the ISBN numbers for the physical and digital editions?
Inside the Undergraduate Teaching Experience is available as hardcover(ISBN 9781438446059) and paperback(ISBN 9781438446042) and pdf(ISBN 9781438446066)
Where can I buy Inside the Undergraduate Teaching Experience online or support local independent bookshops?
You can buy Inside the Undergraduate Teaching Experience from below
Where can I buy Inside the Undergraduate Teaching Experience?