Description
Book SynopsisThis book is about teachers learning about teaching. As increasingly complex educational models and new theories of student learning have become part of the discourse of higher education, college instructors have sought new opportunities for instructional development.
Trade ReviewBurk's comprehensive case study and meticulous qualitative analysis make a strong argument for the centrality of oral communication in the classroom as a route to critical thinking skills. Learning more about working with first-year students not only benefits students as learners, but it also benefits faculty themselves. Simply put, teaching a first-year seminar will change the way you teach—period. If you're not 'a believer,' Tamara Burk's book may well convince you once and for all! -- Constance Staley, Director, Freshman Seminar Program; Professor of Communication, University of Colorado at Colorado Springs
This book is a significant contribution to research (and potentially practice) in two relatively new fields: faculty development and the first-year experience in American higher education. This new scholarship provides a model for asking and answering these tough questions: 'Are our investments in faculty development paying off? Do the faculty actually make use of the pedagogies we wish they would adapt, and with what results?' Without intending it, this work delivers a scathing critique of the dominant mode of verbal transmission of information in the archetypal college classroom. I hope we pay attention. -- John N. Gardner, Senior Fellow, National Resource Center on The First-Year Experience, Executive Director, Policy Center on the First Year of College
Tamara Burk's work is provocative. After reading her book, you will be convinced that adopting interactive teaching techniques and utilizing classroom discussion, small group interaction, and individual presentations in the classroom will have a dramatic impact on classroom community-building, student development, and student learning! -- Gregory P. Lampe, Interim Provost and Vice Chancellor for Academic Affairs; Professor, Department of Communication and Theatre Arts, University of
Table of ContentsChapter 1 Preface Chapter 2 Acknowledgments Chapter 3 List of Tables Chapter 4 List of Figures Chapter 5 The Nature and Significance of the Study Chapter 6 Related Literature Chapter 7 Methodology Chapter 8 Summary and Analysis of the Data Chapter 9 Implications for Practice and Future Research Chapter 10 Appendices Chapter 11 References Chapter 12 Index Chapter 13 About the Author
