Robert Rotenberg has taught at DePaul University since 1979 in the sociology and anthropology departments and the international studies program. He is currently chair of the anthropology department and serves on the university Teaching, Learning and Assessment Committee. In 2004, he was named to the inaugural cohort of the St. Vincent DePaul Society, a university-level distinguished professorship for teaching. He has written books, edited collections of articles, and published in scholarly journals including award-winning Landscape and Power in Vienna and Time and Order in Metropolitan Vienna: A Seizure of Schedules. Rotenberg is the past president for the Society for Urban, National and Transnational/Global Anthropology of the American Anthropological Association.

• Part 1 Teaching as an Art and Teaching as a Craft; Chapter 1 The Learning Curve of the College Teacher; Chapter 2 EveryChapter 2: Plan of the Book; Part 2 What Do We Know About Postsecondary Intellectual Development?; Chapter 3 Bloom and Perry on Adult Learners; Chapter 4 Kolb and Experiential Learning; Chapter 5 Gardner and Multiple Intelligences; Chapter 6 Baxter-Magolda and Ways of Knowing; Chapter 7 King and Kitchener and the Reflective Judgment Model; Part 3 What Do We Know About Effective Undergraduate Teaching?; Chapter 8 Current Approaches to Understanding Growth in Thinking Skills; Chapter 9 History and Development of Best Practices Research; Part 4 The Role of the Teacher in the Classroom; Chapter 10 The Real Relationship Between Teacher and Student; Chapter 11 Figuring Out What to Teach and How Much of It; Chapter 12 Who Are Our Students?; Chapter 13 The Virtual Classroom and Hybrid Learning Spaces; Part 5 Demands on the New Instructor; Chapter 14 Departmental Demands; Chapter 15 Demands of General Education Courses; Chapter 16 Demands of the Undergraduate Major; Chapter 17 Demands of Graduate Programs; Chapter 18 Interdisciplinary Demands; Part 6 Universal Design; Chapter 19 Universal Design in Higher Education; Chapter 20 Universal Design of Courses; Part 7 Constructing the Syllabus; Chapter 21 Developing a Course for the First Time; Chapter 22 The Impact of Class Size on a Syllabus; Chapter 23 Taking the Calendar into Account; Chapter 24 Ordering Books and Photocopying Material; Chapter 25 Technical Components of a Syllabus; Chapter 26 Selecting the Knowledge Base for the Course; Chapter 27 Selecting Texts; Chapter 28 Fitting the Course into the Curriculum; Chapter 29 Organizing the Course around Problem Sets; Chapter 30 Organizing the Course around Specific Experiences; Chapter 31 Learning Management Software; Part 8 Setting Your Expectations for Students’ Reasoning Skills; Chapter 32 Characterizing Critical Thinking; Chapter 33 How to Recognize Criti

Robert Rotenberg has taught at DePaul University since 1979 in the sociology and anthropology departments and the international studies program. He is currently chair of the anthropology department and serves on the university Teaching, Learning and Assessment Committee. In 2004, he was named to the inaugural cohort of the St. Vincent DePaul Society, a university-level distinguished professorship for teaching. He has written books, edited collections of articles, and published in scholarly journals including award-winning Landscape and Power in Vienna and Time and Order in Metropolitan Vienna: A Seizure of Schedules. Rotenberg is the past president for the Society for Urban, National and Transnational/Global Anthropology of the American Anthropological Association.

• Part 1 Teaching as an Art and Teaching as a Craft; Chapter 1 The Learning Curve of the College Teacher; Chapter 2 EveryChapter 2: Plan of the Book; Part 2 What Do We Know About Postsecondary Intellectual Development?; Chapter 3 Bloom and Perry on Adult Learners; Chapter 4 Kolb and Experiential Learning; Chapter 5 Gardner and Multiple Intelligences; Chapter 6 Baxter-Magolda and Ways of Knowing; Chapter 7 King and Kitchener and the Reflective Judgment Model; Part 3 What Do We Know About Effective Undergraduate Teaching?; Chapter 8 Current Approaches to Understanding Growth in Thinking Skills; Chapter 9 History and Development of Best Practices Research; Part 4 The Role of the Teacher in the Classroom; Chapter 10 The Real Relationship Between Teacher and Student; Chapter 11 Figuring Out What to Teach and How Much of It; Chapter 12 Who Are Our Students?; Chapter 13 The Virtual Classroom and Hybrid Learning Spaces; Part 5 Demands on the New Instructor; Chapter 14 Departmental Demands; Chapter 15 Demands of General Education Courses; Chapter 16 Demands of the Undergraduate Major; Chapter 17 Demands of Graduate Programs; Chapter 18 Interdisciplinary Demands; Part 6 Universal Design; Chapter 19 Universal Design in Higher Education; Chapter 20 Universal Design of Courses; Part 7 Constructing the Syllabus; Chapter 21 Developing a Course for the First Time; Chapter 22 The Impact of Class Size on a Syllabus; Chapter 23 Taking the Calendar into Account; Chapter 24 Ordering Books and Photocopying Material; Chapter 25 Technical Components of a Syllabus; Chapter 26 Selecting the Knowledge Base for the Course; Chapter 27 Selecting Texts; Chapter 28 Fitting the Course into the Curriculum; Chapter 29 Organizing the Course around Problem Sets; Chapter 30 Organizing the Course around Specific Experiences; Chapter 31 Learning Management Software; Part 8 Setting Your Expectations for Students’ Reasoning Skills; Chapter 32 Characterizing Critical Thinking; Chapter 33 How to Recognize Criti

Robert Rotenberg has taught at DePaul University since 1979 in the sociology and anthropology departments and the international studies program. He is currently chair of the anthropology department and serves on the university Teaching, Learning and Assessment Committee. In 2004, he was named to the inaugural cohort of the St. Vincent DePaul Society, a university-level distinguished professorship for teaching. He has written books, edited collections of articles, and published in scholarly journals including award-winning Landscape and Power in Vienna and Time and Order in Metropolitan Vienna: A Seizure of Schedules. Rotenberg is the past president for the Society for Urban, National and Transnational/Global Anthropology of the American Anthropological Association.

• Part 1 Teaching as an Art and Teaching as a Craft; Chapter 1 The Learning Curve of the College Teacher; Chapter 2 EveryChapter 2: Plan of the Book; Part 2 What Do We Know About Postsecondary Intellectual Development?; Chapter 3 Bloom and Perry on Adult Learners; Chapter 4 Kolb and Experiential Learning; Chapter 5 Gardner and Multiple Intelligences; Chapter 6 Baxter-Magolda and Ways of Knowing; Chapter 7 King and Kitchener and the Reflective Judgment Model; Part 3 What Do We Know About Effective Undergraduate Teaching?; Chapter 8 Current Approaches to Understanding Growth in Thinking Skills; Chapter 9 History and Development of Best Practices Research; Part 4 The Role of the Teacher in the Classroom; Chapter 10 The Real Relationship Between Teacher and Student; Chapter 11 Figuring Out What to Teach and How Much of It; Chapter 12 Who Are Our Students?; Chapter 13 The Virtual Classroom and Hybrid Learning Spaces; Part 5 Demands on the New Instructor; Chapter 14 Departmental Demands; Chapter 15 Demands of General Education Courses; Chapter 16 Demands of the Undergraduate Major; Chapter 17 Demands of Graduate Programs; Chapter 18 Interdisciplinary Demands; Part 6 Universal Design; Chapter 19 Universal Design in Higher Education; Chapter 20 Universal Design of Courses; Part 7 Constructing the Syllabus; Chapter 21 Developing a Course for the First Time; Chapter 22 The Impact of Class Size on a Syllabus; Chapter 23 Taking the Calendar into Account; Chapter 24 Ordering Books and Photocopying Material; Chapter 25 Technical Components of a Syllabus; Chapter 26 Selecting the Knowledge Base for the Course; Chapter 27 Selecting Texts; Chapter 28 Fitting the Course into the Curriculum; Chapter 29 Organizing the Course around Problem Sets; Chapter 30 Organizing the Course around Specific Experiences; Chapter 31 Learning Management Software; Part 8 Setting Your Expectations for Students’ Reasoning Skills; Chapter 32 Characterizing Critical Thinking; Chapter 33 How to Recognize Criti