Inside the Undergraduate Teaching Experience

The University of Washington's Growth in Faculty Teaching Study

Inbunden, Engelska, 2013

AvCatharine Hoffman Beyer,Edward Taylor,Gerald M. Gillmore

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Shows what kind of changes college faculty make to their teaching and why they make them.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.

Produktinformation

Utgivningsdatum2013-01-01
Mått152 x 229 x 20 mm
Vikt481 g
FormatInbunden
SpråkEngelska
Antal sidor268
FörlagState University of New York Press
ISBN9781438446059

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Högskola och universitet inom Psykologi och pedagogik

Catharine Hoffman Beyer is Research Scientist and Lecturer in the Interdisciplinary Writing Program at the University of Washington. Edward Taylor is Dean and Vice Provost of Undergraduate Academic Affairs and Professor of Educational Leadership and Policy Studies at the University of Washington. Gerald M. Gillmore is former Director of the Office of Educational Assessment at the University of Washington.

List of Tables and FiguresAcknowledgments1. GiftsCollege Teaching RealitiesPurpose of the Study and Key FindingsLiteraturesOur PathsOrganization2. How Was the Study ConductedFaculty SampleGraduate Student SampleStudy DesignGeneralizability and Usefulness3. What Courses Did Faculty Describe?Key Findings: Disciplinary Practice, Content, and Critical ThinkingClass Size, TA Help, and Course LevelsPedagogyCourse RequirementsLearning beyond the ClassroomSummary: Courses4. What Changes Did Faculty Make to Their Courses?Changes to CoursesFew ChangesBig Directions of ChangeAre You Still Making Changes to Your TeachingSummary: Changes5. Why Did Faculty Make Changes to Their Courses?Reasons for Changes Made to Specific CoursesEnd-of-interview Ratings of Sources of ChangeSummary: Reasons and Sources for Change6. What Allowed Faculty to Teach from the Self?The Importance of Changes in the SelfMoving Beyond the Graduate Student ExperienceLearning to Trust Their Own Authority over TimePermission to Make MistakesKnowing That They Know How to TeachParing Down, Opening Up, and Weaving InListening to Changes in the SelfSummary: Teaching from the Self7. What Did Faculty Say about StudentsStudents as LearnersStudents Today…Praise for Students TodaySummary: Students and Other Learners8. What "Research" Methods Did Faculty Use?Sources of Information on Teaching and LearningTracking the Effects of ChangeSummary: Researching One’s Own Teaching Effectiveness9. Were There Differences across Groups?Difference Based on Faculty CharacteristicsFaculty of ColorThree DisciplinesGraduate Students and Faculty MembersSummary: Differences10. Learning in the Act of TeachingAppendicesAppendix A: UW GIFTS Interview Questions for FacultyAppendix B: Focus Group Questions for Graduate StudentsAppendix C: Tables on Statistically Significant DifferencesNotesBibliographyIndex

"This book is valuable for revealing in quantifiable terms what many in this field already know; that teaching is a dynamic and malleable activity. But what it also reveals is that the greatest changes in the classroom occur when professors are tuned into the intimate voice of their own discipline, within the context of their own classroom." — Teaching Theology and Religion"This is a beautifully written book, careful in describing the study's methods and judicious in reporting results." — Change"This book captures the voices of faculty engaged in the classroom in a fashion that I have not seen before. In the midst of a cacophony of works denouncing the professoriate as insensitive to problems of student learning (generally with little evidence), this study offers a glimpse into the real attitudes of a large group of instructors." — David Pace, coeditor of Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking

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