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Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

An ambitious response to the current state of affairs, at once political and practice - the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice, including everything from impostor syndrome to cell phones in class to allegations of a campus 'free speech crisis'.

Argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment. Cyndi Kernahan provides evidence for how learning works with respect to race and racism along with practical teaching strategies rooted in that evidence to help instructors feel more confident.

Arguing that teaching and learning goals should drive instructors' technology use, not the other way around, Intentional Tech explores seven research-based principles for matching technology to pedagogy.

A funny, evidence-based, pragmatic, readable guide to the process of learning and relearning how to be an effective college teacher. This is the first college teaching guide that encourages faculty to embrace their inner nerd, inviting readers to view themselves in light of contemporary discourse that celebrates increasingly diverse geek culture.

Includes resources for readers who want to become Universal Design for Learning (UDL) experts and advocates: case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources. It is is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students.

This text aims to provide university lecturers with practical guidelines for the effective teaching and assessment of students. The topics discussed include course planning and preparation, delivery and presentation, classroom management, student feedback and much more.

Containing over 100 checklist grids of performance indicators on a wide range of teaching elements, this guide allows teachers to assess their own work, uncovering strengths and weaknesses. The text can also be used for formal peer assessment or as a basis for gathering feedback.

This study examines the factors influencing the changes in teaching assessment at the higher education level and studies the range of techniques and methods available to the assessor. It evaluates the effectiveness of certain methods and discusses their implementation.

This text looks at how university teachers can teach their students learning strategies. It describes how teachers can teach each strategy in their normal classes and encourage students to use the strategies in their own study time. It includes case studies.

Makes the case for maintaining - even while re-imagining and re-inventing - the place of the survey as a transformative experience for literature students. Through essays both practical and theoretical, the collection presents survey teachers with an exciting range of new strategies for energizing their teaching and engaging their students.

Higher education in the UK has recently been transformed due to the introduction of module-style degree programmes. This collection of essays and case studies reviews the experiences of both students using the new modules and teachers integrating modular systems into their curricula.