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Peer Review provides a quarterly briefing on emerging
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Review, Spring 2009, Volume 11, Number 2
What Is It and How Do We Measure It?
This Peer Review addresses specific challenges faculty are facing in the classroom today. It explores issues related to developing collaborative and hands-on learning opportunities, research on the relationship between expectations and achievement, and ways to teach about controversial subjects and issues that challenge students' deeply held beliefs.
table of contents is below, with links to full online articles
where applicable. If you would like to order
multiple copies for a faculty workshop or campus office,
we offer bulk
discounts for purchases of eleven or more copies.
From the Editor
Shelley Johnson Carey
"This issue of Peer Review explores the topic of good teaching, not in terms of popularity or students' own assessments, but in terms of research and practice. In a range of articles, from a report on establishing a new teaching center to insightful advice on effective teaching methods, the journal addresses the challenges faculty face in the classroom today."
Connecting Beliefs with Research on Effective Undergraduate Education
Ross Miller, Berkeley College
"AAC&U's advocacy for higher levels of learning for all students is not misplaced. Education research demonstrates that we can improve student learning - sometimes dramatically - and that maintaining idealistic and inclusive beliefs about and goals for higher education is perfectly reasonable."
Effective Teaching to Counter Misinformation and Negative Stereotypes: The Example of Islam
Jack Meacham, University at Buffalo–State University of New York
Supporting Faculty through a New Teaching and Learning Center
Charlene D’Avanzo, Hampshire College (print only)
High-Impact Practices: Applying the Learning Outcomes
Literature to the Development of Successful Campus Programs
Jayne Brownell, Hofstra University, and Lynn E. Swaner, C.W. Post Campus, Long Island University (print only)
Understanding Great Teaching
Ken Bain and James Zimmerman, Montclair State University
"Without some definitions, all attempts to improve teaching wander aimlessly in a sea of conflicting ambitions. In this essay, we offer a way across those troubled waters. With a definition of good teaching clearly in mind, we can then offer some insights into how the best teachers achieve them."
Becoming an Effective Teacher Using Cooperative Learning: A Personal Odyssey
Barbara Millis, University of Texas–San Antonio
"Unlike the other contributors in this issue, I would like to take a more reflective approach to what constitutes effective teaching based on my twenty-seven years in faculty development and, perhaps more pointedly, based on my evolving journey in the classroom."
My Most Important Teaching Tool
Louis Schmier, Valdosta State University
"My mind also pondered a question that had been posed to me by a professor from another institution. 'Dr Schmier,' she asked, 'what is your most important pedagogical tool?'"