Enhance your teaching style with James E. Groccia′s systemic and insightful seven-variable model using a truly international perspective.
The need to understand learning and teaching from multiple cultural perspectives has become critically important in educating the next generation of college students. Using a unique global view, this comprehensive volume presents international perspectives on critical issues impacting teaching and learning in diverse higher education environments. Education experts from around the world share their perspectives on college and university teaching, identifying international differences and similarities. The chapters are organized around a model developed by James E. Groccia, which focuses on seven interrelated variables that must be explored to develop a full perspective of college and university teaching and learning. These interrelated variables include teacher, learner, learning process, learning context, course content, instructional processes, and learning outcomes. Using this logical model, the contributors provide readers with a guide for systemic thinking about how to improve teaching and learning, curriculum development, and assessment.
Spis treści
Chapter 1 A Model For Understanding Teaching and Learning – James E. Groccia
Chapter 2 Effective Grading and Assessment: Gloal Insights to Enhance Student Learning, Faculty Satisfaction, and Institutional Success – Virgina J. Anderson
Chapter 3 Using the Scholarship of Teaching and Learning to Improve Learning Outcomes – Regan A. R. Gurung, R. Eric Landrum
Chapter 4 From Document to Practice: Application of Outcome-Based Assessment in the Curricula of Police and Border Guard Service – Kätlin Vanari, Einike Pilli
Chapter 5 Optimizing Adaptive Student Behaviors – Jacquelyn Cranney, Helen Dalton
Chapter 6 Preparing Middle Eastern Students for the Future: Saudi Arabia as a Case Study – Saleh H. Alwasal, Solaiman M. Al Hadlaq
Chapter 7 Culture and Disability in the Classroom – Dennis B. Galvan, Jeremy L. Brunson
Chapter 8 Developing Faculty for the 21st Century In South Africa: Building Capacity Through Collaborative Preparation Programs – Stacey C. Nickson
Chapter 9 Sustaining and Championing Teaching and Learning – In Good times or Bad – Shelda Debowski, Lorraine Stefani, Margaret W. Cohen, Angela Ho
Chapter 10 An Effective Model for the Professional Development of Middle-Eastern Faculty – Mohammed A. Al-Sudairy
Chapter 11 Culture and Teaching: Lessons from Psychology – Kenneth D. Keith
Chapter 12 The Implications of Muslim Beliefs, Practices, and Traditions on University Teaching and Learning – Shakeer Abdullah
Chapter 13 The Context of Learning: Changes in UK Higher Education – Annie Trapp
Chapter 14 Learning for Transformation in an International Context: The Implications of a Confucian Learning Model – Qi Sun
Chapter 15 Review of New University Education Policy Implementation in Croatia – Vesna Kovac, Marko Turk
Chapter 16 Impact of Organizational Culture on the Leadership of Higher Education Curriculum Development – Laurie Lomas
Chapter 17 Leading Higher Education Teaching, Learning and Innovation – Shelda Debowski
Chapter 18 Internationalizing the Curriculum – Richard S. Velayo
Chapter 19 Cultural Contexts and Curricular Design in Saudi Arabia and other Middle Eastern Nations – Emad Ismail, Mohamed Hassan
Chapter 20 Strategic Curriculum Change – Camille Kandiko, Paul Blackmore
Chapter 21 Visualizing Knowledge Structures of University Teaching to Relate Pedagogic Theory and Academic Practice – Ian Kinchin
Chapter 22 Culture and Learning Styles – Maria Martinez Witte, James Witte
Chapter 23 Metacognitive Learning and Culture – Kevin Downing, Kristina Shin
Chapter 24 Emerging Evidence for Excellent Teaching across Borders – Jared Keeley, Andrew Christopher, William Buskist
Chapter 25 Writing for the U.S. University – Helen Fox
Chapter 26 Culture Bump: An Instructional Process for Cultural Insight – Carol M. Archer, Stacey C. Nickson
Chapter 27 Intercultural Pedagogy: Deep Cultural Issues and Challenges for Global Universities – Po Li Tan
Chapter 28 Conceptual Bases of Problem-Based Learning – Kenneth Mølbjerg Jørgensen, Anete M. Camille Strand, Anja Overgaard Thomassen
Chapter 29 Problem-Based Learning and Its Application to South African Medical Education – Ted Sommerville, Veena Singaram
Chapter 30 Confucius and Buddha in the College Classroom: Relational Virtuosity in Teaching and Learning – Peter J. Giordano
Chapter 31 Learning, Teaching, and Assessment Using Technology – Geoffrey Crisp
O autorze
William Buskist is the Distinguished Professor in the Teaching of Psychology at Auburn University and a Faculty Fellow at Auburn’s Biggio Center for the Enhancement of Teaching and Learning. He has published widely on issues related to teaching and learning, both within his own discipline of psychology and more generally in higher education. His most recent publications include edited works with Groccia (Evidence-Based Teaching) and with Victor Benassi (Effective College and University Teaching: Strategies and Tactics for the New Professoriate). He has served as President for the Society for the Teaching of Psychology and is currently the Editor-in Chief for the Society’s e-book program). He has won numerous teaching awards at both the local and national levels as have many of his graduate student protégés. He is a Fellow of both the American Psychological Association and the Association for Psychological Science.
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