McKeachie's Teaching Tips, 14th Edition

Wilbert J. McKeachie, Marilla Svinicki

Copyright 2014
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McKeachie's Teaching Tips 14th Edition by Wilbert J. McKeachie/Marilla Svinicki

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Overview
Meet the Authors
What's New
Features
Table of Contents
Pricing

Overview

This book’s title--MCKEACHIE’S TEACHING TIPS: STRATEGIES, RESEARCH, AND THEORY FOR COLLEGE AND UNIVERSITY TEACHERS--says it all. This indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a “set of recipes” to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning.

Available with InfoTrac® Student Collections http://gocengage.com/infotrac.

Meet the Authors

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Wilbert J. McKeachie

Wilbert J. McKeachie is Professor Emeritus and former chair of the Department of Psychology at the University of Michigan. He is also a research scientist and past director of the University of Michigan Center for Research on Learning and Teaching. He has served as president of the American Psychological Association and of the American Association for Higher Education. He has also served as chair of the Committee on College and University Teaching, Research, and Publication of the American Association of University Professors. He speaks at workshops and conferences around the world and has published numerous articles in the United States and internationally.

Marilla Svinicki

Marilla Svinicki is Associate Professor in the Department of Educational Psychology and the retired director of the Center for Teaching Effectiveness at the University of Texas at Austin. She earned both her B.A. and M.A. at Western Michigan University and her Ph.D. at the University of Colorado. Her research interests include application of principles of learning to instruction in higher education and development of faculty and graduate students as teachers. She regularly teaches the college teaching methodology course at UT Austin along with the psychology of human learning and instructional psychology.

What's New

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Up-to-date research and practices have been incorporated throughout the text; for instance, with respect to the use of technology as well as for ways of thinking about discussion and lecture. The book also addresses changes in some of the forces that are influencing the world of higher education, such as the push for accountability and student outcomes.
Chapter 4, “Reading as Active Learning,” features a more detailed discussion with many new tips on how teachers can help their students be better active readers, including tried-and-true techniques that are seldom shared with students.
In Chapter 11, “Motivation in the College Classroom,” the section on goal theory has been expanded to match the importance of that theory in the current literature on motivation.
The discussion on student problems in Chapter 13 incorporates information about “millennials,” the new generation of students that exhibits unique abilities and qualities that teachers need to consider, as well as a new section that discusses recent research on civility in the classroom.
In addition to new material throughout the text on the use of technology in teaching, Chapter 17, “Technology and Teaching,” has been updated with the various alternatives instructors have in using technology for a wide range of practices, including communication in and out of the classroom.

Features

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A professional teaching methods classic, the book was originally written to help new college teachers feel at ease and start teaching effectively in their classrooms. The book still serves this purpose, whether readers are already teaching or preparing to do so. At the same time, many experienced instructors say they keep the book handy as an ongoing resource.
Brief, pithy chapters in a convenient handbook format make it easy for readers to scan pages and quickly find the information they need.
A chapter on feedback and assessment provides recommendations on how to improve the quality of teacher feedback comments and discusses ways of ensuring that these comments have maximum impact on learning.
All of the chapters have been updated to include new developments in technologies and instructional strategies that have become more prominent since the last edition.
Guest-authored chapters offer advice and instruction from renowned educators, including Peter Elbow and Mary Deane Sorcinelli on writing, Jane Halonen on teaching thinking, and Brian P. Coppola on laboratory instruction.
Technology coverage includes topics such as the use of Microsoft® PowerPoint® slides, plagiarism, and effective Web research.
Additional important coverage includes experiential learning, recent policy shifts, diversity and gender issues, and standards and accountability.

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Part I: GETTING STARTED.
1. Introduction.
2. Countdown for Course Preparation.
3. Meeting a Class for the First Time.
Part II: BASIC SKILLS FOR FACILITATING STUDENT LEARNING.
4. Reading as Active Learning.
5. Facilitating Discussion.
6. How to Make Lectures More Effective.
7. Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function.
8. Testing: The Details.
9. Good Designs for Written Feedback for Students.
10. Assigning Grades: What Do They Mean?
Part III: UNDERSTANDING STUDENTS.
11. Motivation in the College Classroom.
12. Teaching Culturally Diverse Students.
13. Different Students, Different Challenges.
Part IV: ADDING TO YOUR REPERTOIRE OF SKILLS AND STRATEGIES FOR FACILITATING ACTIVE LEARNING.
14. Active Learning: Group-Based Learning.
15. Experiential Learning: Case-Based, Problem-Based, and Reality-Based.
16. Using High-Stakes and Low-Stakes Writing to Enhance Learning.
17. Technology and Teaching.
Part V: SKILLS FOR USE IN OTHER TEACHING SITUATIONS.
18. Teaching Large Classes (You Can Still Get Active Learning!).
19. Laboratory Instruction: Ensuring an Active Learning Experience.
Part VI: TEACHING FOR HIGHER-LEVEL GOALS.
20. Teaching Students How to Become More Strategic and Self-Regulated Learners.
21. Teaching Thinking.
22. The Ethics of Teaching.
Part VII: LIFELONG LEARNING FOR A TEACHER.
23. Vitality and Growth Throughout Your Teaching Career.
References.
Index.