In her article, Donna Bowles offered some useful and stimulating ideas on how the film The Wizard of Oz suggests the “characteristics necessary for teaching
Lately I’ve been wondering if there’s a set of initial assumptions made about teaching and learning that inhibit instructional growth and development. Here is list of a few of these assumptions, and why I think they make teaching excellence less attainable.
When reflecting on my experiences as a college professor, several themes from The Wizard of Oz often surface. This well-known story provides a metaphorical view of behaviors that I strive to achieve in my ongoing work with students. In the familiar foursome’s journey to the Emerald City, I see characteristics necessary for teaching excellence—the need to improve, fine-tune and revamp as we travel with students through courses and curricula.
I believe a good teacher, first, has a powerful faith in the future. Like the forester planting an oak seedling knowing he or she will
By Steve J. Thien, Kansas State University sjthien@ksu.edu I have found it significant to visualize teaching and learning not as a duality but as a
I am committed to the liberal arts ideal that education should familiarize students with the intellectual, spiritual, artistic, and scientific traditions that women and men
As part of a special section in a recent issue of Teaching Psychology, Bill McKeachie, author of the best-known book on college teaching, the venerable
In 2002, Campus Compact, with help from a Carnegie Corporation of New York grant, began investigating best practices in civic engagement. The three-year project looked at community colleges in the first year, which produced a set of resources that community-college leaders can use to help improve engagement with the community.
The project included surveys, telephone interviews, and on-site visits to determine best practices in civic engagement. An important part of this work was the structured interview protocol, which posed the same questions to different groups—administrators, faculty, students, and community members—around 13 indicators of civic engagement.
In his influential Scholarship Reconsidered: Priorities of the Professoriate, Ernest L. Boyer proposed that the definition of “scholarship” be broadened beyond the predominant emphasis on the scholarship of discovery to encompass the scholarship of application, the scholarship of integration, and the scholarship of teaching. What are the objectives of these four different domains of scholarship?
Now there’s an article title that gets your attention — at least it got mine. The article that follows this title (reference below) is a
