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CONTENTS Preface Acknowledgments Section One: Course (Re)design Chapter 1: Scholarly Teaching & the Scholarship of Teaching and Learning Chapter 2: Scholarly Design Process Chapter 3: Professor Chapter 4: Students Chapter 5: Environment Chapter 6: Content Section Two: Facilitating Learning Chapter 7: Biology of Learning Chapter 8: Kolb Experiential Learning Cycle Chapter 9: Multiple Intelligences Chapter 10: Styles of Learning & Teaching Chapter 11: Cognitive Development of College Students Chapter 12: Bloom Taxonomies Chapter 13: Motivation Chapter 14: Metaphors for the Teaching><Learning Connection Chapter 15: Ethics of Teaching Chapter 16: Designing Learning Experiences Section Three: Assessing Learning Chapter 17: Grading Schemes and Policies Chapter 18: Goals to Assessment Chapter 19: Building in Feedback: Classroom Assessment Techniques Chapter 20: Tests and Blueprints Chapter 22: Assignments and Rubrics Section Four: Documenting Learning Chapter 23: Syllabus Chapter 24: Attachments Chapter 25: Explanation of Design Choices Section Five: Learning Resources and Planning Instruments Seven Principles for Good Practice in Undergraduate Education Learner-Centered Psychological Principles Course Portfolio Design: Syllabus, Attachments, & Explanation Revised Teaching Goals Inventory Teaching Goals by Bloom Levels Grasha-Reichmann Student Learning Style Scales Grasha Teaching Styles Inventory Grasha Script Ethical Principles in University Teaching Rubrics for Portfolio Contents References Glossary of Course Design Terms Index
Library of Congress Subject Headings for this publication:
Education, Higher -- Curricula.