ERIC Number: ED350935
Record Type: RIE
Publication Date: 1991
The Teaching Professor, 1991.
Weimer, Maryellen, Ed.
The Teaching Professor, v5 n1-10 Jan-Dec 1991
This document consists of the 10 issues of "The Teaching Professor" newsletter published in 1991. This newsletter provides forum for the sharing of research findings, observations, instructional strategies, and opinions on subjects pertaining to college level teaching and college faculty. Multiple subjects are discussed in each issue and are often based on recent books. Among the subjects covered in issues 1 through 10 are the following: (1) a sampling of 56 good-teaching laws and discussions on learning communities and the harmony between students' and professors' goals; (2) ideas on teaching students to think; (3) the testing of accommodations for disabled students; (4) being vague as a teaching strategy, why students cheat, and teacher credibility; (5) using open-text and open-note exams, and teaching effects on student learning; (6) how a college education makes a difference to the individual, students' opinions about course evaluations, and some new ideas on college teaching techniques; (7) making the most of written feedback, and quality assurance in higher education; (8) ideas on making students think, and how to document teaching excellence; (9) excerpts from books concerning problems in teaching problem solving, cooperative learning, class-cutting, and students' thoughts on why learning groups fail; and (10) student self-assessment in higher education, and defining effective instruction. (GLR)
Descriptors: Book Reviews, Cheating, Classroom Techniques, College Faculty, College Instruction, College Students, Cooperative Learning, Educational Assessment, Educational Quality, Excellence in Education, Higher Education, Instructional Effectiveness, Instructional Improvement, Problem Solving, Research, Student Attitudes, Teacher Attitudes, Teacher Improvement, Teaching Methods, Thinking Skills
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A