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ERIC Number: ED501906
Record Type: Non-Journal
Publication Date: 2007-Sep-15
Pages: 138
Abstractor: ERIC
ISBN: ISBN-1-8918-5970-6ISBN-978-1-89185-970-0
Teaching Today's College Students:Widening the Circle of Success
McGlynn, Angela Provitera
Atwood Publishing
On today's college campuses, says the author, there is no such thing as a "typical" student or "typical" teacher. Diversity abounds among both students and faculty across generations, racial/ethnic backgrounds, and socioeconomic status. This book is intended as a guide for understanding today's diverse college student population and demonstrating how to apply that knowledge in classroom instructional activities so that all students reach their full potential as learners. Topics discussed include: (1) Demographics of today's college students and accompanying instructional challenges and opportunities that result; (2) Potential classroom behaviors that can have a negative effect on both learning and teaching; and (3) Innovative pedagogical strategies that can be used to engage students, motivate them, and help them develop the critical thinking skills necessary for success and satisfaction after college. Following an introductory message from the author, four chapters include: (1) Who Are Today's College Students?; (2) Comparing Generations of Students; (3) Preventing and Dealing with Disruptive Classroom Behavior; and (4) Teaching to Promote Active Learning, Student Engagement, and Critical Thinking Skills in Today's College Classroom. A Final Word is followed by two appendixes: (1) Useful Online Resources for Professional Development; and (2) Example of a Handout for Promoting Information Searches. References for Teaching Today's Students are included.
Atwood Publishing. 2040 Winnebago Street, P.O. Box 3185, Madison, WI 53704. Tel: 888-242-7101; Tel: 608-242-7101; Fax: 608-242-7102; e-mail:; Web site:
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A