Motivating Teaching in Higher Education

Motivating Teaching in Higher Education

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Title: Motivating Teaching in Higher Education: A Manual for Faculty Development
Author: Edwin G. Ralph
Description: Edwin G. Ralph, Ph.D., Department of Curriculum Studies, University of Saskatchewan, has created this manual particularly for beginning instructors at the post-secondary level, who have never had previous teacher training. He not only presents the essentials of the instructional planning and implementation process, but in doing so, he provides key principles and practices that have been shown to enhance students' motivation to learn. The manual is a distillation of key information derived from the extensive body of literature on teaching effectiveness and learning motivation, and from Ralph's own 35 years' experience in formal education as a researcher, a teacher (from the elementary through to the college and university levels, in both public and private institutions), a school principal, a college administrator, a career counselor, a school-district curriculum coordinator, a president of an educational publishing firm, a presenter at numerous educational conferences, a nominee and a recipient of several teaching awards, and a father of two adult children (themselves, graduate students).
Contents:
  • Introduction
    • The Purpose
    • The Rationale
    • The Readers
    • The Format
  1. Chapter 1: KEY PRINCIPLES OF MOTIVATING TEACHING AND LEARNING
    • Motivation of Learning
      • Develop Positive Relationships
      • Attract Learners' Attention
      • Enhance Subject-Matter Relevance
      • Build Learner Confidence
      • Promote Learner Satisfaction
    • The Teaching-Learning Process
    • Learning Styles
    • Motivating Teaching
      • Application of Knowledge Bases
      • Accommodation of Student Diversity
      • Organization and Management of Teaching
      • Selection of Teaching/Learning Activities
      • Provision for Flexibility
      • Overall Planning and Structure
      • Alignment of Objectives, Tasks, and Evaluation
      • Relevance to Students
      • Development of Learning Climate
      • Clear Communication
      • Active Involvement of Learners
      • Teacher Reflection
    • Motivating Teaching: A Conceptual Framework
  2. Chapter 2: CONDITIONS CONDUCIVE TO LEARNINC CLIMATE AND MANAGEMENT
    • Part 1: Creating a Positive Teaching/Learning Climate
      • Portray a Humane Attitude
      • Be Honest
      • Be Fair
      • Show Respect
      • Keep Promises
      • Ethical and Professional Considerations
      • Commitment to Students
      • Commitment to Colleagues
      • Commitment to the Institution
      • A Caution
    • Part 2: The Managerial Process: Organizational Routines and Strategies
      • Management: Before and at the Beginning of a Session
      • Before a Session
      • The Beginning of a Course
      • Management: Maintenance of Procedures
      • During and After Sessions
  3. Chapter 3: MOTIVATING INSTRUCTIONAL PROCESSES
    • Part 1: Planning for Instruction
                  The Planning Process
    • Part 2: Implementing Generic Instructional Skills
                 
      Three Generic Instructional Skills
  4. Chapter 4: MOTIVATING METHODS OF TEACHING/LEARNING
    • Part 1: Teacher-Centered Approaches
      • Lively Lectures
      • Distinctive Demonstrations
      • Dynamic Discussions
    • Part 2: Student-Centered Approaches
      • Small—Group Activities
      • Cooperative Learning
      • Panels and Debates
      • Drama in Teaching, Role-Plays, and Simulations
      • Other Strategies
  5. Chapter 5: ASSESSING LEARNERS' PROGRESS
    • Some Key Definitions
    • Part 1: Five Basic Guidelines of Assessment
      •  Some Examples of Authentic Assessment
    • Part 2: Assessment Strategies and Practices
      • Keys to Implementing Effective Learning and Assessment Activities
      • Performance Tasks
      • Longer Written-Projects
      • Shorter Written-Tasks
      • Key Grading Procedures
 
About the Author: Edwin G. Ralph, Ph.D., teaches in the Department of Curriculum Studies, College of Education, at the University of Saskatchewan, Saskatoon, Saskatchewan.
 
Details: 1998 [ISBN: 0-913507-96-2; 246 pages soft cover; 5.5-by-8.5-inch]