This book is about teachers learning about teaching. As increasingly complex educational models and new theories of student learning have become part of the discourse of higher education, college instructors have sought new opportunities for instructional development. However, while more and more schools are supporting these programs, there have been very few efforts to examine the outcomes of faculty training. This book follows a group of faculty through efforts to make their teaching more interactive, and describes the results by reporting the reactions of the first-year college students in their classes. Included along the way are the personal reflections of the faculty members as they struggle with new techniques, and revelations about what worked and what didn't. The result is a compelling case for peer and institutional support in the ongoing process of instructional development.
Tamara L. Burk is an Associate Professor of Communication, and the Director of the Leadership Studies Program at Columbia College. Dr. Burk holds a Ph.D. in Educational Policy, Planning, and Leadership and an Ed.S. in Higher Education from The College of William and Mary, and an M.A. and a B.A. in Communication from the University of Maine. She has delivered instructional development programming at colleges and universities throughout the country.
Chapter 1 Preface Chapter 2 Acknowledgments Chapter 3 List of Tables Chapter 4 List of Figures Chapter 5 The Nature and Significance of the Study Chapter 6 Related Literature Chapter 7 Methodology Chapter 8 Summary and Analysis of the Data Chapter 9 Implications for Practice and Future Research Chapter 10 Appendices Chapter 11 References Chapter 12 Index Chapter 13 About the Author