Folks:

The posting below is a review of the book, Teaching and Learning in
College: A Resource for Educators by Gary S. Wheeler, editor (2002);
Info-Tec, Elyria, OH; 199 pages;  It is from the July 2003
AAHEBulletin.com.  The reviewer is Christopher Scott, assistant
professor and director, physical therapist assistant program,
Washington State Community College, Ohio, and doctoral student,
higher education program, Ohio University; [log in to unmask] Copyright
© 2003 - American Association for Higher Education. The American
Association for Higher Education is a "shared mission partner" of the
Tomorrow's Professor Listserv. http://www.AAHEBulletin.com Copyright
©200X American Association for Higher Education.  All rights
reserved. Printed in the United States of America. Reprinted with
permission.



           TEACHING AND LEARNING: A COLLEGE RESOURCE FOR EDUCATORS

New collegiate instructors are often ill-prepared for the transition
from professional or student to academician. This book provides
several examples, including a valuable case study and a section on
strategies that can be used as a means for self-analysis.

Teaching and Learning in College provides six chapters of diverse yet
related materials, including chapters related to the demographics of
various higher education settings and one on diversity issues.
Further, the insightful chapter on assessment provides good examples
of both formative and summative assessment tools, along with
strategies to implement and reflect upon the effectiveness of each
tool.

Another chapter offers ideas for setting up learning communities for
faculty as well as for students. The chapter gives suggestions for
implementing faculty development centers with several examples from
successful institutions.

The chapter on teaching dialogues provides a case study centered on a
faculty member who truly wants to improve his teaching and further
utilize the available technology. The chapter effectively illuminates
the pitfalls of implementation without thorough planning and provides
suggestions at the end of the case to help avoid those pitfalls.

Teaching and Learning as a Transactional Process enumerates several
well-thought out strategies to reflect upon one's own teaching style.
The "guided self-inquiry inventory" encourages introspection and
encourages the reader not only to question one's own teaching style
but also to stimulate inquiry into students' learning styles,
perceptions of power and authority, and barriers to success.

Overall, the book is a good resource for new faculty members.
Although the chapters that provide historical and demographic
information are a more cumbersome read, the book generally flows
well. The reader can come away with some immediate ideas for
self-assessment and strategies to implement these newly determined
goals.



Jim Greenberg
TLTC