Jim, Unrelated to Teaching breakfast, here is the list of items you reeled off that you might (could) discuss with my Geomorph class next Monday (11/3/03) at 9 am in TLTC. Feel free to add or delete as you see fit, and if you need a second hour, tell the class to report again on Wednesday at 9. Many thanks. Jay image file format software options ARC view Surfer Earthview Page maker I would also suggest Excel, Photoshop, Photo , and PowerPoint. > ---------- > From: Teaching Breakfast List on behalf of Greenberg, James ([log in to unmask]) > Reply To: Teaching Breakfast List > Sent: Thursday, October 30, 2003 9:44 AM > To: [log in to unmask] > Subject: Teaching and Learning Resource for Educators Posted by Jim Greenberg to Teaching Breakfast List > > 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 > >