An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyse learning at all ages. The purpose of this book is to present this new science of learning so that educators can creatively translate the science into exceptional practice. The book is highly appropriate for the preparation and professional development of teachers and college faculty, but also parents, trainers, instructional designers and psychology students. Based on a popular Stanford University course, The ABCs of How We Learn uses a novel format that is suitable as both a textbook and a popular read. With everyday language, engaging examples, a sense of humour and solid evidence, it describes 26 unique ways that students learn. Each chapter offers a concise and approachable breakdown of one way people learn, how it works, how we know it works, how and when to use it and what mistakes to avoid. The book presents learning research in a way that educators can creatively translate into exceptional lessons and classroom practice. The book covers field-defining learning theories ranging from behaviourism (R is for Reward) to cognitive psychology (S is for Self-Explanation) to social psychology (O is for Observation). The chapters also introduce lesser-known theories exceptionally relevant to practice, such as arousal theory (X is for eXcitement). Together the theories, evidence and strategies from each chapter can be combined endlessly to create original and effective learning plans and the means to know if they succeed.
(source: Nielsen Book Data)

• The Author Preface Part I: Preparation for Teaching
• 1 Understanding Students and How They Learn Your Undergraduate Student Body Profile How People Learn How Structure Increases Learning The Cognitive Development of Undergraduates Encouraging Cognitive Growth Teaching Today s Young Students The Challenge
• 2. Outcomes-Centered Course Design Why Outcomes-Centered Course Design? Writing Outcomes Types of Outcomes Types of Cognitive Outcomes Sequencing Outcomes into a Learning Process Helpful Frameworks for Designing a Course Showing Students Their Learning Process Outcomes-Centered Course Development The Big Picture
• 3. Building Critical Thinking into a Course Design The Many Faces of Critical Thinking Common Ground Critical Thinking Outcomes for Your Students Giving Students Practice in Critical Thinking The Goal: Critical Thinking in Everyday Life
• 4. Deciding What Technology to Use Choosing Technologies Intelligently How Faculty and Students View Technology Lecture-Related Software The Learning Management System The Flipped Classroom Social Media Mobile Learning in Class Laptops in Class Web Resources Miscellaneous Technologies The Future of Educational Technology
• 5. The Complete Syllabus How Long? How Extensive? The Case to Trim the Syllabus Essential Syllabus Items The Graphic Syllabus The Online Living Syllabus
• Getting Your Students to Read Your Syllabus Adding a Creative Element
• 6. Copyright Guidelines for Instructors Where Copyright Does and Does Not Apply Common Copyright Misconceptions Free Use: Fair Use, Facts, and Public Domain Printed Text Images In-Class Performances Recording Broadcast Programming Online/Electronic Materials and Distance Learning Obtaining Permission or a License How Copyright Violations Are Actually Handled For Further and Future Reference Part II: Human Factors
• 7. Creating a Welcoming Classroom Environment for All Your Students Planning a Welcoming Classroom A Welcoming First Day of Class Learning Students Names The Inclusive, Equitable Classroom Maintaining a Welcoming Environment
• 8. Enhancing Student Motivation Intrinsic and Extrinsic Motivation Students Perceptions of Motivators in Their Courses Students Values about College and Their Impact on Motivation Credible Theories of Motivation
• 55 Strategies for Motivating Students No Magic Bullets
• 9. Preventing and Responding to Classroom Incivility What Is Incivility? Why Do Students Behave This Way? Preventing Incivility: Your Classroom Persona Responding Wisely to Incivility Seeking Assistance
• 10. Preserving Academic Integrity How Prevalent Is Cheating? Who Cheats and Why? Detecting Cheating
• 42 Ways to Prevent Cheating Honor Codes Changing Student Values Part III: Tried-and-True Teaching Methods
• 11. Matching Teaching Methods with Learning Outcomes Types of Tools Has Our Knowledge Changed Our Teaching? A Tool for Organizing Your Course
• 12. Lecturing for Learning When and How Much to Lecture Preparing an Effective Lecture Delivering an Effective Lecture Incorporating Student-Active Breaks: The Interactive Lecture Inducing and Teaching Students to Take Good Notes Making the Lecture Effective
• 13. Leading Effective Discussions When to Choose Discussion Setting the Stage for Discussion at the Start of Your Course Policies to Encourage Participation Skillful Discussion Management Questioning Techniques Organizing Discussion Questions Turning the Tables
• 14. Coordinating Experiential Learning Student Presentation Formats Role Playing Simulations and Games Service-Learning and Civic Engagement: The Real Thing Maximizing the Value of Experiential Learning
• 15. Managing Productive Groups A Group by Any Other Name... The Case for Group Learning Cautions about Group Learning Managing and Troubleshooting In-Class Ad Hoc Groups Team-Based Learning Preparing Students for Life Part IV: Inquiry-Based Methods for Solving Real-World Problems
• 16. Inquiry-Guided Learning Definitions of Inquiry-Guided Learning The Effectiveness of Inquiry-Guided Learning The Need for Student Guidance Objects of Inquiry Modes of Inquiry Variations of Inquiry-Based Learning Upcoming Inquiry-Guided Methods
• 17. The Case Method The Effectiveness of the Case Method The Subject Matter and Websites for Cases What Makes a Good Case and How to Write Your Own Types of Cases Debriefing Cases A Postscript for Pioneers
• 18. Problem-Based Learning How PBL Works Good PBL Problems and Where to Find Them What Students Think Creating Your Own PBL Problems
• 19. Problem-Solving in the STEM Fields Where STEM Education Falls Short Improving Student Learning in STEM Courses: General Advice Improving Student Learning in STEM Courses: Specific Strategies
• Getting Real in the Lab Online Resources for STEM Education Why STEM Education Is So Important Part V: Tools and Techniques to Facilitate Learning
• 20. Helping Students Learn How They Learn Learning As an Inside Job
• The Learner s Questions The Evidence for Self-Regulated Learning Activities and Assignments for Every Occasion Self-Regulated and Self-Directed Learning Sources for Teaching Your Students How to Learn
• 21. Ensuring Students Prepare for Class Why Students Don t Prepare How We Can Equip and Induce Students to Come Prepared Specific Tools for Holding Students Accountable Managing Your Workload
• 22. Teaching in Multiple Modes Kolb s Learning Styles Model and Experiential Learning Theory (ELT) Felder and Silverman s Learning Styles Model Multimodal Learning Combining Modes
• 23. Making the Most of the Visual Mode How Visuals Enhance Learning Types of Visuals for Learning The Future of Visuals in Learning
• 24. Improving Student Performance with Feedback When Feedback Fails Student Peer Feedback Self-Assessment Student Portfolios Instructor Feedback: Helping Students Improve with It Classroom Assessment Techniques During-the-Term Student Feedback Part VI: Assessment and Grading
• 25. Preparing Students for Exams Test Preparation Measures Measures to Ensure Students Understand Our Language Anxiety-Reduction Measures What the Effort Is Worth The Power of Feedback
• 26. Constructing Student Assessments for Grading General Testing Guidelines Objective Test Items Constructed-Response Tests Items and Assignments Student Assessments as Teaching Assessments
• 27. Grading Student Assessments Grading Systems Grading Constructed Responses Grading Lab Reports How to Grade and Teach Mechanics at the Same Specifications ( Specs ) Grading Returning Students Work The Real Purpose of Grades
• 28. Assessing and Documenting Teaching Effectiveness What Is Teaching Effectiveness? What Student Ratings Do and Do Not Measure How to Improve Your Student Ratings Documenting Your Effectiveness A Comprehensive Approach to Faculty Evaluation Complex beyond Measure Appendix: Instructional Support and Resources at Your Institution For Faculty, Staff, and Students Just for Students References Index.
• (source: Nielsen Book Data)

The classic teaching toolbox, updated with new research and ideas Teaching at Its Best is the bestselling, research-based toolbox for college instructors at any level, in any higher education setting. Packed with practical guidance, proven techniques, and expert perspectives, this book helps instructors improve student learning both face-to-face and online. This new fourth edition features five new chapters on building critical thinking into course design, creating a welcoming classroom environment, helping students learn how to learn, giving and receiving feedback, and teaching in multiple modes, along with the latest research and new questions to facilitate faculty discussion. Topics include new coverage of the flipped classroom, cutting-edge technologies, self-regulated learning, the mental processes involved in learning and memory, and more, in the accessible format and easy-to-understand style that has made this book a much-valued resource among college faculty. Good instructors are always looking for ways to improve student learning. With college classrooms becoming increasingly varied by age, ability, and experience, the need for fresh ideas and techniques has never been greater. This book provides a wealth of research-backed practices that apply across the board. * Teach students practical, real-world problem solving * Interpret student ratings accurately * Boost motivation and help students understand how they learn * Explore alternative techniques, formats, activities, and exercises Given the ever-growing body of research on student learning, faculty now have many more choices of effective teaching strategies than they used to have, along with many more ways to achieve excellence in the classroom. Teaching at Its Best is an invaluable toolbox for refreshing your approach, and providing the exceptional education your students deserve.
(source: Nielsen Book Data)

• Foreword / Richard E Mayer
• Introduction: Bridging learning research and teaching practice
• How does students' prior knowledge affect their learning?
• How does the way students organize knowledge affect their learning?
• What factors motivate students to learn?
• How do students develop mastery?
• What kinds of practice and feedback enhance learning?
• Why do student development and course climate matter for student learning?
• How do students become self-directed learners?
• Conclusion: Applying the seven principles to ourselves
• Appendix A: What is student self-assessment and how can we use it?
• Appendix B: What are concept maps and how can we use them?
• Appendix C: What are rubrics and how can we use them?
• Appendix D: What are learning objectives and how can we use them?
• Appendix E: What are ground rules and how can we use them?
• Appendix F: What are exam wrappers and how can we use them?
• Appendix G: What are checklists and how can we use them?
• Appendix H: What is reader response/peer review and how can we use it?

Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.
(source: Nielsen Book Data)
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." -Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." -Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." -Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." -From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning.
(source: Nielsen Book Data)

• List of Figures, Tables, and Exhibits. Foreword (Richard E. Mayer). Acknowledgments. About the Authors. Introduction Bridging Learning Research and Teaching Practice.
• 1 How Does Students' Prior Knowledge Affect Their Learning?
• 2 How Does the Way Students Organize Knowledge Affect Their Learning?
• 3 What Factors Motivate Students to Learn?
• 4 How Do Students Develop Mastery?
• 5 What Kinds of Practice and Feedback Enhance Learning?
• 6 Why Do Student Development and Course Climate Matter for Student Learning?
• 7 How Do Students Become Self-Directed Learners? Conclusion Applying the Seven Principles to Ourselves. Appendices. Appendix A What Is Student Self-Assessment and How Can We Use It? Appendix B What Are Concept Maps and How Can We Use Them? Appendix C What Are Rubrics and How Can We Use Them? Appendix D What Are Learning Objectives and How Can We Use Them? Appendix E What Are Ground Rules and How Can We Use Them? Appendix F What Are Exam Wrappers and How Can We Use Them? Appendix G What Are Checklists and How Can We Use Them? Appendix H What Is Reader Response/Peer Review and How Can We Use It? References. Name Index. Subject Index.
• (source: Nielsen Book Data)

Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.
(source: Nielsen Book Data)

• Preface xi The Author xv Part One: A Conceptual Framework for Understanding Student Engagement 1
• 1 What Does Student Engagement Mean? 3
• 2 Engagement and Motivation 9
• 3 Engagement and Active Learning 16
• 4 Promoting Synergy Between Motivation and Active Learning 24
• 5 Additional Facets to Consider 39
• 6 From Theory to Practice: Teachers Talk About Student Engagement 45 Part Two: Tips and Strategies (T/S) 79
• 7 Tips and Strategies for Fostering Motivation 81 T/S 1 Expect engagement 81 T/S 2 Develop and display the qualities of engaging teachers 82 T/S 3 Use behaviorist-based strategies to reward learning rather than behaviour 82 T/S 4 Use praise and criticism effectively 83 T/S 5 Attend to students' basic needs so that they can focus on the higher-level needs required for learning 84 T/S 6 Promote student autonomy 85 T/S 7 Teach things worth learning 86 T/S 8 Integrate goals, activities, and assessment 87 T/S 9 Craft engaging learning tasks 89 T/S 10 Incorporate competition appropriately 89 T/S 11 Expect students to succeed 91 T/S 12 Help students expect to succeed 91 T/S 13 Try to rebuild the confidence of discouraged and disengaged students 92
• 8 Tips and Strategies for Promoting Active Learning 94 T/S 14 Be clear on your learning goals 94 T/S 15 Clarify your role 95 T/S 16 Orient students to their new roles 96 T/S 17 Help students develop learning strategies 98 T/S 18 Activate prior learning 98 T/S 19 Teach in ways that promote effective transfer 98 T/S 20 Teach for retention 100 T/S 21 Limit and chunk information 102 T/S 22 Provide opportunities for guided practice and rehearsal 102 T/S 23 Organize lectures in ways that promote active learning 103 T/S 24 Use reverse or inverted classroom organization 104 T/S 25 Use rubrics to give learners frequent and useful feedback 104
• 9 Tips and Strategies for Building Community 110 T/S 26 Move away from an authoritarian role 110 T/S 27 Promote class civility 111 T/S 28 Create a physical or online course environment that supports community 112 T/S 29 Reduce anonymity: Learn students' names and help students learn each other's names 112 T/S 30 Use icebreakers to warm up the class 115 T/S 31 Use technology to extend or reinforce community 120 T/S 32 Be consciously inclusive 121 T/S 33 Subdivide large classes into smaller groupings 122 T/S 34 Involve all students in discussion 122 T/S 35 Use group work effectively 124 T/S 36 Revisit icebreaker kinds of activities later in the term 125 T/S 37 Celebrate community 125
• 10 Tips and Strategies for Ensuring Students Are Appropriately Challenged 127 T/S 38 Assess students' starting points 127 T/S 39 Monitor class pacing 128 T/S 40 Help students learn to self-assess 129 T/S 41 Differentiate course elements to meet individual student needs 130 T/S 42 Use scaffolding to provide assistance for complex learning 133
• 11 Tips and Strategies to Promote Holistic Learning 135 T/S 43 Pick up the pace to hold attention 135 T/S 44 Offer options for non-linear learning 137 T/S 45 Use principles of universal design 137 T/S 46 Incorporate games 138 T/S 47 Teach so that students use multiple processing modes 138 T/S 48 Incorporate multiple domains when identifying learning goals 140 T/S 49 Include learning activities that involve physical movement 144 T/S 50 Consider creating a graphic syllabus 145 Part Three: Student Engagement Techniques (Sets) 149 Category I. Techniques to Engage Students In Learning Course-Related Knowledge and Skills
• 12 Knowledge, Skills, Recall, and Understanding 155 SET 1 Background Knowledge Probe 156 SET 2 Artifacts 161 SET 3 Focused Reading Notes 164 SET 4 Quotes 167 SET 5 Stations 170 SET 6 Team Jeopardy 174 SET 7 Seminar 181
• 13 Analysis and Critical Thinking 186 SET 8 Classify 187 SET 9 Frames 191 SET 10 Believing and Doubting 195 SET 11 Academic Controversy 199 SET 12 Split-Room Debate 202 SET 13 Analytic Teams 207 SET 14 Book Club 212 SET 15 Small Group Tutorials 215
• 14 Synthesis and Creative Thinking 218 SET 16 Team Concept Maps 219 SET 17 Variations 226 SET 18 Letters 229 SET 19 Role Play 232 SET 20 Poster Sessions 238 SET 21 Class Book 243 SET 22 WebQuests 246
• 15 Problem Solving 251 SET 23 What's the Problem? 252 SET 24 Think Again! 256 SET 25 Think-Aloud-Pair-Problem Solving (TAPPS) 259 SET 26 Proclamations 264 SET 27 Send-a-Problem 267 SET 28 Case Studies 272
• 16 Application and Performance 275 SET 29 Contemporary Issues Journal 276 SET 30 Hearing the Subject 280 SET 31 Directed Paraphrase 285 SET 32 Insights-Resources-Application (IRAs) 287 SET 33 Jigsaw 289 SET 34 Field Trips 296 Category II. Techniques for Developing Learner Attitudes, Values, and Self-Awareness
• 17 Attitudes and Values 300 SET 35 Autobiographical Reflections 301 SET 36 Dyadic Interviews 305 SET 37 Circular Response 310 SET 38 Ethical Dilemmas 313 SET 39 Connected Communities 317 SET 40 Stand Where You Stand 321
• 18 Self-Awareness as Learners 323 SET 41 Learning Logs 324 SET 42 Critical Incident Questionnaire (CIQ) 328 SET 43 Go for the Goal 332 SET 44 Post-test Analysis 336
• 19 Learning and Study Skills 340 SET 45 In-class Portfolio 341 SET 46 Resource Scavenger Hunt 345 SET 47 Formative Quiz 347 SET 48 Crib Cards 351 SET 49 Student-generated Rubrics 354 SET 50 Triad Listening 357 Appendix A: Key to Courses and Professors in SET Examples 363 Appendix B: NSSE/SET Crosswalk Tables 371 References 379 Index 391.
• (source: Nielsen Book Data)

• Preface. The Author. Part One: A Conceptual Framework for Understanding Student Engagement.
• 1 What Does Student Engagement Mean? 2 Student Engagement and Motivation. 3 Student Engagement and Active Learning. 4 Promoting Synergy Between Engagement and Active Learning. 5 Additional Facets to Consider. 6 From Theory to Practice: Teachers Talk About Student Engagement. Part Two: Tips and Strategies.
• 7 Tips and Strategies for Fostering Motivation. T/S 1 Expect engagement. T/S 2 Develop and display the qualities of engaging teachers. T/S 3 Use behaviorist-based strategies to reward learning rather than behavior. T/S 4 Use praise and criticism effectively. T/S 5 Attend to students' basic needs so that they can focus on the higher-level needs required for learning. T/S 6 Promote student autonomy. T/S 7 Teach things worth learning. T/S 8 Integrate goals, activities, and assessment. T/S 9 Craft engaging learning tasks. T/S 10 Incorporate competition appropriately. T/S 11 Expect students to succeed. T/S 12 Help students expect to succeed. T/S 13 Try to rebuild the confidence of discouraged and disengaged students. 8 Tips and Strategies for Promoting Active Learning. T/S 14 Be clear on your learning goals. T/S 15 Clarify your role. T/S 16 Orient students to their new roles. T/S 17 Help students develop learning strategies. T/S 18 Activate prior learning. T/S 19 Teach in ways that promote effective transfer. T/S 20 Teach for retention. T/S 21 Limit and chunk information. T/S 22 Provide opportunities for guided practice and rehearsal. T/S 23 Organize lectures in ways that promote active learning. T/S 24 Use reverse or inverted classroom organization. T/S 25 Use rubrics to give learners frequent and useful feedback. 9 Tips and Strategies for Building Community. T/S 26 Move away from an authoritarian role. T/S 27 Promote class civility. T/S 28 Create a physical or online course environment that supports community. T/S 29 Reduce anonymity: Learn students' names and help students learn each other's names. T/S 30 Use icebreakers to warm up the class. T/S 31 Use technology to extend or reinforce community. T/S 32 Be consciously inclusive. T/S 33 Subdivide large classes into smaller groupings. T/S 34 Involve all students in discussion. T/S 35 Use group work effectively. T/S 36 Revisit icebreaker kinds of activities later in the term. T/S 37 Celebrate community. 10 Tips and Strategies for Ensuring Students Are Appropriately Challenged. T/S 38 Assess students' starting points. T/S 39 Monitor class pacing. T/S 40 Help students learn to self-assess. T/S 41 Differentiate course elements to meet individual student needs. T/S 42 Use scaffolding to provide assistance for complex learning. 11 Tips and Strategies for Teaching for Holistic Learning. T/S 43 Pick up the pace to hold attention. T/S 44 Offer options for non-linear learning. T/S 45 Use principles of universal design. T/S 46 Incorporate games. T/S 47 Teach so that students use multiple processing modes. T/S 48 Incorporate multiple domains when identifying learning goals. T/S 49 Include learning activities that involve physical movement. T/S 50 Consider creating a "graphic syllabus". Part Three: Student Engagement Techniques (SETs). Category I. Techniques to Engage Students in Learning Course-Related Knowledge and Skills. 12 Knowledge, Skills, Recall, and Understanding. SET 1 Background Knowledge Probe. SET 2 Artifacts. SET 3 Focused Reading Notes. SET 4 Quotes. SET 5 Stations. SET 6 Team Jeopardy. SET 7 Seminar. 13 Analysis and Critical Thinking. SET 8 Classify. SET 9 Frames. SET 10 Believing and Doubting. SET 11 Academic Controversy. SET 12 Split-Room Debate. SET 13 Analytic Teams. SET 14 Book Club. SET 15 Small Group Tutorials. 14 Synthesis and Creative Thinking. SET 16 Team Concept Maps. SET 17 Variations. SET 18 Letters. SET 19 Role Play. SET 20 Poster Sessions. SET 21 Class Book. SET 22 WebQuests. 15 Problem Solving. SET 23 What's the Problem? SET 24 Think Again. SET 25 Think-Aloud-Pair-Problem Solving (TAPPS). SET 26 Proclamations. SET 27 Send-a-Problem. SET 28 Case Studies. 16 Application and Performance. SET 29 Contemporary Issues Journals. SET 30 Hearing the Subject. SET 31 Directed Paraphrase. SET 32 Insights-Resources-Application (IRAs). SET 33 Jigsaw. SET 34 Field Trips. Category II. Techniques for Developing Learner Attitudes, Values, and Self-Awareness. 17 Attitudes and Values. SET 35 Autobiographical Reflections. SET 36 Dyadic Interviews. SET 37 Circular Response. SET 38 Ethical Dilemmas. SET 39 Connected Communities. SET 40 Stand Where You Stand. 18 Self-Awareness as Learners. SET 41 Learning Logs. SET 42 Critical Incident Questionnaire (CIQ). SET 43 Go for the Goal. SET 4 Post-test Analysis. 19 Learning and Study Skills. SET 4 In-class Portfolio. SET 46 Resource Scavenger Hunt. SET 47 Formative Quiz. SET 48 Crib Cards. SET 49 Student-Generated Rubrics. SET 50 Triad Listening. Appendix A: Key to Courses and Professors in SET Examples. Appendix B: NSSE/SET Crosswalk Tables. References. Index.
• (source: Nielsen Book Data)

Keeping students involved, motivated, and actively learning is challenging educators across the country, yet good advice on how to accomplish this has not been readily available. Student Engagement Techniques is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students. The ready-to-use format shows how to apply each of the book's techniques in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources. "Given the current and welcome surge of interest in improving student learning and success, this guide is a timely and important tool, sharply focused on practical strategies that can really matter." ?Kay McClenney, director, Center for Community College Student Engagement, Community College Leadership Program, the University of Texas at Austin "This book is a 'must' for every new faculty orientation program; it not only emphasizes the importance of concentrating on what students learn but provides clear steps to prepare and execute an engagement technique. Faculty looking for ideas to heighten student engagement in their courses will find usefultechniques that can be adopted, adapted, extended, or modified." ?Bob Smallwood, cocreator of CLASSE (Classroom Survey of Student Engagement) and assistant to the provost for assessment, Office of Institutional Effectiveness, University of Alabama "Elizabeth Barkley's encyclopedia of active learning techniques (here called SETs) combines both a solid discussion of the research on learning that supports the concept of engagement and real-life examples of these approaches to teaching in action." ?James Rhem, executive editor, The National Teaching & Learning Forum.
(source: Nielsen Book Data)

• Part I: Getting under way. Designing or revising a course ; The comprehensive course syllabus ; The first days of class ; Classroom conduct and decorum
• Part II: Responding to a changing student body. Diversity and inclusion in the classroom ; Students with disabilities ; Reentry and transfer students ; Teaching academically diverse students
• Part III: Discussion strategies. Leading a discussion ; Encouraging student participation in discussion ; Online discussions ; Asking questions ; Fielding students' questions
• Part IV. The large-enrollment course. Preparing to teach the large-enrollment course ; Delivering a lecture ; Explaining clearly ; Personalizing the large-enrollment course ; Encouraging student participation in the large-enrollment course ; Maintaining instructional quality with limited resources
• Part V. Alternatives and supplements to lectures and discussion. Web 2.0 ; Learning in groups ; Informal group learning activities ; Formal group learning activities ; Case studies ; Simulations : role playing, games, and virtual worlds ; Service learning and civic engagement ; Undergraduate research ; Guest speakers
• Part VI: Enhancing students' learning and motivation. Helping students learn ; Learning styles and preferences ; Motivating students ; Informally assessing students' learning ; Mobile learning
• Part VII: Strengthening students' writing and problem-solving skills. Helping students write better in all courses ; Designing effective writing assignments ; Evaluating students' written work ; Homework : problem sets
• Part VIII: Testing and grading. Promoting academic honesty ; Quizzes, tests, and exams ; Allaying students' anxieties about tests ; Multiple-choice and matching tests ; Short-answer and essay tests ; Grading practices ; Calculating and assigning grades
• Part IX: Presentation technologies. Flipcharts ; Chalkboards and whiteboards ; Interactive whiteboards ; Overhead projection ; Slide shows ; Video recordings and clips ; PowerPoint presentations
• Part X: Evaluation to improve teaching. Early feedback to improve teaching and learning ; Video recordings and classroom observations ; The teaching portfolio
• Part XI: Teaching outside the classroom. Holding office hours ; E-mail, text messages, and instant messages ; Academic advising and mentoring undergraduates ; Guiding, training, supervising, and mentoring graduate student instructors
• Part XII: Finishing up. The last days of class ; Student rating forms ; Writing letters of recommendation for students

This is the long-awaited update on the bestselling book that offers a practical, accessible reference manual for faculty in any discipline. This new edition contains up-to-date information on technology as well as expanding on the ideas and strategies presented in the first edition. It includes more than sixty-one chapters designed to improve the teaching of beginning, mid-career, or senior faculty members. The topics cover both traditional tasks of teaching as well as broader concerns, such as diversity and inclusion in the classroom and technology in educational settings.
(source: Nielsen Book Data)