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Book
289 pages ; 22 cm.
  • The roots of success
  • What makes an expert?
  • Managing yourself
  • Learning how to embrace failure
  • Messy problems
  • Encouragement
  • Curiosity and endless education
  • Making the hard choices.
The author of the best-selling book What the Best College Teachers Do is back with more humane, doable, and inspiring help, this time for students who want to get the most out of college--and every other educational enterprise, too. The first thing they should do? Think beyond the transcript. The creative, successful people profiled in this book--college graduates who went on to change the world we live in--aimed higher than straight A's. They used their four years to cultivate habits of thought that would enable them to grow and adapt throughout their lives. Combining academic research on learning and motivation with insights drawn from interviews with people who have won Nobel Prizes, Emmys, fame, or the admiration of people in their field, Ken Bain identifies the key attitudes that distinguished the best college students from their peers. These individuals started out with the belief that intelligence and ability are expandable, not fixed. This led them to make connections across disciplines, to develop a "meta-cognitive" understanding of their own ways of thinking, and to find ways to negotiate ill-structured problems rather than simply looking for right answers. Intrinsically motivated by their own sense of purpose, they were not demoralized by failure nor overly impressed with conventional notions of success. These movers and shakers didn't achieve success by making success their goal. For them, it was a byproduct of following their intellectual curiosity, solving useful problems, and taking risks in order to learn and grow.
(source: Nielsen Book Data)9780674066649 20160609
Education Library (Cubberley)
EDUC-297-01, EDUC-297-01, VPTL-297-01, VPTL-297-01
Book
xiv, 209 p. : ill. ; 24 cm.
Edmund Hansen shows faculty how college courses need to be designed! Hansen has the blueprint we all need to follow if we are to put together courses that will produce meaningful and long-lasting learning for our students."--Terry Doyle, Faculty Center for Teaching & Learning, Ferris State UniversityIdea-based Learning takes as its point of departure the big conceptual ideas of a discipline that give structure and unity to a course and even to the curriculum, as opposed to a focus on content that can lead to teaching sequences of loosely-related topics; and aligns with notions of student-centered and outcomes-based learning environments.Adopting a backwards design model, it begins with three parallel processes: first, identifying the material that is crucial for conceptual understanding; second, articulating a clear rationale for how to choose learning outcomes based on student needs and intellectual readiness; and finally, aligning the learning outcomes with the instructional requirements of the authentic performance tasks. The resulting syllabi ensure cohesion between sections of the same course as well as between courses within a whole curriculum, assuring the progressive development of students skills and knowledge.".
(source: Nielsen Book Data)9781579226145 20160619
Education Library (Cubberley)
EDUC-297-01, EDUC-297-01, VPTL-297-01, VPTL-297-01
Book
xxii, 301 p. : ill. ; 24 cm.
  • 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)9780470484104 20160604
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)9780470484104 20160604
Education Library (Cubberley), Engineering Library (Terman), Marine Biology Library (Miller)
EDUC-297-01, EDUC-297-01, VPTL-297-01, VPTL-297-01, ENGR-295-01, EDUC-280-01, PHYSICS-295-01
Book
xii, 242 p. ; 22 cm.
  • An introduction : at the root of identity
  • A mysterious link between identity and intellectual performance
  • Stereotype threat comes to light, and in more than one group
  • A broader view of identity : in the lives of Anatole Broyard, Amin Maalouf, and the rest of us
  • The many experiences of stereotype threat
  • Identity threat and the efforting life
  • The mind on stereotype threat : racing and overloaded
  • The strength of stereotype threat : the role of cues
  • Reducing identity and stereotype threat : a new hope
  • The distance between us: the role of identityy threat
  • Conclusion: Identity as a bridge between us.
Acclaimed social psychologist Claude M. Steele offers an insider's look at his groundbreaking findings on stereotypes and identity. Through dramatic personal stories, he shares the experiments and studies that show, again and again, that exposing subjects to stereotypes - merely reminding a group of female maths students about to take a test, for example, that women are considered naturally inferior to men at maths - impairs their performance in the area affected by the stereotype. Steele's conclusions shed new light on a host of social phenomena, from the racial and gender gaps in standardized test scores to the belief in the superior athletic prowess of black men. "Whistling Vivaldi" offers insights into how we form our senses of identity and lays out a plan for mitigating the negative effects of 'stereotype threat' and reshaping our identities.
(source: Nielsen Book Data)9780393062496 20160604
Green Library, Education Library (Cubberley)
EDUC-297-01, EDUC-297-01, VPTL-297-01, VPTL-297-01
Book
207 p. ; 21 cm.
  • *1. Introduction: Defining the Best *2. What Do They Know about How We Learn? *3. How Do They Prepare to Teach? *4. What Do They Expect of Their Students? *5. How Do They Conduct Class? *6. How Do They Treat Their Students? *7. How Do They Evaluate Their Students and Themselves? * Epilogue: What Can We Learn from Them? * Appendix: How the Study Was Conducted * Notes * Acknowledgments * Index.
  • (source: Nielsen Book Data)9780674013254 20160604
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is - it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out - but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure throve of insight and inspiration for first-year teachers and seasoned educators.
(source: Nielsen Book Data)9780674013254 20160604
Education Library (Cubberley)
EDUC-297-01, EDUC-297-01, VPTL-297-01, VPTL-297-01