1989-1990 Essays

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Joanne Kurfiss, Santa Clara University
Critical Thinking by Design
This essay offers guidelines for increasing the critical thinking potential of courses in the disciplines.

 

Marilla Svinicki, University of Texas-Austin
If Learning Involves Risk-taking, Teaching Involves Trust-building
Learning will flourish in an atmosphere in which the learner is willing to take risks, and it is the task of the instructor to create such an atmosphere.

 

K. Patricia Cross, University of California-Berkeley
Reforming Undergraduate Education One Class at a Time
The purpose of classroom research is to help teachers evaluate their effectiveness and to foster professional renewal through reflection on their instruction.

 

Gene Rice, Carnegie Foundation for the Advancement of Teaching
Rethinking What It Means to Be a Scholar
A broader and more accurate definition of scholarship also includes the integration of knowledge, the application of knowledge, and the representation and dissemination of knowledge-teaching.

 

Ronald Smith, Concordia University and Fred Schwartz, Vanier College
Teaching in Action: Criteria for Effective Practice
This essay describes ways through which teachers enhance their teaching art within the process of teaching itself.

 

Delivee Wright, University of Nebraska-Lincoln
The Challenge of Teaching the Introductory-level Course
Introductory-level courses usually offer many more and greater challenges than do advanced courses, and it is appropriate that they be delivered by the most effective instructors.

 

James Eison, SE Missouri State University 
The Meaning of College Grades
The often confusing and inconsistent character of academic grades can be greatly reduced by suggestions offered in this essay.

 

Loren Ekroth, University of Hawaii at Manoa
Why Professors Don’t Change
Even if professors wanted to change their teaching methods, the ways they define themselves and stabilizing aspects of their academic situations often resist their attempts to change.

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