1995-1996 Essays

Ed Neal, University of North Carolina at Chapel Hill
Active Learning Beyond the Classroom.
Our goal should be to devise out-of-class assignments that promote collaboration and active involvement in learning so that students can find their academic work at least as interesting as late-night bull sessions in the dorms.

David J. Walsh & Mary Jo Maffei, Miami University
Never in a Class by Themselves: An Examination of Behaviors Affecting the Student-Professor Relationship.
The student-professor relationship is important not only for its own sake, but also because it is closely linked to learning.

Laurie Richlin & Brenda Manning, University of Pittsburgh
Honoring the Process for Honoring Teaching.
Developing an evaluation-of-teaching system takes time and the willingness to do private reflection prior to taking part in academic unit discussions.

Anne Bezuidenhout, University of South Carolina
Integrating Research and the Teaching of Undergraduates.
Although successfully integrating teaching and research may require drastically restructuring the undergraduate curriculum, there are some activities that can help bring the introductory student closer to faculty’s research interests.

Anthony Grasha, University of Cincinnati
Teaching With Style.
The selection of styles as instructors should be embedded in a conceptual context that includes principles of both teaching and learning.

Donna Glee Williams, Western Carolina University
Transactional Analysis of the Creative Process.
TA provides an excellent paradigm for teaching college students about the appropriate interaction of creativity, technique, and self-criticism in creative endeavors such as writing.

Barbara Watters, SUNY Oswego
Attacking Ideas, Not People: Using Structured Controversy in the College Classroom.
This technique helps students learn the material in a more enduring manner while they learn to resolve their conflicts constructively.

Anthony L. Truog, University of Wisconsin-Whitewater
Students’ Reactions to Performance-Based vs. Traditional Objective Assessment.
What happens when we move beyond the numerical indices generated by objective testing to find the “real world” performance aspects of learning?

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