1996-97 Essays

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Edward Neal, University of North Carolina-Chapel Hill
Leading the Seminar: Graduate and Undergraduate.
This essay provides a framework for planning and leading effective seminars and addresses the differences between graduate and undergraduate seminar instruction.

G. Roger Sell, University of Northern Iowa
Challenges in Using Technology for the Improvement of Undergraduate Education.
We may believe that access to more information will improve undergraduate education, but students conceptual foundations and critical thinking skills are essential for using information technologies and constructing knowledge.

Susan Holton, Bridgewater State College
Cracks in the Ivory Tower: Conflict Management in the Classroom… and Beyond.
The very nature of the classroom with its power imbalance and differing expectations can engender conflict. What are the warning signs, and what might we do manage the inevitable conflict?

Mary Ann Bowman, Western Michigan University
Metaphors We Teach By: Understanding Ourselves as Teachers and Learners.
Our metaphors of teaching and learning express our views of the roles of teachers and students. Becoming conscious of our own metaphors is an important first step to self-awareness and positive change.

Kathleen McGrory, Society for Values in Higher Education
Teaching and Values: What Values Will We Take into the 21st Century.
Our values drive our decision-making about a range of everyday concerns as professionals. This essay identifies some current values being addressed in scholarly inquiry and attempts to predict the role of values inquiry in curriculum and teaching in the 21st century.

Frank Gillespie, The University of Georgia
The Phenomenon of Large Classes and Practical Suggestions for Teaching Them.
Large classes are a phenomenon of higher education today. However, large does not preclude providing an effective teaching and learning environment. The environment can be analyzed, good teaching can be modeled, and practical strategies offered.

Laura L.B. Border, The University of Colorado at Boulder
Simulating, Experiencing, and Changing Biased Teaching Behaviors.
Increased awareness of biased teaching behaviors and effects on students can motivate instructors to become conscious of and change their own biased teaching patterns. Nonbiased teaching is subsequently reinforced and students performance enhanced.

Ronald D. Simpson, The University of Georgia
The American Professoriate in Transition.
After a brief review of the history of the American professoriate, major trends for the future, the lives and work of today’s faculty members will be discussed in terms of forces influencing the direction of higher education in our society.

 

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