TY  - BOOK
AU  - McKeachie,Wilbert James
AU  - Gibbs,Graham
TI  - McKeachie's teaching tips: strategies, research, and theory for college and university teachers 
AV  - LB1738.G442.M354 1999 
PY  - 1999///
CY  - Boston
PB  - Houghton Mifflin Company
KW  - College teaching
KW  - First year teachers
N1  - 1 (pages 345-366) and index; Getting started; Introduction --; Countdown for course preparation --; Planning your students' learning activities --; Meeting a class for the first time --; Basic skills for facilitating student learning --; Facilitating discussion: posing problems, listening, questioning --; Lecturing --; Testing and assessing learning: assigning grades is not the most important function --; What to do about cheating --; ABC's of assigning grades --; Adding to your repertoire of skills and strategies for facilitating student learning; Teaching students to learn through writing: papers, journals, and reports --; Teaching students how to learn more from textbooks and other reading --; Laboratory teaching: teaching students to think like scientists --; Experiential learning: service learning, fieldwork, and collaborative research --; Peer learning, collaborative learning, cooperative learning --; Project methods, independent study, and one-on-one teaching --; Problem-based learning: teaching with cases, simulations, and games --; Using communication and information technologies effectively --; Class size and sectional courses --; Teaching large classes (you can still get active learning) --; Understanding students; Taking student social diversity into account --; Problem students (there's almost always at least one!) --; Counseling and advising --; Lifelong learning for you as well as your students; Appraising and improving your teaching: using students, peers, experts, and classroom research --; Ethics in college teaching --; Teaching for higher-level goals; Motivating students for your course and for lifelong learning --; Teaching students how to learn --; Teaching thinking --; Teaching; values: should we? Could we?; 2
ER  -