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Goncalves, Zan; Bennett, Thomas; Murray-Chandler, Lynn; Hall, Caroline – New Directions for Teaching and Learning, 2018
This article describes a multi-institution collaboration to improve student skills in information literacy and inquiry and analysis (as described by the American Association of Colleges & Universities' VALUE rubrics). The project is unique in that it captures the student voice in all phases of the process--from choosing the kind of inquiry…
Descriptors: Information Literacy, Information Skills, Skill Development, Inquiry

Jarvis, Donald K. – New Directions for Teaching and Learning, 1992
Based on a review of studies on junior faculty development programs, this paper focuses specifically on development of research skills. It stresses the importance of administrative support, good management, orientation toward the future, collegiality, mentoring, group projects, research centers, travel money, time for research, financial support,…
Descriptors: Beginning Teachers, College Administration, College Faculty, Faculty Development

Civikly, Jean M. – New Directions for Teaching and Learning, 1986
Many college faculty are reluctant to examine and refine their own classroom communication skills, for a variety of reasons, but teachers should focus on developing the effectiveness of their classroom instruction through the student-teacher relationship. (MSE)
Descriptors: Classroom Communication, College Faculty, College Instruction, Communication Skills

Blaisdell, Muriel L. – New Directions for Teaching and Learning, 1993
Integration of knowledge is as critical to understanding as is new knowledge. Specialization requires new forms of integration. Graduate programs should teach future faculty to synthesize, seek new relationships between parts and whole, relate past to future and present, and find patterns of meaning not seen through traditional disciplinary…
Descriptors: College Instruction, Educational Needs, Epistemology, Graduate Study

Oberman, Cerise – New Directions for Teaching and Learning, 1984
The use of search strategy as a conceptual framework for teaching research techniques has long been a central concept of library instruction. It involves teaching analysis of research questions, understanding of structural differences in knowledge across disciplines, and evaluation of information. (MSE)
Descriptors: Academic Libraries, Classroom Techniques, Higher Education, Information Utilization

Nelson, Craig E. – New Directions for Teaching and Learning, 1994
The relationship between collaborative learning and some major theoretical and empirical approaches to fostering critical thinking are examined. Three frameworks for combining collaborative learning and critical thinking are suggested: use of mental models, creation of discourse communities, and creation of disciplinary discourse communities. (MSE)
Descriptors: Classroom Techniques, Cooperative Learning, Critical Thinking, Discourse Communities

Peters, Calvin B. – New Directions for Teaching and Learning, 1990
This author proposes supplemental instruction as a valid practice in any course, for any students, because each course has its idiosyncracies that are best addressed by the instructor. Particular skills to focus supplemental instruction sessions on include text-reading, note-taking, studying, and examination-taking skills. (Author/MLW)
Descriptors: College Instruction, Course Descriptions, Educational Change, Higher Education
Ramaley, Judith A. – New Directions for Teaching and Learning, 2006
This concluding chapter, written by a national leader in higher education, reflects on public scholarship from a perspective beyond Penn State and argues that public scholarship promises to strengthen "that special form of public decision making that we call democracy."
Descriptors: Democracy, School Community Relationship, Public Service, Scholarship

Zimmerman, Barry J.; Paulsen, Andrew S. – New Directions for Teaching and Learning, 1995
Self-monitoring is an important part of self-regulated learning. While researchers agree on the overt features of self-monitoring, its psychological dimensions are disputed. Faculty can help college students learn formal, systematic techniques by teaching it in four phases: baseline, structured, independent, and self-regulated self-monitoring. A…
Descriptors: Classroom Techniques, College Faculty, Higher Education, Learning Motivation

Civikly, Jean M. – New Directions for Teaching and Learning, 1986
The college teacher can develop his or her own teaching and communication skills by becoming familiar with the literature on recommended teaching communication behaviors, making use of the internal and external resources, and practicing. (MSE)
Descriptors: Classroom Communication, College Faculty, College Instruction, Communication Skills

Pintrich, Paul R. – New Directions for Teaching and Learning, 1995
Self-regulated learning is an important component of learning for college students. Students must have greater awareness of their own behavior, motivation, and cognition and of positive motivational beliefs, and must practice self-regulated learning strategies. Faculty can model self-regulated learning and provide appropriate classroom tasks. (MSE)
Descriptors: Class Activities, Classroom Environment, Classroom Techniques, College Faculty

Bosworth, Kris – New Directions for Teaching and Learning, 1994
Social skills needed for effective collaborative learning by college students are discussed, including skills in interpersonal interaction, group building and management, inquiry, conflict resolution, and synthesis and presentation. Five instructional strategies to enhance students' collaborative skills are described: identification,…
Descriptors: Classroom Techniques, College Instruction, College Students, Conflict Resolution

Martin, Deanna C.; Blanc, Robert A. – New Directions for Teaching and Learning, 1994
The evolution and design of a supplemental instruction program for seriously underprepared students, primarily athletes, is chronicled. The resulting program used videotaped lectures of an outstanding teacher in combination with preview and review exercises. Results indicate that the method can help high-risk students master difficult content and…
Descriptors: Athletes, Classroom Techniques, College Instruction, High Risk Students

Gabelnick, Faith; MacGregor, Jean; Matthews, Roberta S.; Smith, Barbara Leigh – New Directions for Teaching and Learning, 1990
At a time when higher education appears to be diverging from a sense of shared purpose, learning communities offer a way to maintain the balance between striving for oneself and contributing to the common good. They promote cooperation, help students forge interdisciplinary connections, empower students, revitalize the institutional environment,…
Descriptors: Change Strategies, College Curriculum, College Environment, College Role

Murie, Robin – New Directions for Teaching and Learning, 1997
Techniques for helping college-level non-native English speaking students understand the process of editing include individual and small-group conferencing, peer editing, and follow-up on errors. Teachers should give students the pencil, have them read the draft aloud, look for patterns of both good and erroneous usage, and focus on the positive.…
Descriptors: Classroom Techniques, College Students, Editing, English (Second Language)
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