This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team…

Higher Education is caught between internationalization on the one hand and the quest for local support by fostering local practices on the other. The clash between uniformity-standardization and localization-specialization manifests itself in every university trying to adopt internationalization strategies. How can universities manage this…

To equip graduates with the capability to meet complex demands of work and life, it is important that higher education teachers engage students in self-sustained learning--the persistent, self-initiated pursuit of expertise development in one's subject area. This requires building a positive synergy between learning and teaching, which implies…

The purposes of this study were to compare the instructional methods and strategies identified as useful in online teaching environments with those used in a face-to-face teaching environment, to investigate relationships between the perceived usefulness of instructional strategies and methods used by higher education faculty in both teaching…

Describes methods for engaging a large number of students simultaneously in Socratic dialogue. (JRH)

Describes an inexpensive, homemade student response system that sparks student attention and participation in large lecture halls. Highlights the goals and design of the system as well as its current status and future plans. Contains 15 references. (JRH)

Describes the "One-Minute Paper," a teaching strategy used to encourage active learning by students and provide feedback to teachers. Enables the professor to establish a rapport with a large class of students and provides the professor with an insight into student difficulties and perceptions of the lecture material. (JRH)

Describes a strategy to incorporate interactive and cooperative methods into oral reports of term papers. Introduces fresh perspectives into the subject of discussion and sparks new interests on the part of the students. (JRH)

Explores the coordination, evolution, and expansion of the Communication in Instruction Master of Arts program taught throughout West Virginia. Describes the program--its development goals, course offerings and structure, and evaluation techniques used to assess its effectiveness. (SR)

Describes three class activities devised to teach Thoreau's "Walden" at the college level, focusing on the dialogic quality of all language. The approach is based on the idea that every utterance functions in some way as a response to others, and that readers supply meaning in discourse. (MSE)

College teachers must take care not to treat students as a homogeneous, passive mass audience and equate lecturing with classroom control. Rather, they should judge teaching success by what students can do at course's end, reinforce desired intellectual behavior, test in ways that allow students to show abilities, and learn to interpret student…

In a classroom research project, one college teacher experimented with a variation on conventional lecture method to improve student understanding of content. At logical points in the lecture, approximately 15-20 minutes apart, the lecturer pauses and directs students to review the material and paraphrase it in writing. Analysis of student notes…

Presents techniques aimed at promoting a higher level of student-faculty interaction and active student participation in the learning process in introductory physics lecture classes. Discusses group problem solving, the use of flash cards, and assessment. (JRH)

A discussion of women and learning looks first at women's experiences and perspectives about learning and why the university classroom is usually more comfortable for men than for women. It then explores the implications for effective teaching and for creating equal learning environments for men and women. Specific classroom techniques and…

It is argued that discussion of technology in college teaching commonly focuses on how to use it, while the important issues are when and why it is appropriate. Reasons for using technology are outlined, relating widely accepted goals in instructional development (improvement of communication, access to information, and effective presentation of…