Talking About Teaching: Volume I (2004)

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Front Matter
pp. 1-3
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Introduction
Miranda, Antoinette pp. 4
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What Does It Mean to Be a Buckeye?
Blackwell, Roger D. pp. 5-13
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The Top 10 Things You Should Know About Your Professors
Bursten, Bruce Edward pp. 14-18
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Teaching on a College Campus: Embracing Change
Reilly, Joy Harriman pp. 19-22
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Why I Teach Introductory Courses
Wenzel, John W. pp. 23-32
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Want to Improve the Effectiveness of Your Lectures? Try Guided Notes
Heward, William L. pp. 33-46
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Why "Creative" Writing?
Herman, Michelle pp. 47-50
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On Questions: Asking Them, Answering Them, and Learning From Them
Joseph, Brian D. pp. 51-57
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Teaching Diversity: A Lifelong Journey
Miranda, Antoinette pp. 58-62
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Back Matter
pp. 63-65
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  • Item
    Back Matter
    (Ohio State University. Academy of Teaching, 2004-01)
  • Item
    Front Matter
    (Ohio State University. Academy of Teaching, 2004-01)
  • Item
    Introduction
    (Ohio State University. Academy of Teaching, 2004-01) Miranda, Antoinette
  • Item
    What Does It Mean to Be a Buckeye?
    (Ohio State University. Academy of Teaching, 2004-01) Blackwell, Roger D.
  • Item
    The Top 10 Things You Should Know About Your Professors
    (Ohio State University. Academy of Teaching, 2004-01) Bursten, Bruce Edward
  • Item
    Teaching on a College Campus: Embracing Change
    (Ohio State University. Academy of Teaching, 2004-01) Reilly, Joy Harriman, 1942-
  • Item
    Why I Teach Introductory Courses
    (Ohio State University. Academy of Teaching, 2004-01) Wenzel, John W.
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    Want to Improve the Effectiveness of Your Lectures? Try Guided Notes
    (Ohio State University. Academy of Teaching, 2004-01) Heward, William L., 1949-
    Like most professors, preparing and giving lectures is a big part of what I do for a living. In this paper, I briefly discuss some pros and con of lecturing as a teaching method, describe how a strategy called "guided notes" can make lecturing more effective, and offer some specific suggestions for developing and using guided notes.
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    On Questions: Asking Them, Answering Them, and Learning From Them
    (Ohio State University. Academy of Teaching, 2004-01) Joseph, Brian D.
    As teachers we are generally in the business of giving information, an act that typically takes the form of statements or assertions or demonstrations. At the same time, too, we also ask questions, in large part to stimulate students or to test their knowledge in some way. Finally, we receive questions, in particular ones the students throw our way in the hopes of gaining both clarification and knowledge. These two aspects of questioning both have considerable value in fostering learning, and thus there is another facet to consider with regard to questions, namely learning from them.
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    Why "Creative" Writing?
    (Ohio State University. Academy of Teaching, 2004-01) Herman, Michelle
    I am a novelist; I never called myself a "creative" writer until I entered the Academy, where the difference between "writers" (everyone) and "creative writers" (those of us who practice imaginative writing of one form or another, rather than scholarship of any form at all) had to be delineated. I teach "creative writing classes," though that phrase tells one nothing much at all about what I teach, and how I do it.
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    Teaching Diversity: A Lifelong Journey
    (Ohio State University. Academy of Teaching, 2004-01) Miranda, Antoinette
    When I came to The Ohio State University in 1988, I was asked to develop a multicultural education course. I was delighted to have the opportunity to create a course about a topic for which I had great passion and commitment. What has evolved is a 15-year journey of preparing education personnel and others to understand and appreciate an increasingly diverse world with the goal of creating cross-culturally competent individuals.