This book is about teachers learning about teaching. As
increasingly complex educational models and new theories of student
learning have become part of the discourse of higher education,
college instructors have sought new opportunities for instructional
development. However, while more and more schools are supporting
these programs, there have been very few efforts to examine the
outcomes of faculty training. This book follows a group of faculty
through efforts to make their teaching more interactive, and
describes the results by reporting the reactions of the first-year
college students in their classes. Included along the way are the
personal reflections of the faculty members as they struggle with
new techniques, and revelations about what worked and what didn't.
The result is a compelling case for peer and institutional support
in the ongoing process of instructional development.
General
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