This pathbreaking book for educators shows that focusing on relationships, resilience, and reflection can better prepare graduates for the future. Learning something new-particularly something that might change your mind-is much more difficult than most teachers think. Because people think with their emotions and are influenced by their communities and social groups, humans tend to ignore new information unless it fits their existing worldview. Thus facts alone, even if discussed in detail, typically fail to open minds and create change. In a world in need of graduates who can adapt to new information and situations, we need to renew our educational commitment to producing flexible and independent thinkers. In Teaching Change, Jose Antonio Bowen argues that education needs to be redesigned to take into account how human thinking, behaviors, bias, and change really work. Drawing on new research, Bowen explores how we can create better conditions for learning that focus less on teachers and content and more on students and process. He also examines student psychology, history, assumptions, anxiety, and bias and advocates for education to focus on a new 3Rs-relationships, resilience, and reflection. Finally, he suggests explicit learning designs to foster the ability to think for yourself. The case for a liberal (by which Bowen means liberating) education has never been stronger, but, he says, it needs to be redesigned to achieve the goal of creating lifelong learners and citizens capable of divergent and independent thinking. With an expansive and powerful argument, Teaching Change combines elegant and gripping explanations of recent and wide-ranging research from biology, economics, education, and neuroscience with hundreds of practical suggestions for individual teachers.

This book offers faculty practical strategies to engage students that are grounded in research and endorsed by students themselves. Through student stories, a signature feature of this book, readers will discover why professor actions result in changed attitudes, stronger connections to others and the course material, and increased learning. Structured to cover the key moments and opportunities to increase student engagement, Christine Harrington covers the all-important first day of class where first impressions can determine students' attitudes for the duration of the course, through to insights for rethinking assignments and enlivening teaching strategies, to ways of providing feedback that build students' confidence and spur them to greater immersion in their studies, providing the underlying rationale for the strategies she presents. The student narratives not only validate these practices, offering their perspectives as learners, but constitute a trove of ideas and practices that readers will be inspired to adapt for their particular needs. Conscious of the changing demographics of today's undergraduate and graduate students - racially more diverse, older, and many employed - Harrington highlights the need to engage all students and shares numerous strategies on how to do so. While many of the ideas presented were used by faculty teaching face to face classes, a number were developed by faculty teaching online, and the majority can be adapted to virtually any teaching environment. Based on student-centered active learning principles, structured to allow readers to quickly identify practices that they may need in particular instances or to infuse in a course as a whole, and presented without jargon, this book is a springboard for all faculty looking for ideas that will engage their students at any level and in any course.

This book offers faculty practical strategies to engage students that are grounded in research and endorsed by students themselves. Through student stories, a signature feature of this book, readers will discover why professor actions result in changed attitudes, stronger connections to others and the course material, and increased learning. Structured to cover the key moments and opportunities to increase student engagement, Christine Harrington covers the all-important first day of class where first impressions can determine students' attitudes for the duration of the course, through to insights for rethinking assignments and enlivening teaching strategies, to ways of providing feedback that build students' confidence and spur them to greater immersion in their studies, providing the underlying rationale for the strategies she presents. The student narratives not only validate these practices, offering their perspectives as learners, but constitute a trove of ideas and practices that readers will be inspired to adapt for their particular needs. Conscious of the changing demographics of today's undergraduate and graduate students - racially more diverse, older, and many employed - Harrington highlights the need to engage all students and shares numerous strategies on how to do so. While many of the ideas presented were used by faculty teaching face to face classes, a number were developed by faculty teaching online, and the majority can be adapted to virtually any teaching environment. Based on student-centered active learning principles, structured to allow readers to quickly identify practices that they may need in particular instances or to infuse in a course as a whole, and presented without jargon, this book is a springboard for all faculty looking for ideas that will engage their students at any level and in any course.

Written by many working conductors, this book considers all facets of musical conducting. It includes practical advice on how to conduct different groups (choral, opera, symphony, early music) and a history of conducting presented as a study of national traditions. Designed for the lay reader who wants an inside look at the world of conducting as well as for potential students, it is a revealing study about a secretive industry. Managers, artistic directors, soloists, players and conductors openly discuss their different perspectives in this comprehensive work.

Written by many working conductors, this book considers all facets of musical conducting. It includes practical advice on how to conduct different groups (choral, opera, symphony, early music) and a history of conducting presented as a study of national traditions. Designed for the lay reader who wants an inside look at the world of conducting as well as for potential students, it is a revealing study about a secretive industry. Managers, artistic directors, soloists, players and conductors openly discuss their different perspectives in this comprehensive work.