Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?" Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.
In this innovative book, Stephen P. Rice offers a new understanding of class formation in America during the several decades before the Civil War. This was the period in the nation's early industrial development when travel by steamboat became commonplace, when the railroad altered concepts of space and time, and when Americans experienced the beginnings of factory production. These disorienting changes raised a host of questions about what machinery would accomplish. Would it promote equality or widen the distance between rich and poor? Among the most contentious questions were those focusing on the social consequences of mechanization: while machine enthusiasts touted the extent to which machines would free workers from toil, others pointed out that people needed to tend machines, and that that work was fundamentally degrading and exploitative. Minding the Machine shows how members of a new middle class laid claim to their social authority and minimized the potential for class conflict by playing out class relations on less contested social and technical terrains. As they did so, they defined relations between shopowners—and the overseers, foremen, or managers they employed—and wage workers as analogous to relations between head and hand, between mind and body, and between human and machine. Rice presents fascinating discussions of the mechanics' institute movement, the manual labor school movement, popular physiology reformers, and efforts to solve the seemingly intractable problem of steam boiler explosions. His eloquent narrative demonstrates that class is as much about the comprehension of social relations as it is about the making of social relations, and that class formation needs to be understood not only as a social struggle but as a conceptual struggle.
"A text for teachers who want to reconsider hierarchy in their classrooms and for those curious about education as a context for creativity and collaboration. Drawn from Ball’s experiences teaching at the School of the Art Institute of Chicago, Notes on my Dunce Cap includes advisory material regarding the role of the teacher, the creation of syllabi, and the manner in which groups may evaluate the work of an individual without harm. Alongside these notes that reflect on his teaching practice, sample SAIC syllabi create contexts in which students develop habits that become the basis for a writing practice. Reading lists cover topics such as child protagonists, the dérive, and fairytales, and classroom procedures encourage students to lucid dream, take long walks without cellphones, and participate in the Franz Kafka Fancier Society of Chicago. Ball describes dynamic ways to ask questions, facilitate discussion, organize exhibitions, and incorporate theatrical elements to draw the most out of students and teachers alike. Ball shakes up classroom habits and breathes new life into reading, questioning, teaching, and learning."--
An Evidence-based Guide to College and University Teaching outlines a definition of "model teaching" based on research evidence and accepted best practices in high education. Teachers at all levels of skill and experience can benefit from clear, objective guidelines for defining and measuring quality teaching. To fulfil this need, this book outlines six fundamental areas of teaching competency—model teaching characteristics—and provides detailed definitions of each characteristic. The authors define these essential characteristics as training, course content, the assessment process, instructional methods, syllabus construction, and the use of student evaluations. This guide outlines through research and supplemental evidence how each characteristic can be used toward tenure, promotion, teaching portfolios, and general professional development. Additional features include a self-assessment tool that corresponds to the model teaching characteristics, case studies illustrating common teaching problems, and lists of "must reads" about college teaching. An Evidence-based Guide to College and University Teaching describes how college faculty from all disciplines and at all levels of their career – from graduate students to late-career faculty – can use the model teaching characteristics to evaluate, guide, and improve their teaching. The book is additionally useful for teachers, trainers, and administrators responsible for promoting excellence in college teaching.
For his 2007 critically acclaimed 33 1/3 series title, Let's Talk About Love, Carl Wilson went on a quest to find his inner Céline Dion fan and explore how we define ourselves by what we call good and bad, what we love and what we hate. At once among the most widely beloved and most reviled and lampooned pop stars of the past few decades, Céline Dion's critics call her mawkish and overblown while millions of fans around the world adore her “huge pipes” and even bigger feelings. How can anyone say which side is right? This new, expanded edition goes even further, calling on thirteen prominent writers and musicians to respond to themes ranging from sentiment and kitsch to cultural capital and musical snobbery. The original text is followed by lively arguments and stories from Nick Hornby, Krist Novoselic, Ann Powers, Mary Gaitskill, James Franco, Sheila Heti and others. In a new afterword, Carl Wilson examines recent cultural changes in love and hate, including the impact of technology and social media on how taste works (or doesn't) in the 21st century.
Explore the rich terrain of American popular music with the most complete, colorful, and authoritative introduction of its kind. In the fifth edition of their best-selling text, American Popular Music: From Minstrelsy to MP3, Larry Starr and Christopher Waterman provide a unique combination of cultural and social history with the analytical study of musical styles.
"With stunning, eloquent, and insightful essays Latino/a Popular Culture offers the best guide to the cultural production of the largest group of people of color in the United States. The essays broaden both our knowledge of Latino/a cultural production and challenge the traditional paradigms of cultural and ethnic studies doing so through accessible, historically informed approaches." -Mary Pat Brady, Cornell University "Latino/a Popular Culture greatly contributes to the genres of both cultural studies and Latino studies. The editors exhort undergraduate and graduate students to continue looking at Latino/a popular coluture as "as site of invention, critique and pleasure" (p.16) since much work still needs to be done in this area." -Harvard Educational Review "The book provides an insight into the current struggles that Latinos who live in the norhern hemisphere face." -MELUS Latinos have become the largest ethnic minority group in the United States. While the presence of Latinos and Latinas in mainstream news and in popular culture in the United States buttresses the much-heralded Latin Explosion, the images themselves are often contradictory. In Latino/a Popular Culture, Habell-Pall n and Romero have brought together scholars from the humanities and social sciences to analyze representations of Latinidad in a diversity of genres - media, culture, music, film, theatre, art, and sports - that are emerging across the nation in relation to Chicanas, Chicanos, mestizos, Puerto Ricans, Caribbeans, Central Americans and South Americans, and Latinos in Canada. Contributors include Adrian Burgos, Jr., Luz Calvo, Arlene D vila, Melissa A. Fitch, Michelle Habell-Pall n, Tanya Kater Hern ndez, Josh Kun, Frances Negron-Muntaner, William A. Nericcio, Raquel Z. Rivera, Ana Patricia Rodrguez, Gregory Rodriguez, Mary Romero, Alberto Sandoval-S nchez, Christopher A. Shinn, Deborah R. Vargas, and Juan Velasco. Cover artwork "Layering the Decades" by Diane Gamboa, 2002, mixed media on paper, 11 X 8.5". Copyright 2001, Diane Gamboa. Printed with permission. -------------------------------------------------------------------------------- Michelle Habell-Pall n is Assistant Professor in American Ethnic Studies at the University of Washington. Mary Romero is Professor of Justice Studies at Arizona University and a Carnegie Scholar with the Carnegie Academy for the Scholarship of Teaching and Learning. Her books include Challenging Fronteras: Structuring Latina and Latino Lives in the U.S..
