Professional Documents
Culture Documents
An Evidence Based Guide To College and University Teaching Developing The Model Teacher 1st Edition Aaron S. Richmond
An Evidence Based Guide To College and University Teaching Developing The Model Teacher 1st Edition Aaron S. Richmond
An Evidence Based Guide To College and University Teaching Developing The Model Teacher 1st Edition Aaron S. Richmond
https://textbookfull.com/product/orthodontic-management-of-the-
developing-dentition-an-evidence-based-guide-martyn-t-cobourne/
https://textbookfull.com/product/developing-educational-
technology-at-an-urban-community-college-kate-s-wolfe/
https://textbookfull.com/product/symptom-to-diagnosis-an-
evidence-based-guide-4th-edition-scott-d-c-stern/
https://textbookfull.com/product/model-based-testing-essentials-
guide-to-the-istqb-certified-model-based-tester-foundation-
level-1st-edition-anne-kramer/
Armstrong s Handbook of Performance Management An
Evidence Based Guide to Delivering High Performance 6th
Edition Michael Armstrong
https://textbookfull.com/product/armstrong-s-handbook-of-
performance-management-an-evidence-based-guide-to-delivering-
high-performance-6th-edition-michael-armstrong/
https://textbookfull.com/product/breast-diseases-an-evidence-
based-pocket-guide-guilherme-novita/
https://textbookfull.com/product/applied-behavior-analysis-in-
early-childhood-education-an-introduction-to-evidence-based-
interventions-and-teaching-strategies-2nd-edition-casey/
https://textbookfull.com/product/applied-behavior-analysis-in-
early-childhood-education-an-introduction-to-evidence-based-
interventions-and-teaching-strategies-1st-edition-laura-baylot-
casey/
https://textbookfull.com/product/teaching-english-in-east-asia-a-
teacher-s-guide-to-chinese-japanese-and-korean-learners-clay-h-
williams/
AN EVIDENCE-BASED GUIDE
TO COLLEGE AND UNIVERSITY
TEACHING
What makes a good college teacher? This book provides an evidence-based answer
to that question by presenting a set of “model teaching characteristics” that define
what makes a good college teacher. Based on six fundamental areas of teaching
competency known as Model Teaching Characteristics outlined by The Society
for the Teaching of Psychology (STP), this book describes how college faculty
from all disciplines and at all levels of experience can use these characteristics to
evaluate, guide, and improve their teaching. Evidence-based research supports the
inclusion of each characteristic, each of which is illustrated through example, to
help readers master the skills. Readers learn to evaluate their teaching abilities
using evidence and how to accumulate, document, and organize that evidence.
Two introductory chapters outline the model teaching characteristics followed
by six chapters, each devoted to one of the characteristics: training, instructional
methods, course content, assessment, syllabus construction, and student evaluations.
The book:
Aaron S. Richmond
Guy A. Boysen and
Regan A. R. Gurung
First published 2016
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an Informa business
© 2016 Taylor & Francis
The right of Aaron S. Richmond, Guy A. Boysen, and Regan A. R. Gurung to be identified
as authors of this work has been asserted by them in accordance with sections 77 and 78 of
the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in
any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
Library of Congress Cataloging in Publication Data
Names: Richmond, Aaron S., author. | Boysen, Guy A., author. | Gurung, Regan A. R., author.
Title: An evidence-based guide to college and university teaching : developing the model
teacher / Aaron S. Richmond, Guy A. Boysen, Regan A. R. Gurung.
Description: New York, NY : Routledge, 2016. |
Includes bibliographical references and index.
Identifiers: LCCN 2016001207| ISBN 9781138915244 (hardback : alk. paper) |
ISBN 9781138915251 (pbk. : alk. paper) | ISBN 9781315642529 (ebook)
Subjects: LCSH: College teaching. | College teachers–Training of.
Classification: LCC LB2331.R5175 2016 | DDC 378.1/25–dc23
LC record available at http://lccn.loc.gov/2016001207
ISBN: 978-1-138-91524-4 (hbk)
ISBN: 978-1-138-91525-1 (pbk)
ISBN: 978-1-3156-4252-9 (ebk)
Typeset in Bembo
by Out of House Publishing
To Amanda, Stella, Phoebe, and Violet—your unwavering love, kindness, and
support allow me to strive to be a model teacher, scholar, father, and husband.
I thank you from the bottom of my heart.
Aaron S. Richmond
To Liam and Melina—I hope you experience model teachers wherever you go.
To my students and teaching friends—you push me to be all we wrote about
and more.
Regan A. R. Gurung
“We all want to be better teachers but often don’t know how. The present book provides a
solid base of evidence-based practices from experts in learning and teaching to help postsec-
ondary teachers reach that goal.”
—Marilla D. Svinicki, The University of Texas at Austin, USA
“This book is the perfect resource for professors who care about their craft. It is scholastic-
ally sound and comprehensive in scope. The engaging and humorous style, coupled with its
no-nonsense assessment focus, make it a must-read even for the most seasoned professor.”
—Jane Halonen, University of West Florida, USA
“The authors are renowned scholars in the field .... Both novice and experienced teachers
will benefit from this book .... I ... would definitely add this book to my collection and
recommend it to colleagues .... I find it especially appealing the book rests on the work of a
task force of one of the leading societies in the field of teaching of psychology .... It will add
substantially to the literature.”
—Birgit Spinath, Heidelberg University, Germany
“The content is interesting and very relevant. ... I would seriously consider purchasing the
text ... and would also recommend it to colleagues and our Dean for widespread dissemin-
ation in our College. ... [It] will resonate with faculty, administrators, and students.”
—Gaynell Green, Texas A&M University, USA
“The book will significantly contribute to the … literature on teaching .… [There are a]
limited number of empirically-based resources currently available on how to teach … [and]
even … fewer … that can be easily digested by both new and experienced faculty .… The
writing style … is engaging .…. The authors’ personal … experiences … will be an asset
in connecting with both novice and experienced teachers .… I would use [this book] in a
course on teaching for graduate students.”
—Bibhuti K. Sar, University of Louisville, USA
TABLE OF CONTENTS
Preface xiii
Defining Model Teaching xiii
Structure of the Book xiv
Yes, This Book is for You xv
Acknowledgments xvi
About the Authors xvii
Epilogue 193
Avoid Teacherly Regret: One Last Self-Assessment 193
What is Stopping You? 194
Appendix: The Model Teaching Criteria Scale 196
References 198
Author Index 200
Subject Index 207
This page intentionally left blank
PREFACE
What makes a good college teacher? Are you one? Do you know one? These
might seem like questions that are impossible to answer objectively, but imagine
if there was a clear, researched, and accepted definition of good teaching. That is
the purpose of this book. Specifically, we present a set of “model teaching charac-
teristics” that offer evidence-based answers to the question of what makes a good
college teacher. The purpose of the model characteristics, and therefore of this
book, is to guide, inspire, and reward teachers.
volume, we will provide explicit indicators of model teaching that can guide both
novice and experienced teachers in their professional development.
A critical issue for teachers trying to develop their pedagogical skills is the
difficulty in evaluating their current skill level. How do you really know if you
are a good teacher? Without clear standards, some teachers will be left unskilled
and unaware; others will be left skilled but unaware of how they can develop
even further. Thus, teachers at all levels of skill and experience can benefit from
clear, objective guidelines for defining and measuring quality teaching. To fulfill
this need, the Society for the Teaching of Psychology (STP) recently outlined six
fundamental areas of teaching competency—model teaching characteristics—and
provided detailed definitions of each characteristic. This book describes how col-
lege faculty from all disciplines and at all levels of their career can use the model
characteristics to evaluate, guide, and improve their teaching.
For each model characteristic we document research supporting the inclu-
sion of the characteristic and suggest evidence that can be used to document the
characteristic for tenure, promotion, teaching portfolios, or general professional
development. The characteristics and suggestions for evidence offer teachers a
method by which they can self-assess their practices against the highest standards
of the profession. When teachers find gaps between what they do and the model
characteristics, they can engage in professional development by exploring the
educational materials found in the supporting references. The criteria for model
teaching reflect a multifaceted approach that most clearly differentiates this book
from previous efforts to evaluate the quality of teachers. As will be outlined in this
book, model teaching is more than just classroom techniques. It is more than the
training and preparation. It is more than student evaluations and outcomes. In fact,
model teaching is all of these things and more.
Parting Thoughts
Are great teachers born, or are they made? As is so often the case for
thought-provoking questions such as this—and much to the frustration of stu-
dents everywhere—the answer is likely “both!” Certainly there are teachers who
know nothing of pedagogy but are nonetheless masterful in their ability to motiv-
ate students and facilitate learning. Natural geniuses exist. Few will ever write
like Fitzgerald, blow like Coltrane, or theorize like Darwin; but that does not
mean the rest of us should not strive to be better writers, musicians, or scientists.
Likewise, all of us mere mortals can study the craft of teaching in order to hone
the best methods at our disposal and build on less-than-perfect talents.
We will end this chapter with some good news and some bad news. The bad
news is that teaching is an incredibly complicated profession that requires a num-
ber of wide-varying competencies, and there is no one thing that you can do to
10 Why Do We Need Model Teachers?
instantly transform your teaching. The good news is that a great deal of know-
ledge has accumulated about those wide-varying competencies, and this book
summarizes that knowledge in a way that will help you along the path to being
a model teacher. In the pages ahead we take responsibility for introducing you to
the concept of model teaching. The rest is up to you!
References
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
Bernstein, D., Addison, W. E., Altman, C., Hollister, D., Komarraju, M., Prieto, L., and
Shore, C. (2010). Toward a scientist-educator model of teaching psychology. In D. F.
Halpern (ed.), Undergraduate education in psychology: A blueprint for the future of the discip-
line (pp. 29–45). Washington, DC: American Psychological Association.
Bok, D. (1991). The improvement of teaching. Teachers College Record, 93, 236–251.
Boysen, G. A. (2011).The prevalence and predictors of teaching courses in doctoral psych-
ology programs. Teaching of Psychology, 38, 49–52.
Boysen, G. A., Richmond, A. S., and Gurung, R. A. R. (2015). Model Teaching Criteria
for psychology: Initial documentation of teachers’ self-reported competency. Scholarship
of Teaching and Learning in Psychology, 1, 48–59.
Chickering, A. W. and Gamson, Z. F. (1987). Seven principles for good practice in under-
graduate education. AAHE Bulletin, 39, 3–7.
Gurung, R. A. R. and Schwartz, B. M. (2009). Optimizing teaching and learning: Practicing
pedagogical research. Oxford: John Wiley & Sons.
Keeley, J., Smith, D., and Buskist, W. (2006). The Teacher Behavior Checklist: Factor analysis
of its utility for evaluating teaching. Teaching of Psychology, 33, 84–91.
Richmond, A. S., Boysen, G. A., Gurung, R. A. R., Tazeau, Y. N., Meyers, S. A., and
Sciutto, M. J. (2014). Aspirational Model Teaching Criteria for psychology. Teaching of
Psychology, 41, 281–295.
Sears, D. O. (1983). The person-positivity bias. Journal of Personality and Social Psychology,
44, 233–250.
Weimer, M. (2010). Inspired college teaching: A career-long resource for professional growth. San
Francisco, CA: Jossey-Bass.
Another random document with
no related content on Scribd:
»Tuskinpa vain.»
»No niin, minä sanon sen teille», sanoi Billy ylpeänä. »Se on
Tailholt
Mountain.»
»Vai niin!»
»Ette etsinytkään?»
»En.»
»Oli kyllä. Minulla oli suuri tehtävä. Katsokaas, sitä minä mietin
Metsärajalla koko yön: koetin löytää toisen keinon sen täyttämiseen.
Kertoisitteko minulle, mikä tehtävä se on?» kysyi Phil uteliaana.
»Muukalainen.»
Palanen menneisyyttä.
»Ei, ei se, mitä mies saa, tee häntä rikkaaksi, vaan se, minkä hän
kykenee säilyttämään. Ja ne ihmiset, jotka halveksivat
vanhanaikaista rakkautta, joka rakentaa koteja ja pystyttää perheitä
ja panee miehen ja naisen yhdessä tekemään työtä ja kestämään
hyvät ja pahat päivät ja onnellisina vanhenemaan yhdessä, jos he
uudenaikaisten aatteiden vuoksi hylkäävät kaiken tämän, he tekevät
huonon kaupan ainakin minun mielestäni. Voi tapahtua sellaistakin,
että mies tai nainen sivistyksensä takia menettää parhaan onnensa.
Jollei Rovasti olisi ollut niin vaipunut omiin ajatuksiinsa, olisi hän
hämmästynyt siitä vaikutuksesta, jonka hänen sanansa tekivät
nuoreen mieheen. Hänen kasvonsa lehahtivat tulipunaisiksi ja
kalpenivat sitten kuin äkillisestä pahoinvoinnista, ja hän heitti
Rovastiin häpeää ja tuskaa kuvastavan syrjäsilmäyksen. Honourable
Patches, joka oli herättänyt Risti-Kolmio-Kartanon miesten ihailun ja
kunnioituksen, oli jälleen alakuloinen, arka, piilotteleva pakolainen,
jonka Phil oli tavannut Metsärajalla.
»No niin», jatkoi Rovasti. »Hän tuli seudulle noin kolme vuotta
sitten — suoraan yliopistosta — ja hän on varmasti saanut paljon
aikaan. Hän on saanut koulutusta ja sivistystä, mutta hän pitää
paikkansa kenen miehen rinnalla hyvänsä. Ei ole sitä miestä koko
Yavapai Countyssa — olipa hän karjamies tai kaivostyöläinen tai
mikä hyvänsä — joka ei nostaisi hattuaan Stanford Manningille.»
»Ei, kuulin, että hänen yhtiönsä kutsui hänet pois täällä noin
kuukausi takaperin. He aikovat lähettää hänet kaivoksilleen
Montanaan, luulen.»
»Niin, ja kun tutustutte Kittyyn, niin sanotte kuten minäkin, että jos
Yavapai Countyssa on ainoakaan mies, joka ei ratsastaisi parasta
hevosiaan kuoliaaksi saadakseen häneltä hymyn, niin hänet pitäisi
hirttää.»
Juoksuaita.
»Se oli kierosti tehty, Will Baldwin», torui Stella, kuten aina
ajatellen poikiensa mukavuutta. »Tiedäthän poikaparan varmasti
eksyvän tuossa autiossa Tailholt Mountainin seudussa.»
Pojat nauroivat.
»Jos hän vain huomaa sen ja antaa Snipin pitää päänsä», sanoi
Curly.