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Higher education is a strange beast. Teaching is a critical skill for scientists in academia, yet one that is barely touched upon in their professional training—despite being a substantial part of their career. This book is a practical guide for anyone teaching STEM-related academic disciplines at the college level, from graduate students teaching lab sections and newly appointed faculty to well-seasoned professors in want of fresh ideas. Terry McGlynn’s straightforward, no-nonsense approach avoids off-putting pedagogical jargon and enables instructors to become true ambassadors for science. For years, McGlynn has been addressing the need for practical and accessible advice for college science teachers through his popular blog Small Pond Science. Now he has gathered this advice as an easy read—one that can be ingested and put to use on short deadline. Readers will learn about topics ranging from creating a syllabus and developing grading rubrics to mastering online teaching and ensuring safety during lab and fieldwork. The book also offers advice on cultivating productive relationships with students, teaching assistants, and colleagues.
Each fall, thousands of eager freshmen descend on college and university campuses expecting the best education imaginable: inspiring classes taught by top-ranked professors, academic advisors who will guide them to a prestigious job or graduate school, and an environment where learning flourishes outside the classroom as much as it does in lecture halls. Unfortunately, most of these freshmen soon learn that academic life is not what they imagined. Classes are taught by overworked graduate students and adjuncts rather than seasoned faculty members, undergrads receive minimal attention from advisors or administrators, and potentially valuable campus resources remain outside their grasp. Andrew Roberts’ Thinking Student’s Guide to College helps students take charge of their university experience by providing a blueprint they can follow to achieve their educational goals—whether at public or private schools, large research universities or small liberal arts colleges. An inside look penned by a professor at Northwestern University, this book offers concrete tips on choosing a college, selecting classes, deciding on a major, interacting with faculty, and applying to graduate school. Here, Roberts exposes the secrets of the ivory tower to reveal what motivates professors, where to find loopholes in university bureaucracy, and most importantly, how to get a personalized education. Based on interviews with faculty and cutting-edge educational research, The Thinking Student’s Guide to College is a necessary handbook for students striving to excel academically, creatively, and personally during their undergraduate years.
The Chicago Guide to Landing a Job in Academic Biology is an indispensable guide for graduate students and post-docs as they enter that domain red in tooth and claw: the job market. An academic career in the biological sciences typically demands well over a decade of technical training. So it’s ironic that when a scholar reaches the most critical stage in that career—the search for a job following graduate work—he or she receives little or no formal preparation. Instead, students are thrown into the job market with only cursory guidance on how to search for and land a position. Now there’s help. Carefully, clearly, and with a welcome sense of humor, The Chicago Guide to Landing a Job in Academic Biology leads graduate students and postdoctoral fellows through the perils and rewards of their first job search. The authors—who collectively have for decades mentored students and served on hiring committees—have honed their advice in workshops at biology meetings across the country. The resulting guide covers everything from how to pack an overnight bag without wrinkling a suit to selecting the right job to apply for in the first place. The authors have taken care to make their advice useful to all areas of academic biology—from cell biology and molecular genetics to evolution and ecology—and they give tips on how applicants can tailor their approaches to different institutions from major research universities to small private colleges. With jobs in the sciences ever more difficult to come by, The Chicago Guide to Landing a Job in Academic Biology is designed to help students and post-docs navigate the tricky terrain of an academic job search—from the first year of a graduate program to the final negotiations of a job offer.
Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
Every day researchers face an onslaught of irrelevant, inaccurate, and sometimes insidious information. While new technologies provide powerful tools for accessing knowledge, not all information is created equal. Valuable information may be tucked away on a shelf, buried on the hundredth page of search results, or hidden behind digital barriers. With so many obstacles to effective research, it is vital that higher education students master the art of inquiry. Information Now is an innovative approach to information literacy that will reinvent the way college students think about research. Instead of the typical textbook format, it uses illustrations, humor, and reflective exercises to teach students how to become savvy researchers. Students will learn how to evaluate information, to incorporate it into their existing knowledge base, to wield it effectively, and to understand the ethical issues surrounding its use. Written by two library professionals, it incorporates concepts and skills drawn from the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education and their Framework for Information Literacy for Higher Education. Thoroughly researched and highly engaging, Information Now offers the tools that students need to become powerful consumers and creators of information. Whether used by a high school student tackling a big paper, an undergrad facing the newness of a university library, or a writer wanting to go beyond Google, Information Now is a powerful tool for any researcher’s arsenal.
In 2012, the White House put out a call to increase the number of STEM graduates by one million. Since then, hundreds of thousands of science students have started down the path toward a STEM career. Yet, of these budding scientists, more than half of all college students planning to study science or medicine leave the field during their academic careers. This guide is the perfect personal mentor for any aspiring scientist. Like an experienced lab partner or frank advisor, the book points out the pitfalls while providing encouragement. Chapters cover the entire college experience, including choosing a major, mastering study skills, doing scientific research, finding a job, and, most important, how to foster and keep a love of science.
Employ cognitive theory in the classroom every day Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example: How does one become good at retrieving knowledge from memory? How does making predictions now help us learn in the future? How do instructors instill fixed or growth mindsets in their students? Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.
For anyone who's ever dreamed of ruling over their own empire, here's your chance! Micronations are imaginary countries that have a lot of the same things as real ones: laws, customs, history, and their own flags, coins, and postage stamps. Micronations: Invent Your Own Country and Culture takes readers step-by-step to create their own unique realm, using examples from real nations, micronations, and fictional lands. What makes a country a country? What symbols and systems define a country and help it function? Learn about geography and government, technology and the environment, art and culture, and the literary device of "world-building" used in works like The Hobbit and Harry Potter. Kids get to invent their own language, music, games, clothing, food, and holidays to fit their micronation's tradition. Whether they create a land of time travel where every city exists in a different epoch or an underwater monarchy whose chief export is fish, Micronations: Invent Your Own Country and Culture will engage kids' imagination and teach make-believe rulers how the real world works. This title meets Common Core State Standards for literacy in language arts, history and social studies; Guided Reading Levels and Lexile measurements indicate grade level and text complexity.
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Those who teach college students have extensive training in their disciplines, but unlike their counterparts at the high school or elementary school level, they often have surprisingly little instruction in the craft of teaching itself. The Chicago Handbook for Teachers, Second Edition, is an extraordinarily helpful guide for anyone facing the daunting challenge of putting together a course and delivering it successfully. Representing teachers at all stages of their careers, the authors, including distinguished historian Alan Brinkley, offer practical advice for almost any situation a new teacher might face, from preparing a syllabus to managing classroom dynamics. Beginning with a nuts and bolts plan for designing a course, the handbook also explains how to lead a discussion, evaluate your own teaching, give an effective lecture, supervise students' writing and research, create and grade exams, and more. This new edition is thoroughly revised for contemporary concerns, with updated coverage on the use of electronic resources and on the challenge of creating and sustaining an inclusive classroom. A new chapter on science education and new coverage of the distinctive issues faced by adjunct faculty broaden the book’s audience considerably. The addition of sample teaching materials in the appendixes enhances the practical, hands-on focus of the second edition. Its broad scope and wealth of specific tips will make The Chicago Handbook for Teachers useful both as a comprehensive guide for beginning educators and a reference manual for experienced instructors.