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Reproduction of the original. The publishing house Megali specialises in reproducing historical works in large print to make reading easier for people with impaired vision.
The author, a computer science professor diagnosed with terminal cancer, explores his life, the lessons that he has learned, how he has worked to achieve his childhood dreams, and the effect of his diagnosis on him and his family.
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is—it’s not what teachers do, it’s what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students’ discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators.
Designed to allow teachers immersed in Writing Across the Curriculum (WAC) programs and those still contemplating increasing the use of writing in their courses to peer into classrooms of those who have participated in such programs for years, this book reports on the long-term impact upon faculty of WAC programs. The book studies WAC programs--collecting interviews, questionnaires, classroom observations, student evaluations, and course documents from more than 700 faculty, 1-15 years after their first WAC experiences. In the study reported in this book, the focus is in trying to understand how faculty members themselves construct the meaning of their WAC experiences. The book finds that faculty used the same criteria for adopting WAC strategies as for rejecting them--whether the strategy (1) created community in the classroom; (2) enhanced learning; (3) was feasible; and (4) fit the faculty members' priorities and teaching style. The book offers detailed examinations of the WAC programs at the University of Cincinnati (Ohio), Towson State University (Maryland), and Whitworth College (Washington). The voices of faculty members presented in the book come from departments of geography, nursing, criminal justice, math, music, and international business. Appendixes provide questionnaire responses. (NKA)
The collections of the Advocates Library, with the exception of its legal books and manuscripts, were given by the Advocates to the National Library of Scotland in 1925.
When Sam visits Zara and Ben and their great-uncle, the quirky inventor Professor Ampersand, he never expects to embark on a fantastical adventure. But when Professor Ampersand and his group of professor friends are kidnapped by the evil Professor Murdo, it's up to Sam, Zara, and Ben to save them. They have only three days in which to journey to an icy, desolate land and uncover Murdo's sinister plot. Only then can they save the professors— and the fate of the whole world.