Location
Daytona Beach, Florida
Description
This paper discusses a number of challenges which faculty members face in their individual and collective quests for achieving teaching effectiveness in higher education. The paper is based on the premise that teaching in higher education settings demands a range of skills and expertise far beyond a knowledge of subject matter and the use of various instructional technologies. The following major issues are examined: Developing a philosophy of practice, having empathy for the learner, avoiding a dependence upon standardization of procedure and technique, expecting and accepting ambiguity, avoiding tendencies of perfection, researching the learner's background, observing how students learn, communicating ideas with colleagues, trusting one's instincts, creating meaningful diversity, taking prudent risk, recognizing the emotions of learning, acknowledging and accepting one's personality, balancing support and challenge, recognizing the significance of teacher behavior, and viewing oneself as a facilitator of learning.
Some Thoughts On Effective Teaching in Higher Education
Daytona Beach, Florida
This paper discusses a number of challenges which faculty members face in their individual and collective quests for achieving teaching effectiveness in higher education. The paper is based on the premise that teaching in higher education settings demands a range of skills and expertise far beyond a knowledge of subject matter and the use of various instructional technologies. The following major issues are examined: Developing a philosophy of practice, having empathy for the learner, avoiding a dependence upon standardization of procedure and technique, expecting and accepting ambiguity, avoiding tendencies of perfection, researching the learner's background, observing how students learn, communicating ideas with colleagues, trusting one's instincts, creating meaningful diversity, taking prudent risk, recognizing the emotions of learning, acknowledging and accepting one's personality, balancing support and challenge, recognizing the significance of teacher behavior, and viewing oneself as a facilitator of learning.