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Informationen zum Autor I love children of all ages, and love reading to children. It is such a joy watching them grow, not only physically, but socially and mentally as well. I have worked many years with children and have loved every minute. I am always amazed how fast they learn, and I love being a part of that learning process. I have worked in the classroom and in many summer camps for kids and teens, helping them build confidence and self-esteem to conquer their tasks. I have kids of my own that I have encouraged to succeed and be independent. I love seeing everyone succeed, especially in their courage, certainty, and self-esteem.I love sailing, photography, hiking, camping, scuba diving, motorcycle riding, and spending time with family. If it involves water, outdoors or family, then chances are I love it. Klappentext This innovative book provides a range of models for undergraduate student-assisted teaching partnerships to help faculty, faculty developers, and administrators make learning more student-centered, more effective, and more productive. Each of the 31 models included in this volume is supported with practical details and focuses on four main aspects of a specific peer-assisted learning environment: 1) implementation, 2) evidence of effectiveness and learning benefits, 3) analysis of time and cost expenditures, and 4) suggestions for replication. The chapters present a range of approaches, applications, disciplines, institutions, and contexts, and demonstrate that student-faculty partnerships can be adapted to meet diverse needs in a variety of situations. Extensive appendices aid implementation by providing concrete examples of hiring documents, training syllabi, teaching materials, and evaluation methods. Zusammenfassung This innovative handbook provides a range of models for undergraduate student-assisted teaching partnerships to help faculty! faculty developers! and administrators make learning more student-centered! more effective! and more productive. Inhaltsverzeichnis About the editors. Foreword. Preface. Introduction. Model Matrix. Part I. Undergraduate Students Assisting with Programs for First-Year Students. 1. Establishing a Common Ground: A Cojoint Training Model for Instructors and Peer Educators. (Eve M. Adams, Susan C. Brown, and Terry L. Cook). 2. Lessons From Peers: The Design Exchange Mark J. Chidister, Frank H. Bell, Jr., and Kurt M. Earnest). 3. Peer Teaching in the Experimental College (Robyn Gittleman and Howard Woolf). 4. Peer Facilitators as Lead Freshman Seminar Instructors Jean M. Henscheid). 5. The Teaching Teams Program: A Just-in-Time model for Peer Assistance Harold P. Larson, Reed Mencke, Stacy J. Tollefson, Elizabeth Harrison, and Elena Berman). 6. The Teaching Teams Program: Transforming the Role of the Graduate Teaching Assistant (David A. Wood, Jr., Jennifer L. Hart, Stacy J. Tollefson, Dawn E. DeToro, and Julie Libarkin). 7. The Teaching Teams Program: Empowering Undergraduates in a Student-Centered Research University (Lacey A. Stover, Kristen A. Story, Amanda M. Skousen, Cynthia E. Jacks, Heather Logan, and Benjamin T. Bush). 8. Peer-Assisted Cooperative Learning: An Experiment in Educational Quality and Productivity (Judith E. Miller, david DiBiasio, John Minasian, and James S. Catterall). 9. Students: Managing to Learn; Teachers: Learning to Manage (Martin H. Murray). 10. Undergraduates Teaching in a Collaborative Learning Paradigm (Samuel B. Thompson, Sarah B. Westfall, and Christine Reimers). 11. Peers at Work: Tutors at Spelman College (Anne B. Warner and Christine K. Farris). 12. Students Mentoring Students in Portfolio Development (W. Alan Wright and Bruce Barton). Part II. Undergraduate Students Assisting with Difficult Courses. 13. The Experimental...
