BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Creating Engaging Discussions

Strategies for "Avoiding Crickets" in Any Size Classroom and Online

Paperback
April 2018
9781620365601
More details
  • Publisher
    Stylus Publishing
  • Published
    10th April 2018
  • ISBN 9781620365601
  • Language English
  • Pages 208 pp.
  • Size 6" x 9"
  • Images tables & figures
$27.50
Hardback
April 2018
9781620365595
More details
  • Publisher
    Stylus Publishing
  • Published
    10th April 2018
  • ISBN 9781620365595
  • Language English
  • Pages 208 pp.
  • Size 6" x 9"
  • Images tables & figures
$125.00
Lib E-Book

Library E-Books

We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a “patron-driven demand” model.

These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

  • Ebook Library, a service of Ebooks Corporation Ltd. of Australia
  • ebrary, based in Palo Alto, a subsidiary of ProQuest
  • EBSCO / netLibrary, Alabama

as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

April 2018
9781620365618
More details
  • Publisher
    Stylus Publishing
  • Published
    18th April 2018
  • ISBN 9781620365618
  • Language English
  • Pages 208 pp.
  • Size 6" x 9"
  • Images tables & figures
$125.00
E-Book
April 2018
9781620365625
More details
  • Publisher
    Stylus Publishing
  • Published
    18th April 2018
  • ISBN 9781620365625
  • Language English
  • Pages 208 pp.
  • Size 6" x 9"
  • Images tables & figures
$21.99

If you have ever been apprehensive about initiating classroom discussion, fearing silences, the domination of a couple of speakers, superficial contributions, or off-topic remarks, this book provides strategies for creating a positive learning experience.

Jennifer H. Herman and Linda B. Nilson demonstrate how to create the conditions to facilitate deep and meaningful learning as well as to assess the effectiveness of discussions. They identify, analyze, and solve common problems in both classroom and online discussions and in both small and large classes. They take a direct, practice-oriented approach that--in acknowledging common challenges--provides principles, guidance on design, examples of activities and techniques, and eight detailed case studies. These cases demonstrate successful approaches that faculty across disciplines and from a variety of institutions have adopted in their face-to-face, blended, or online courses at the undergraduate or graduate level.

The case authors begin by describing the original pedagogical challenge they faced and explain how they addressed it and assessed the results of their innovation. They also offer practical recommendations to readers who may want to try their strategies.

Intended for faculty, this book will be equally valuable for educational developers who can use this resource in their programs and private consultations. At the graduate level, this book can serve as a text or workshop resource in college teaching courses and teaching assistant development programs. The final chapter provides a set of resources and activities – including discussion questions on the case studies, writing prompts, and jigsaw formats – that are equally appropriate for individual study or for use in workshop environments.

You’ll never again have to suffer such a profound silence that, as described by a contributor to the book, she could hear the crickets chirping outside.

"I've stolen a lot from this book. I regard myself as an avid collector of new pedagogic baubles and love it when I stumble across a new way to engage my students as I have done many times by reading Herman and Nilson's work. I have no doubt that as you read this book your own collection of discussion-based teaching strategies will be significantly enlarged."

Stephen D. Brookfield, University of St. Thomas, Minneapolis-St. Paul

"Creating Engaging Discussions encourages instructors to have high expectations for, and to give serious attention to, discussions. This insightful, practical book not only summarizes best practices, explains common problems, and suggests possible solutions, it also helps us to diagnose and frame problems with discussions in the larger context of overall course design, challenging us to think carefully about and make explicit the exact purposes for discussions, vis-a-vis well-conceived course learning goals and assessments.”

Alan Bender, Associate Professor, Biology - Indiana University, Bloomington

"This book injects new life into discussion as an active-learning tool by demonstrating that to be effective, discussions must be tethered to course learning outcomes and rigorously assessed. After astutely analyzing common problems associated with discussion, the book provides 12 principles and a framework that faculty and TAs can use to design discussion activities that result in meaningful learning. Case studies provide a rich illustration of how these principles can be put into practice in classrooms and online. An essential resource for instructors who use discussion in teaching."

Linda M. von Hoene, Assistant Dean for Graduate Student Professional Development, Director, GSI Teaching & Resource Center - University of California, Berkeley

"Creating Engaging Discussions examines one of the most challenging parts of teaching—designing and managing discussion activities that engage students while contributing meaningfully to their learning. Faculty members will love the way the book addresses their common instructional challenges with a mix of evidence-based principles, use-it-on-Monday activities, and in-depth case studies. Educational developers will appreciate its scholarly background and suggestions for using the book within reading groups and workshops. A must-have addition for your bookshelf.

Greg Siering, PhD, Director, Center for Innovative Teaching and Learning - Indiana University Bloomington

Quick Reference to Discussion Activities Described in This Book
Foreword—Stephen D. Brookfield
Preface
Acknowledgements

1) The Strengths and Challenges of Discussion—Jennifer H. Herman and Linda B. Nilson
2) Getting All Students Engaged—Jennifer H. Herman and Linda B. Nilson
3) Preventing and Responding to Common Discussion Pitfalls—Jennifer H. Herman and Linda B. Nilson
4) Connecting Discussion With Learning—Jennifer H. Herman and Linda B. Nilson
5) Gauging the Effectiveness of a Discussion—Jennifer H. Herman and Linda B. Nilson
6) Learning and Interpreting History Through Deliberative Dialogue—Mary Jo Festle
7) How Coteaching and Other Strategies Promote Lively Student Engagement—Matthea Marquart and Mary Ann Drury
8) Got Introverts? Get CAE (Collaborative Autoethnography)—Mary Shapiro
9) Using a Contemplative Pedagogy to Promote Discussion in a First-Year Seminar—Jennifer W. Shewmaker
10) Avoiding Crickets by Creating an Orchestra of Students—Billy Strean
11) Spicing Up Students’ Education: The Use of Course-Based Undergraduate Research to Foster Student Communication—Heather Townsend
12) Applying Students’ Insights for Engaging Inquiry in a Blended Course—Janelle DeCarrico Voegele
13) Solve Several Online Course Challenges With Student Critiques of Primary Literature—David M. Wilson
14) Faculty Discussion Group Resources—Jennifer H. Herman and Linda B. Nilson

References
About the Authors and Contributors
Index

Jennifer H. Herman

Jennifer H. Herman is Director of the Center for Excellence in Teaching and Associate Professor of Practice in Education at Simmons College and develops and facilitates research-based faculty development opportunities around teaching and scholarship and provides structured support for curriculum design at all levels. She has been a grant co-PI or curriculum designer on many high-impact initiatives, including open-source assessment modules for NILOA, programs for the U.S. Department of State, the New York State Small Business Development Center’s online Entreskills program, and a STEM teaching institute for Harvard Medical School, as well as course design institutes and inclusive excellence seminars. Herman received her Ph.D. in Higher Education from the University at Buffalo and her M.A. in International Training and Education from American University.

Linda B. Nilson

Linda B. Nilson now retired, directed three faculty development centers at major research universities during her 28-year career. She also authored several books: Teaching at Its Best: A Research-Based Resource for College Instructors (2016), now in its fourth edition, The Graphic Syllabus and the Outcomes Map: Communicating Your Course (2007), Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills (2013), Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (2015), and, with Ludwika A. Goodson, Online Teaching at Its Best (2017). She has given over 450 keynotes, webinars, and workshops at conferences, colleges, and universities nationally and internationally. After receiving her Ph.D. from the University of Wisconsin-Madison, she was a sociology professor at UCLA.