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Pacific Crest
www.pcrest.com
906 Lacey Ave. Ste
211
Lisle, IL 60532
630-737-1067 |
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Though we may
wish that all of our students came from the legendary Lake Wobegon
"where all the children are above average," we know that there are stu dents
in our classrooms who lack the appropriate preparation for our courses,
lack necessary skills as learners, seem to lack the motivation to
succeed, or view themselves as failures. These students provide a unique
set of challenges that test our skills as teachers.
Interested in
purchasing this book? We hope so! The
Faculty Guidebook
is an excellent combination of theory and practice, a rich resource for
growth, and full of practical
advice to help you become a more successful teacher and increase the
success of your students.
Contact us
or
visit our website
for more information about
this faculty resource for student success.
Several of the new additions to the
Faculty Guidebook, Edition 3,
focus directly
on improving student success. Here are a few tips to incorporate right
now.
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Judgmental language discourages student performance. Mindful use
of positive language encourages personal and academic growth as
does facilitating a learning-to-learn approach to knowledge and
fostering risk-taking when challenging opportunities arise.
The
Language and Culture of Success,
Jim Hadley, Hamilton College |
Emphasize learning skills to improve knowledge and
performance—content mastery is just not enough…
Differentiating Knowledge from Growth, Cy Leise, Bellevue
University |
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To
optimize performance... engage the performer in an optimal
emotional state (performer’s mindset)... immerse the performer in
an enriching environment... engage the performer in reflective
practice.
Theory
of Performance,
Don Elger, University of Idaho |
Assessment cultures foster the growth of each individual within
the culture. Motivated and engaged students, faculty, staff, and
administrators work together to produce high quality outcomes
valued by all constituents.
Moving Towards an Assessment Culture,
Tris Utschig, Georgia Tech |
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Instructors must ask the all important questions: who are your
students, what are their needs, and how can you mesh these needs
with your goals?
Identifying Learner Needs,
Vickie Minderhout, Seattle University
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