{"product_id":"teaching-at-its-best-isbn-9781119860228","title":"Teaching at Its Best","description":"\u003cp\u003e\u003cb\u003eA complete, accessible, evidence-based guide to better teaching in higher education \u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eThis higher education playbook provides a wealth of research-backed practices for nearly every aspect of effective teaching throughout higher education. It is filled with practical guidance and proven techniques designed to help you improve student learning, both face-to-face and online. Already a bestselling research-based toolbox written for college instructors of any experience level, \u003ci\u003eTeaching at Its Best \u003c\/i\u003ejust got even better. \u003c\/p\u003e\u003cp\u003eWhat is new? A lot. For this updated 5th edition, Todd Zakrajsek joins Linda Nilson to create a powerful collaboration, drawing on nearly 90 combined years as internationally recognized faculty developers and faculty members. One of the most comprehensive books on effective teaching and learning, the 5\u003csup\u003eth\u003c\/sup\u003e edition of \u003ci\u003eTeaching at its Best \u003c\/i\u003ebrings new concepts, new research, and additional perspectives to teaching in higher education. In this book, you will find helpful advice on active learning, interactive lecturing, self-regulated learning, the science of learning, giving and receiving feedback, and so much more. Each chapter has been revised where necessary to reflect current higher education pedagogy and now includes two reflection questions and one application prompt to reflect on your teaching and stimulate peer discussions. \u003c\/p\u003e\u003cul\u003e \u003cli\u003eDiscover the value of course design and how to write effective learning outcomes\u003c\/li\u003e \u003cli\u003eLearn which educational technology is worthwhile and which is a waste of time\u003c\/li\u003e \u003cli\u003eCreate a welcoming classroom environment that boosts motivation\u003c\/li\u003e \u003cli\u003eExplore detailed explanations of techniques, formats, activities, and exercises—both in person and online\u003c\/li\u003e \u003cli\u003e Enjoy reading about teaching strategies and educational concepts \u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eWhether used as a resource for new and seasoned faculty, a guide for teaching assistants, or a tool to facilitate faculty development, this research-based book is highly regarded across all institutional types. \u003c\/p\u003e\u003cp\u003eAbout the Authors xi\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Teaching Preparation 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Understanding Your Students and How They Learn 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Students in Your Course 3\u003c\/p\u003e \u003cp\u003eHow People Learn 5\u003c\/p\u003e \u003cp\u003eHow Structure Increases Learning 7\u003c\/p\u003e \u003cp\u003eThe Cognitive Development of Undergraduates 10\u003c\/p\u003e \u003cp\u003eEncouraging Cognitive Growth 12\u003c\/p\u003e \u003cp\u003eTeaching Today’s Students 13\u003c\/p\u003e \u003cp\u003eMeeting the Challenge 14\u003c\/p\u003e \u003cp\u003eReflection Questions 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Designing Outcomes- Centered Courses 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Outcomes- Centered Course Design? 18\u003c\/p\u003e \u003cp\u003eWriting Outcomes 19\u003c\/p\u003e \u003cp\u003eTypes of Outcomes 20\u003c\/p\u003e \u003cp\u003eTypes of Cognitive Outcomes 22\u003c\/p\u003e \u003cp\u003eSequencing Outcomes Into a Learning Process 25\u003c\/p\u003e \u003cp\u003eFrameworks for Course Design 28\u003c\/p\u003e \u003cp\u003eShowing Students Their Learning Process 30\u003c\/p\u003e \u003cp\u003eOutcomes- Centered Course Development 30\u003c\/p\u003e \u003cp\u003eThe Big Picture 33\u003c\/p\u003e \u003cp\u003eReflection Questions 33\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Including Critical Thinking Into a Course Design 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Many Faces of Critical Thinking 36\u003c\/p\u003e \u003cp\u003eCommon Ground 37\u003c\/p\u003e \u003cp\u003eCritical Thinking Outcomes for Your Students 38\u003c\/p\u003e \u003cp\u003eGiving Students Practice in Critical Thinking 40\u003c\/p\u003e \u003cp\u003eThe Goal: Critical Thinking in Everyday Life 44\u003c\/p\u003e \u003cp\u003eReflection Questions 45\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Deciding What Technology to Use 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChoosing Technologies Intelligently 47\u003c\/p\u003e \u003cp\u003eModels for Implementing Technology 49\u003c\/p\u003e \u003cp\u003eLecture- Related Software 50\u003c\/p\u003e \u003cp\u003eThe Learning Management System 52\u003c\/p\u003e \u003cp\u003eThe Flipped Classroom 55\u003c\/p\u003e \u003cp\u003eSocial Media 57\u003c\/p\u003e \u003cp\u003eMobile Learning in Class 59\u003c\/p\u003e \u003cp\u003eLaptops in Class 59\u003c\/p\u003e \u003cp\u003eWeb Resources 61\u003c\/p\u003e \u003cp\u003eThe Future of Educational Technology 62\u003c\/p\u003e \u003cp\u003eReflection Questions 63\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Building a More Complete Syllabus 65\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Extensive? What Tone? 65\u003c\/p\u003e \u003cp\u003eEssential Syllabus Items 67\u003c\/p\u003e \u003cp\u003eThe Graphic Syllabus 71\u003c\/p\u003e \u003cp\u003eEnsuring Your Students Read Your Syllabus 72\u003c\/p\u003e \u003cp\u003eAdding a Creative Element 74\u003c\/p\u003e \u003cp\u003eReflection Questions 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Following Copyright Guidelines 77\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhere Copyright Does and Does Not Apply 78\u003c\/p\u003e \u003cp\u003eCommon Copyright Misconceptions 78\u003c\/p\u003e \u003cp\u003eFree Use: Fair Use, Facts, and Public Domain 79\u003c\/p\u003e \u003cp\u003ePrinted Text 79\u003c\/p\u003e \u003cp\u003eImages 80\u003c\/p\u003e \u003cp\u003eIn- Class Performances 81\u003c\/p\u003e \u003cp\u003eRecording Broadcast Programming 81\u003c\/p\u003e \u003cp\u003eOnline Materials 82\u003c\/p\u003e \u003cp\u003eObtaining Permission or a License 83\u003c\/p\u003e \u003cp\u003eHow Copyright Violations Are Actually Handled 84\u003c\/p\u003e \u003cp\u003eFor Further and Future Reference 84\u003c\/p\u003e \u003cp\u003eReflection Questions 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 The Human Side Of Teaching 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Establishing a Positive Learning Community 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlanning a Welcoming Classroom 90\u003c\/p\u003e \u003cp\u003eA Welcoming First Day of Class 91\u003c\/p\u003e \u003cp\u003eLearning Students’ Names 96\u003c\/p\u003e \u003cp\u003eMaintaining a Welcoming Environment 97\u003c\/p\u003e \u003cp\u003eReflection Questions 98\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Becoming an Increasingly Inclusive Teacher 99\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInclusive Climate in the Classroom 100\u003c\/p\u003e \u003cp\u003eDiverse Perspectives 103\u003c\/p\u003e \u003cp\u003eRepresentation in Course Content 104\u003c\/p\u003e \u003cp\u003eMitigate Inequities In and Out of the Classroom 105\u003c\/p\u003e \u003cp\u003eTeaching So Everyone Learns 108\u003c\/p\u003e \u003cp\u003eUniversal Design for Learning 110\u003c\/p\u003e \u003cp\u003eBuilding Out Inclusive Teaching Skills 110\u003c\/p\u003e \u003cp\u003eReflection Questions 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Enhancing Student Motivation 113\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntrinsic and Extrinsic Motivation 113\u003c\/p\u003e \u003cp\u003eStudents’ Perceptions of Motivators in Their Courses 114\u003c\/p\u003e \u003cp\u003ePerceived Value of College and Its Impact on Motivation 115\u003c\/p\u003e \u003cp\u003eTheories of Motivation 115\u003c\/p\u003e \u003cp\u003eFifty Strategies to Motivate Students 119\u003c\/p\u003e \u003cp\u003eNo Magic Bullets 122\u003c\/p\u003e \u003cp\u003eReflection Questions 123\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Managing Productive Groups 125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Group by Any Other Name 125\u003c\/p\u003e \u003cp\u003eThe Case for Group Learning 126\u003c\/p\u003e \u003cp\u003eCautions About Group Learning 127\u003c\/p\u003e \u003cp\u003eManaging and Troubleshooting In- Class Ad Hoc Groups 128\u003c\/p\u003e \u003cp\u003eSetting Up, Managing, and Troubleshooting Formal, Project- Based Groups 129\u003c\/p\u003e \u003cp\u003eTeam- Based Learning 133\u003c\/p\u003e \u003cp\u003ePreparing Students for Life 135\u003c\/p\u003e \u003cp\u003eReflection Questions 135\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Preventing and Responding to Classroom Incivility 137\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Incivility? 138\u003c\/p\u003e \u003cp\u003eWhy the Incivilities? 138\u003c\/p\u003e \u003cp\u003ePreventing Incivility 140\u003c\/p\u003e \u003cp\u003eResponding Wisely to Incivility 145\u003c\/p\u003e \u003cp\u003eSeeking Assistance 148\u003c\/p\u003e \u003cp\u003eReflection Questions 149\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Preserving Academic Integrity 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Prevalent Is Cheating? 152\u003c\/p\u003e \u003cp\u003eWhy Do Students Cheat? 153\u003c\/p\u003e \u003cp\u003eDetecting Cheating 153\u003c\/p\u003e \u003cp\u003eForty Ways to Catch a Cheater or Prevent Cheating 154\u003c\/p\u003e \u003cp\u003eHonor Codes 156\u003c\/p\u003e \u003cp\u003eChanging Student Values 157\u003c\/p\u003e \u003cp\u003eReflection Questions 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Tried- And- True Teaching Methods 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Matching Teaching Methods with Learning Outcomes 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTypes of Tools 162\u003c\/p\u003e \u003cp\u003eA Tool for Organizing Your Course 171\u003c\/p\u003e \u003cp\u003eHas Our Knowledge Changed Our Teaching? 172\u003c\/p\u003e \u003cp\u003eReflection Questions 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Lecturing for Student Learning 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIt Isn’t Lecture Versus Active Learning 176\u003c\/p\u003e \u003cp\u003eWhen Lectures Work and Other Lecture Considerations 176\u003c\/p\u003e \u003cp\u003ePreparing an Effective Lecture 178\u003c\/p\u003e \u003cp\u003eDelivering an Effective Lecture 180\u003c\/p\u003e \u003cp\u003eCombining Lecture with Engagement: The Interactive Lecture 181\u003c\/p\u003e \u003cp\u003eTeaching Students to Take Good Notes 185\u003c\/p\u003e \u003cp\u003eMaking the Lecture Effective 187\u003c\/p\u003e \u003cp\u003eReflection Questions 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Leading Effective Discussions 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhen to Choose Discussion 189\u003c\/p\u003e \u003cp\u003eSetting the Stage for Discussion at the Start of Your Course 190\u003c\/p\u003e \u003cp\u003eEncouraging Participation 191\u003c\/p\u003e \u003cp\u003eSkillful Discussion Management 194\u003c\/p\u003e \u003cp\u003eQuestioning Techniques 197\u003c\/p\u003e \u003cp\u003eOrganizing Discussion Questions 198\u003c\/p\u003e \u003cp\u003eTurning the Tables 201\u003c\/p\u003e \u003cp\u003eReflection Questions 201\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Coordinating Experiential Learning Experiences 203\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRole- Playing 203\u003c\/p\u003e \u003cp\u003eSerious Games and Simulations 206\u003c\/p\u003e \u003cp\u003eService- Learning: Moving Learning Out of the Classroom 209\u003c\/p\u003e \u003cp\u003eMaximizing the Value of Structured Participatory Learning Experiences 212\u003c\/p\u003e \u003cp\u003eReflection Questions 213\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Teaching with Inquiry- Guided Methods 215\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinitions of Inquiry- Guided Learning 215\u003c\/p\u003e \u003cp\u003eThe Effectiveness of Inquiry- Guided Learning 216\u003c\/p\u003e \u003cp\u003eThe Need for Student Guidance 216\u003c\/p\u003e \u003cp\u003eObjects of Inquiry 217\u003c\/p\u003e \u003cp\u003eModes of Inquiry 218\u003c\/p\u003e \u003cp\u003eTypes of Inquiry- Based Learning 219\u003c\/p\u003e \u003cp\u003eUpcoming Inquiry- Guided Methods 222\u003c\/p\u003e \u003cp\u003eReflection Questions 223\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Creating Engaging Cases 225\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Effectiveness of the Case Method 225\u003c\/p\u003e \u003cp\u003eThe Subject Matter and Websites for Cases 226\u003c\/p\u003e \u003cp\u003eTypes of Cases 227\u003c\/p\u003e \u003cp\u003eWhat Makes a Good Case, and How to Write Your Own 228\u003c\/p\u003e \u003cp\u003eFacilitating Cases 230\u003c\/p\u003e \u003cp\u003eA Postscript for Pioneers 232\u003c\/p\u003e \u003cp\u003eReflection Questions 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Tools and Techniques To Facilitate Learning 233\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Helping Students Learn How to Learn 235\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning as an “Inside Job” 235\u003c\/p\u003e \u003cp\u003eThe Learner’s Questions 237\u003c\/p\u003e \u003cp\u003eThe Evidence for SRL 237\u003c\/p\u003e \u003cp\u003eActivities and Assignments for Every Occasion 241\u003c\/p\u003e \u003cp\u003eSources for Teaching Your Students How to Learn 245\u003c\/p\u003e \u003cp\u003eReflection Questions 245\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Enhancing Student Success in STEM Disciplines 247\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy We Are Likely Losing STEM Majors 248\u003c\/p\u003e \u003cp\u003eImproving Student Learning in STEM Courses: General Advice 249\u003c\/p\u003e \u003cp\u003eImproving Student Learning in STEM Courses: Specific Strategies 251\u003c\/p\u003e \u003cp\u003eGetting Real in the Lab 254\u003c\/p\u003e \u003cp\u003eOnline Resources for STEM Education 256\u003c\/p\u003e \u003cp\u003eWhy STEM Education Is So Important 256\u003c\/p\u003e \u003cp\u003eReflection Questions 257\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Ensuring Students Prepare for Class 259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Students Don’t Prepare 260\u003c\/p\u003e \u003cp\u003eHow We Can Equip and Induce Students to Come Prepared 262\u003c\/p\u003e \u003cp\u003eFour Tools for Holding Students Accountable 266\u003c\/p\u003e \u003cp\u003eManaging Your Workload 269\u003c\/p\u003e \u003cp\u003eReflection Questions 269\u003c\/p\u003e \u003cp\u003e\u003cb\u003e22 Integrating Styles and Modes of Learning 271\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Styles 271\u003c\/p\u003e \u003cp\u003eLearning Styles Myth 272\u003c\/p\u003e \u003cp\u003eModes of Learning 273\u003c\/p\u003e \u003cp\u003eExamples of Visuals for Learning 279\u003c\/p\u003e \u003cp\u003eCombining Modes 283\u003c\/p\u003e \u003cp\u003eReflection Questions 283\u003c\/p\u003e \u003cp\u003e\u003cb\u003e23 Improving Student Performance with Feedback 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFeedback Fails and Suggestions for Success 285\u003c\/p\u003e \u003cp\u003eMetacognition as Feedback 288\u003c\/p\u003e \u003cp\u003ePeer Feedback 289\u003c\/p\u003e \u003cp\u003eClassroom Assessment Techniques 289\u003c\/p\u003e \u003cp\u003eDuring- the- Term Student Feedback on Teaching 291\u003c\/p\u003e \u003cp\u003eThe Power of Feedback 292\u003c\/p\u003e \u003cp\u003eReflection Questions 293\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 5 Assessment and Grading 295\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e24 Helping Students to Prepare for Exams 297\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eImportance of Helping Students to Prepare 297\u003c\/p\u003e \u003cp\u003eTest Preparation Measures 298\u003c\/p\u003e \u003cp\u003eMeasures to Ensure Students Understand Our Language 301\u003c\/p\u003e \u003cp\u003eAnxiety- Reduction Measures 301\u003c\/p\u003e \u003cp\u003eWhat the Effort Is Worth 302\u003c\/p\u003e \u003cp\u003eReflection Questions 303\u003c\/p\u003e \u003cp\u003e\u003cb\u003e25 Constructing Student Assessments for Grading 305\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeneral Testing Guidelines 305\u003c\/p\u003e \u003cp\u003eObjective Test Items 307\u003c\/p\u003e \u003cp\u003eConstructed- Response Test Items and Assignments 314\u003c\/p\u003e \u003cp\u003eUsing Assessments to Make Teaching Adjustments 318\u003c\/p\u003e \u003cp\u003eReflection Questions 318\u003c\/p\u003e \u003cp\u003e\u003cb\u003e26 Grading Student Assessments 319\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGrading Systems 319\u003c\/p\u003e \u003cp\u003eGrading Constructed Responses 320\u003c\/p\u003e \u003cp\u003eGrading Lab Reports 327\u003c\/p\u003e \u003cp\u003eMechanics of Writing 327\u003c\/p\u003e \u003cp\u003eSpecifications (Specs) Grading 328\u003c\/p\u003e \u003cp\u003eReturning Students’ Work 329\u003c\/p\u003e \u003cp\u003eUngrading 330\u003c\/p\u003e \u003cp\u003eGrades Should Make Sense 331\u003c\/p\u003e \u003cp\u003eReflection Questions 331\u003c\/p\u003e \u003cp\u003e\u003cb\u003e27 Defining and Documenting Teaching Effectiveness 333\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Teaching Effectiveness? 333\u003c\/p\u003e \u003cp\u003eWhat Student Ratings Do and Do Not Measure 334\u003c\/p\u003e \u003cp\u003eHow to Improve Your Student Ratings 336\u003c\/p\u003e \u003cp\u003eDocumenting Your Effectiveness 338\u003c\/p\u003e \u003cp\u003eA Comprehensive Faculty Evaluation System 344\u003c\/p\u003e \u003cp\u003eComplex and Essential 347\u003c\/p\u003e \u003cp\u003eReflection Questions 347\u003c\/p\u003e \u003cp\u003eAppendix: Support Resources at Your Institution 349\u003c\/p\u003e \u003cp\u003eReferences 355\u003c\/p\u003e \u003cp\u003eName Index 397\u003c\/p\u003e \u003cp\u003eSubject Index 405\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eTodd D. Zakrajsek\u003c\/b\u003e is an Associate Professor in the Department of Family Medicine at the UNC School of Medicine and the President of the International Teaching Learning Cooperative. He provides academic resources for faculty on various topics related to teaching, learning, leadership, faculty development, instructional strategies, and student learning. He has delivered keynote addresses and campus workshops at more than 300 conferences and university campuses. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eLinda B. Nilson\u003c\/b\u003e is the Founding Director of Clemson University’s Office of Teaching Effectiveness and Innovation. She is the author of \u003ci\u003eThe Graphic Syllabus and the Outcomes Map: Communicating Your Course; Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness\u003c\/i\u003e \u003ci\u003eand\u003c\/i\u003e \u003ci\u003eLearning Skills; \u003c\/i\u003eand\u003ci\u003e Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time\u003c\/i\u003e.   \u003c\/p\u003e\u003cp\u003e\u003ci\u003eTeaching at Its Best\u003c\/i\u003e is the bestselling, evidence-based guide to better teaching in higher education. Designed for college instructors of any experience level, this real-world toolbox provides classroom-tested practices and fresh ideas for improving student learning and achieving excellence in both face-to-face and online learning environments. Drawing from their extensive professional experience as faculty developers and faculty members, authors Todd Zakrajsek and Linda Nilson offer real-world guidance, practical techniques, and innovative methods for taking your teaching to the next level.  \u003c\/p\u003e\u003cp\u003eThroughout the book, user-friendly chapters provide comprehensive and up-to-date coverage of key topics such as inclusive teaching, self-regulated learning, building critical thinking into course design, teaching in multiple modes, creating a welcoming classroom environment, interpreting student ratings, giving and receiving feedback, the flipped classroom, cutting-edge educational technology, and writing outcomes-centered courses. \u003c\/p\u003e\u003cp\u003eProviding a wealth of research-backed practices applicable across all institutional types, \u003ci\u003eTeaching at Its Best: A Research-Based Resource for College Instructors, Fifth Edition\u003c\/i\u003e remains an invaluable resource for new and experienced faculty, teaching assistants, faculty developers, deans, and department chairs. \u003c\/p\u003e\u003cp\u003e  \u003c\/p\u003e\u003cp\u003e “I have leveraged \u003ci\u003eTeaching at Its Best\u003c\/i\u003e in college teaching courses and faculty development settings since the \u003ci\u003eSecond Edition\u003c\/i\u003e. This \u003ci\u003eFifth Edition\u003c\/i\u003e offers a major leap forward, one that is deeply evidence-based, that will prove essential for higher education faculty as well as faculty developers who wish to improve teaching practice as well as student learning outcomes.” \u003cbr\u003e \u003cb\u003e —C. Edward Watson,\u003c\/b\u003e Associate Vice President for Curricular and Pedagogical Innovation, American Association of Colleges and Universities (AAC\u0026amp;U), and co-author of \u003ci\u003eTeaching Naked Techniques: A Practical Guide to Designing Better Classes  \u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\"\u003ci\u003eTeaching At Its Best\u003c\/i\u003e is a truly comprehensive resource for any teacher, faculty developer, or instructional designer to work on the why, what and how of teaching. It answers 99.9% of the questions we deal with in our daily practice to improve student learning, and weaves in current discussions around inclusivity, belonging, and community building – on site and online. This book will guide countless teachers to teach at their best!\"\u003cbr\u003e—\u003cb\u003eJanina Tosic\u003c\/b\u003e, consultant, Center for Teaching and Learning, Ruhr West University of Applied Sciences\u003c\/p\u003e \u003cp\u003e\"An essential and easy-to-use resource for novice and experienced faculty alike, Zakrajsek and Nilson's \u003ci\u003eTeaching at its Best\u003c\/i\u003e includes the opportunity for self-reflection as well as concrete teaching tips that are sure to increase student completion and success. The edition covers the newest developments in evidence-based teaching practices in important areas such as course design and development, along with immediately applicable techniques in crucially current areas such as classroom inclusivity, academic integrity, and preventing classroom incivility.\"\u003cbr\u003e—\u003cb\u003eStacey S. Souther\u003c\/b\u003e, Professor of Psychology and College-wide Faculty Development Coordinator, Cuyahoga Community College\u003c\/p\u003e \u003cp\u003e\"I have leveraged \u003ci\u003eTeaching at Its Best \u003c\/i\u003ein college teaching courses and faculty development settings since the second edition. This fifth edition offers a major leap forward, one that is deeply evidence-based, that will prove essential for higher education faculty as well as faculty developers who wish to improve teaching practice as well as student learning outcomes.\"\u003cbr\u003e—\u003cb\u003eC. Edward Watson\u003c\/b\u003e, associate vice president for curricular and pedagogical innovation, American Association of Colleges and Universities (AAC\u0026amp;U), and co-author of \u003ci\u003eTeaching Naked Techniques: A Practical Guide to Designing Better Classes\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\"Todd Zakrajsek has done a masterful job updating Linda Nilson's canonical research-based teaching resource.  This edition includes invaluable information from new research findings and is a must read for everyone desiring to teach at their best and anyone who wants students to learn at their best.\"\u003cbr\u003e—\u003cb\u003eSaundra Yancy McGuire, Ph.D.\u003c\/b\u003e, Director Emerita, Center for Academic Success, Professor Emerita of Chemistry \u0026amp; (Ret) Assistant Vice Chancellor, Louisiana State University\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTeaching at its Best\u003c\/i\u003e is an absolute gem. Whether you are new to teaching in higher education or have been doing it for a while, you will find this book’s evidence-based advice on a wide range of teaching issues to be very helpful. The style is engaging and the breadth is impressive. If you want to teach at your best, you should read \u003ci\u003eTeaching at its Best\u003c\/i\u003e.\u003cbr\u003e\u003cb\u003e—Dan Levy\u003c\/b\u003e, Senior Lecturer at Harvard University and author of “Teaching Effectively with Zoom”\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47990136013029,"sku":"NP9781119860228","price":47.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119860228.jpg?v=1761786640","url":"https:\/\/k12savings.com\/es\/products\/teaching-at-its-best-isbn-9781119860228","provider":"K12savings","version":"1.0","type":"link"}