The Happy Professor
How to Teach Undergraduates and Feel Good About It
Publisher: Rowman & Littlefield Publishers
Date of Publication: 5 July 2019
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Product details:
| ISBN13: | 9781475849059 |
| ISBN10: | 1475849052 |
| Binding: | Hardback |
| No. of pages: | 152 pages |
| Size: | 231x160x18 mm |
| Weight: | 417 g |
| Language: | English |
| Illustrations: | 3 Illustrations, unspecified; 2 Illustrations, black & white |
| 0 |
Category:
Short description:
This book is a self-help manual so that undergraduate professors in all fields can test out his suggestions ideas for themselves. College professors will be much happier because their actions will meet the needs of their students and society.
Long description:
Coplin uses his 50+ years of undergraduate teaching experience to present a series of roles, strategies and tactics to help professors prepare undergraduates for life after college. Through his courses and a highly successful undergraduate program, which he designed in the 1970s and still leads, Policy Studies, he has developed ways to increase student engagement and prepare them for careers and citizenship. He has students and alumni that number in the thousands over two generations who attribute their success to Coplin?s approach to teaching. You can check out his website, where more than 96 unsolicited testimonials from successful alumni who are now doing well and doing good are listed.
This book is a self-help manual so that undergraduate professors in all fields can test out his suggestions ideas for themselves. College professors will be much happier because their actions will meet the needs of their students and society.
This book is a self-help manual so that undergraduate professors in all fields can test out his suggestions ideas for themselves. College professors will be much happier because their actions will meet the needs of their students and society.
Table of Contents:
Foreword
Chancellor Kent Syverud, Syracuse University
Acknowledgements
Introduction
Part I: Roles
Chapter 1: You
Chapter 2: Artist
Chapter 3: Skills Coach
Chapter 4: Advisor
Chapter 5: Boss
Part II: Strategies
Chapter 6: Andragogy, Not Pedagogy
Chapter 7: The Five Laws of the Minimalist
Chapter 8: Everything is Experiential
Chapter 9: Evaluate Yourself
Part III: Engagement Tactics
Chapter 10: Use Undergraduate Teaching Assistants (UTAs)
Chapter 11: Use Dale Carnegie Speeches
Chapter 12: Create Groups for Small In
-Class Assignments
Chapter 13: Set the Stage in the First Class
Chapter 14: Use Simulations and Role Plays
Chapter 15: Lie to the Class
Chapter 16: Keep Your Mouth Shut
Chapter 17: Make Laptops and Cell Phones Helpful
Part IV: Organizational Tactics
Chapter 18: Start with the Concrete and Familiar
Chapter 19: Use Modules
Chapter 20: Use Class Time for Coaching
Chapter 21: Debriefing Competitions
Chapter 22: Create Lateness and Absence Policies
Chapter 23: Differentiate Between Points Earned and Points Lost
Chapter 24: Use Extra Credit Points to Stimulate Extra Practice
Chapter 25: Use Group Presentations as Teamwork Practice
Part V: Remedial Tactics
Chapter 26: Writing to Communicate
Chapter 27: Improve Typing
Chapter 28: Simple Computer Applications
Chapter 29: Excel is Life
Chapter 30: Information Searching Basics
Chapter 31: Survey Basics Required
Chapter 32: Quantitative Tools Are Not About Mathematics
Part VI: Citizenship Tactics
Chapter 33: The Easy Way to Community Engagement
Chapter 34: Use Continuums to Avoid the Role of Propagandist
Chapter 35: Use Problem Solving Exercises
Chapter 36: The Order, Freedom, Equality Triangle
Chapter 37: The Grading Exercise
Chapter 38: The Prince System
Conclusion: Where Do You Go from Here?
Appendix A: Debriefing the Grading Exercise
Appendix B: Forecasting with the Prince System
About the Author
Chancellor Kent Syverud, Syracuse University
Acknowledgements
Introduction
Part I: Roles
Chapter 1: You
Chapter 2: Artist
Chapter 3: Skills Coach
Chapter 4: Advisor
Chapter 5: Boss
Part II: Strategies
Chapter 6: Andragogy, Not Pedagogy
Chapter 7: The Five Laws of the Minimalist
Chapter 8: Everything is Experiential
Chapter 9: Evaluate Yourself
Part III: Engagement Tactics
Chapter 10: Use Undergraduate Teaching Assistants (UTAs)
Chapter 11: Use Dale Carnegie Speeches
Chapter 12: Create Groups for Small In
-Class Assignments
Chapter 13: Set the Stage in the First Class
Chapter 14: Use Simulations and Role Plays
Chapter 15: Lie to the Class
Chapter 16: Keep Your Mouth Shut
Chapter 17: Make Laptops and Cell Phones Helpful
Part IV: Organizational Tactics
Chapter 18: Start with the Concrete and Familiar
Chapter 19: Use Modules
Chapter 20: Use Class Time for Coaching
Chapter 21: Debriefing Competitions
Chapter 22: Create Lateness and Absence Policies
Chapter 23: Differentiate Between Points Earned and Points Lost
Chapter 24: Use Extra Credit Points to Stimulate Extra Practice
Chapter 25: Use Group Presentations as Teamwork Practice
Part V: Remedial Tactics
Chapter 26: Writing to Communicate
Chapter 27: Improve Typing
Chapter 28: Simple Computer Applications
Chapter 29: Excel is Life
Chapter 30: Information Searching Basics
Chapter 31: Survey Basics Required
Chapter 32: Quantitative Tools Are Not About Mathematics
Part VI: Citizenship Tactics
Chapter 33: The Easy Way to Community Engagement
Chapter 34: Use Continuums to Avoid the Role of Propagandist
Chapter 35: Use Problem Solving Exercises
Chapter 36: The Order, Freedom, Equality Triangle
Chapter 37: The Grading Exercise
Chapter 38: The Prince System
Conclusion: Where Do You Go from Here?
Appendix A: Debriefing the Grading Exercise
Appendix B: Forecasting with the Prince System
About the Author
