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Number of Titles: 8
Opening Doors: Two Cases of Formative Assessment of Teaching
St. Paul, Minnesota, 1996 Use this 70 minute video of two dramatic cases to spark discussion by faculty, faculty developers, and administrators about ways to help faculty assess and improve their teaching. Includes a User's Guide
Making Large Classes Interactive
Cincinnati, Ohio: University of Cincinnati, 1996.
Moderated by English Professor Barbara Walvoord, the tape features five faculty
- a biologist, a physicist, an art historian, a psychologist, and an English
professor - who share strategies they use in their large classes.
Critical Incidents: Videotape & Guidebook - A Teaching Development
Resource
British Columbia: University of Victoria, 1993.
A critical incident is a condensed variation of the traditional case study
method: a useful tool for analyzing typical work related challenges and developing
action principles. The Critical Incidents tape contains a series of ten vignettes
which take place in a university or college setting and which demonstrate
problem issues for faculty and teaching assistants. In each case there is
a brief (3-4 minute) encounter which raises issues for group discussion and
resolution.
Critical Incidents II: Close Encounters of the Academic Kind
British Columbia: University of Victoria, 1997.
Contains ten vignettes (each lasting from 3-4 minutes) which demonstrate provocative
encounters in a university or college setting. Each segment consists of a
brief introduction followed by a situation or event that is recreated by actors.
No preferred solution is presented - it is intended that ideas will emerge
from group discussion of each incident. While most incidents are related to
a specific discipline, the issues are generic and likely to be familiar to
most viewers.
Critical Incidents III: Legends of the Fall Term
British Columbia: University of Victoria, 1997. Contains ten vignettes
(each lasting from 3-4 minutes) which demonstrate provocative encounters in
a university or college setting. Each incident consists of a brief introduction
followed by a vignette depicting a problem situation that is recreated by
actors. No preferred solution is presented - it is intended that ideas will
emerge from a group discussion of each incident. While most incidents are
related to a specific discipline, the issues are generic and likely to be
familiar to most viewers.
Critical Incidents IV: Sense and Sensitivity - Issues of Fairness
British Columbia: University of Victoria, 1997.
Contains ten vignettes (each lasting from 3-4 minutes) which demonstrate provocative
encounters in a university or college setting. Each incident consists of a
brief introduction followed by a vignette depicting a problem situation that
is recreated by actors. No preferred solution is presented - it is intended
that ideas will emerge from a group discussion of each incident. While most
incidents are related to a specific discipline, the issues are generic and
likely to be familiar to most viewers.
Critical Incidents V: Diversity and Inclusion
British Columbia: University of Victoria, 2001.
Contains ten vignettes (each lasting 2 to 3 minutes) that depict classroom
situations involving members of different minority groups (including disability,
cross-cultural, religious, sexual orientation, gender and aboriginal issues.)
Each segment consists of a brief introduction followed by a situation or event
that has been recreated by actors.
Teaching with Style: Enhancing Learning by Understanding Teaching and
Learning Styles
Virginia Tidewater Consortium for Higher Education: Old Dominion University,
1996.
Takes the reader on a journey that includes an understanding of the elements
of teaching and learning styles, the need for discovering Who am I as a teacher?
and What do I want to become?, personal change processes in teaching, exploring
one's philosophy of teaching, and an integrative model for selecting instructional
processses that are keyed to different blends of the Expert, Formal Authority,
Personal Model, Facilitator, and Delegator styles of teaching and the Independent,
Avoidant, Collaborative, Dependent, Competitive, and Participant learning
styles.
