First Published in 2000. This is the fourth edition of a handbook that has already become well-known to many academic staff. Its popularity rests on the way it presents ideas about teaching and learning underpinned by research findings, but in a form that provides detailed, helpful advice for teachers in higher education. he Handbook could be used to support any of the many training programmes being introduced into colleges and universities around the world, as indeed previous editions have already done. The various chapters focus on the specific skills that are dealt with in such programmes: large-group and small-group teaching, methods of assessment and so on. They also include advice on how to present conference papers, an area where advice seems sorely lacking.

Lecturers in universities, polytechnics or colleges have often had no teacher training and frequently lack practical advice on how lectures, seminars or tutorials should be approached and organised. Many also require guidance on planning course content, preparing teaching materials, using teaching aids and assessing students' work. This book offers practical advice and guidance along with tables, examples of teaching materials and illustrations to support the topics covered in each chapter. A guided reading section at the end of each chapter evaluates further reading.

Representing teachers at all stages of their careers, authors offer practical advice for almost any situation a new teacher might face, from preparing a syllabus to managing classroom dynamics. From publisher description.

"This fully revised, updated and expanded fourth edition of A Handbook for Teachers in Universities and Colleges covers much new ground. Academics in teaching posts in universities and colleges have often had no teacher training, and frequently lack practical knowledge of how teaching should be approached and organized. Likewise, many require guidance on planning courses, preparing and using teaching materials, and assessing students' work." "This fourth edition covers all of these areas in a clear, down-to-earth and entertaining manner, offering copious practical advice and guidance. It also includes new material on teaching with the Internet and online resources, and on the moves in institutions towards greater accountability and quality assessment."--Jacket.

What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is—it’s not what teachers do, it’s what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students’ discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators.

This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today.