{"title":"Hal Blythe","description":null,"products":[{"product_id":"it-works-for-me-online-book-hal-blythe-9781581070927","title":"It Works for Me, Online!","description":null,"brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51130972733713,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51130973356305,"sku":"NIN9781581070927","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1581070926.jpg?v=1751023134"},{"product_id":"innovating-faculty-development-book-hal-blythe-9781581072976","title":"Innovating Faculty Development","description":"From The Authors: Is the term innovative faculty development actually redundant? In our way of thinking, faculty development-mostly because of its youth-necessitates innovation. In fact, any new field depends upon creative thinking and its implementation into innovation to progress. In our academic careers, despite a background in traditional studies in English, we have helped develop three new disciplines-pop culture (especially comic book theory), creative writing, and now faculty development. Our careers have coincided with the rise of these three fields. But here we want to focus on faculty development. While the more formal structure we think of as faculty development began around 50 years ago, way back in 1810 Harvard University granted its first sabbatical, and many claim that action as the first instance of faculty development. In Creating the Future of Faculty Development (2006), Sorcinelli et al. posit that faculty development has evolved through five ages: The Age of the Scholar (1960s-mid 70s), The Age of the Teacher (mid-to-late 70s), The Age of the Developer (1980s), The Age of the Learner (1990s), and The Age of the Network (21st century). Obviously such constant change necessitates innovation. It must be done, and within the pages of this work, we're going to demonstrate how. The book's first section contains essays addressing the fundamental theories underlying creative thinking and then its application to faculty development, while the following sections treat practical concerns. For these pedagogical essays, we often include a set of ancillaries to aid the reader in reflecting about and implementing the strategies presented. While we have created an extensive approach to innovating faculty development, we encourage you to take a risk and attempt a few of them at first. If those innovations succeed, feel free to keep borrowing more and more from our suggestions. They work for us.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52751581610257,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52751581839633,"sku":"NIN9781581072976","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781581072976.jpg?v=1763558168"},{"product_id":"it-works-for-me-with-critical-thinking-book-hal-blythe-9781581073362","title":"It Works for Me with Critical Thinking","description":"When asked, What's your elevator pitch for higher education? Cornell University Professor of Economics Robert Frank offered an explanation that underscored the significance of critical thinking: When you meet somebody who's well trained in critical thinking, it's immediately apparent to you. We're living in a world now where people can doctor photographs. They can shout fake news. They can spin a conspiracy theory. If you're not equipped to think skeptically about the arguments people make to you, then you're ever more at risk in the environment we inhabit now.Critical thinking has become the central topic of many higher education conversations. And just as Elvis pushed for a little less conversation, a little more action, so has academia. The purpose of this book is to provide a venue for that action, to allow our colleagues from across the country to share what works for them.Simply put, the academy must become better at instilling critical thinking so that for graduates it becomes a habit of mind.In this book, the twelfth in our It Works for Me Series, you will find the selections are more evidence-based and focused than when we began twenty years ago, and our contributors seem to be applying more critical thinking to their own writing.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":53187140649233,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":53187140878609,"sku":"NIN9781581073362","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781581073362.jpg?v=1772389247"},{"product_id":"transforming-your-students-into-deep-learners-book-hal-blythe-9781581072945","title":"Transforming Your Students into Deep Learners","description":"This title is intended as a follow-up to Achieving Excellence in Teaching: A Self-help Guide (2014). In Chapter Three of the latter, the authors posited deep learning the major goal of higher education. This book elaborates on the concept of deep learning and offers a rationale for why K-12 students have difficulty with college teaching-overcoming the learning gap. To help concerned instructors instill deep learning in their students, the book provides the Excellent Eight, specific strategies based on recent research and experience. BACKGROUND TO DEP LEARNING \/ 1 01. Introduction \/ 3 02. Deep Learning vs. Surface Learning\/ 7 03. The Making of Academic Surfers: Characteristics of Today's Entering College Students and Culture That Hinder Deep Learning\/ 15 04. The Learning Gap\/ 25 EIGHT EXCELENT STRATEGIES FOR DEP LEARNING: Using BRIDLE\/ 27 05. STRATEGY I: Climbing Bloom's Staircase\/ 29 06. STRATEGY I: Presenting for Deep Learning \/ 37 07. STRATEGY I: Facilitating Retrieving for Deep Learning\/ 45 08. STRATEGY IV: Fostering Metacognition for Deep Learning\/ 53 09. STRATEGY V: Developing Critical Thinking for Deep Learning\/ 63 10. STRATEGY VI: Employing Deep Reading for Deep Learning\/ 73 11. STRATEGY VI: Creating Spaces for Deep Learning\/ 79 12. STRATEGY VI: Motivating Students to be Deep Learners\/ 85 HONING YOUR SKILS93 13. Conclusion\/ 95 14. Appendix A: BRIDLE: A Systematic Plan for Self-Improvement in Promoting Deep Learning \/ 97 15. Appendix B: A Selected, Partially Annotated Bibliography \/ 103 16. Appendix C: ARTS, A Student Learning Skills Inventory \/ 109 About the Authors\/ 111","brand":"WoB","offers":[{"title":"US \/ NEW \/ INGRAM","offer_id":53361298964753,"sku":"NIN9781581072945","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781581072945.jpg?v=1774961535"},{"product_id":"it-works-for-me-with-high-impact-practices-book-hal-blythe-9781581073201","title":"It Works for Me with High Impact Practices","description":null,"brand":"WoB","offers":[{"title":"US \/ NEW \/ INGRAM","offer_id":53408673890577,"sku":"NIN9781581073201","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781581073201.jpg?v=1776256454"}],"url":"https:\/\/www.worldofbooks.com\/collections\/author-books-by-hal-blythe.oembed","provider":"World of Books ","version":"1.0","type":"link"}