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Books on the topic 'Community college instructors'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Farnsworth, Kent Allen. A fieldbook for community college online instructors. Washington, D.C: Community College Press, 2006.

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2

California. Bureau of State Audits. California Community Colleges: Poor oversight by the Chancellor's Office allows districts to incorrectly report their level of spending on instructor salaries. Sacramento, Calif: The Auditor, 2000.

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3

Fairlie, Robert W. A community college instructor like me: Race and ethnicity interactions in the classroom. Cambridge, MA: National Bureau of Economic Research, 2011.

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4

Bevis, Teresa Brawner, and Kent Allen Farnsworth. A FieldBook for Community College Online Instructors. Community College Pr/Amer Assoc, 2007.

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5

Effective teaching: A guide for community college instructors. Washington: American Association of Community College, 2004.

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6

Effective Teaching: A Guide for Community College Instructors/ Spiral Edition. Amer Assn of Community College, 2004.

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7

Guide for instructors and staff: Workplace Training Project at Lane Community College, Eugene, Oregon. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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8

Jantzi, Julia A. The influence of selected demographic variables as predictors of andragogical tendency in the computer instructors in the community colleges of Oregon. 1985.

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9

Lee, Aceman, and Vancouver Community College. King Edward Campus. ESL Vocational Dept., eds. ELSA level 3 curriculum guide, referenced to Canadian Language Benchmarks, levels 3-6 /cdeveloped by instructors in the ESL Vocational Department, King Edward Campus, Vancouver Community College ; [curriculum writing team: Lee Aceman ... [et al.]]. Vancouver: Vancouver Community College, 2002.

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10

Wulle, Kathy Ann. Selected instructor characteristics related to instruction in community college interdisciplinary humanities courses. 1990.

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11

Woerner, Mary Furleigh. STUDENT, INSTRUCTOR, AND PROGRAM FACTORS ASSOCIATED WITH STUDENT SUCCESS IN AN ASSOCIATE DEGREE NURSING PROGRAM (NORTH IOWA AREA COMMUNITY COLLEGE). 1993.

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12

Stevens, Malia L. Transitioning from content centered instruction to student centered learning: A qualitative study of one community college instructor's experience. 1996.

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13

Claxton, Mae Miller, and Julia Eichelberger, eds. Teaching the Works of Eudora Welty. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496814531.001.0001.

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While recent scholarship has amply demonstrated that Eudora Welty was a writer with cosmopolitan sensibilities and progressive politics, she continues to be categorized as a “regionalist” writer whose works valorize the white privilege from which she benefited. To assume this is Welty’s intention is to misread much of her work. This volume offers ways to navigate Welty’s sometimes complex prose and enriches readers’ understanding of Welty’s era and region. It offers teachers less simplistic approaches to the stories most frequently taught, and it steers them to less familiar texts. In addition, this book seeks to move Welty beyond a discussion of region to reflect new scholarship that “remaps” her work onto a larger canvas. Now more than ever, teachers need guidance in navigating the critical landscape and in preparing to introduce Welty texts to students in varied teaching settings and diverse classrooms. As the essays in this book demonstrate, Welty’s works are being read and taught across the globe. Her works enrich courses taught at many levels, from high school to community college to the university level. This book gives readers a window into the teaching practices of distinguished and veteran scholars as well as those at the beginning of their careers. Their work can guide instructors new to Welty as well as seasoned Welty scholars who are eager for fresh classroom approaches and new material to offer a new generation of students.

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14

McDonald, Andrew T., and Verlaine Stoner McDonald. Paul Rusch in Postwar Japan. University Press of Kentucky, 2018. http://dx.doi.org/10.5810/kentucky/9780813176079.001.0001.

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This book describes the remarkable life of Paul Rusch, a Kentuckian who went to Japan after the Great Kanto Earthquake. Rusch embarked on an unlikely journey from a YMCA worker to college instructor, missionary, prisoner of war, and military intelligence officer, ultimately founding Seisen-Ryo lodge and the Kiyosato Educational Experiment Project (KEEP) in Kiyosato, Japan. Through KEEP, Rusch introduced new agricultural methods and technology to highland Japan, endeavoring to help feed an impoverished region in the postwar era. Credited with introducing American-style football to Japan, Rusch was also instrumental in recruiting Japanese Americans (Nisei) for military service during World War II. As an army intelligence officer during the Allied Occupation of Japan, Rusch gathered evidence employed to absolve Emperor Hirohito of responsibility for the Pacific War. Rusch used his vast social network in Japan to acquire evidence of a Communist espionage ring in Japan led by the spymaster Richard Sorge, a development that affected the anti-Communist policies of Occupied Japan and McCarthy-era politics in the United States. Rusch’s dreams of evangelizing Japan did not come to fruition, but, despite some failures, Paul Rusch’s memory has endured into the twenty-first century, inspiring Japanese and Americans to foster cultural exchange, environmental sustainability, and international peace.

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15

bell, adam patrick, ed. The Music Technology Cookbook. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197523889.001.0001.

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The Music Technology Cookbook is a practitioner-oriented collection of lesson plans outlining step-by-step music-making activities with music technology. Featuring fifty-six lessons by forty-nine authors from around the world, The Music Technology Cookbook covers a broad range of music technology topics including: composition (with digital audio workstations such as Ableton, Soundtrap, GarageBand); production skills such as recording, editing, and equalization; creating multimedia (ringtones, soundscapes, audiobooks, sonic brands, jingles); beatmaking; DJing; programming (Minecraft, Scratch, Sonic Pi, P5.js); and, designing instruments (Makey Makey). The contributing authors of the lessons work in diverse educational contexts including universities and colleges, schools, community organizations, and online platforms. Each lesson is comprehensive, including a short description of the activity, keywords, materials needed, teaching context of the contributing author, time required, detailed instructions, modifications for learners, learning outcomes, assessment considerations, and recommendations for further reading. Divided into five sections (Beatmaking and Performance; Composition; Multimedia and Interdisciplinary; Production; Programming and Design), each section is scaffolded using the levels “beginner,” “intermediate,” and “advanced” to help educators gauge the appropriate level of difficulty for their students.

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