Download Ebook 33 Simple Strategies for Faculty: A Week-By-Week Resource for Teaching First-Year and First-Generation Students
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33 Simple Strategies for Faculty: A Week-By-Week Resource for Teaching First-Year and First-Generation Students
Download Ebook 33 Simple Strategies for Faculty: A Week-By-Week Resource for Teaching First-Year and First-Generation Students
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Review
"With its inviting tone and straightforward advice, 33 Simple Steps for Faculty is the rare combination of useful and user-friendly. For faculty who feel like their time is stretched more than ever, Nunn provides excellent strategies with which professors can help students succeed." (Jessica Wilkerson Center for the Study of Southern Culture, University of Mississippi)"Dr. Nunn’s book is full of insightful and practical weekly strategies for intentionally creating and sustaining a culture of belonging for first-generation college students." (Buffy Smith author of Mentoring At-Risk Students through the Hidden Curriculum of Higher Education)"Selected New Books of Higher Education" (Chronicle of Higher Education)"My Top 6 Books on Pedagogy" by Zachary Nowak (Inside Higher Education)
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About the Author
LISA M. NUNN is an associate professor of sociology at the University of San Diego in California. She is the author of Defining Student Success: The Role of School and Culture (Rutgers University Press).
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Product details
Paperback: 156 pages
Publisher: Rutgers University Press; None edition (October 12, 2018)
Language: English
ISBN-10: 0813599474
ISBN-13: 978-0813599472
Product Dimensions:
5 x 0.5 x 8 inches
Shipping Weight: 7.2 ounces (View shipping rates and policies)
Average Customer Review:
5.0 out of 5 stars
1 customer review
Amazon Best Sellers Rank:
#129,020 in Books (See Top 100 in Books)
I am a professor of computer science at a selective private university in the US. About a year ago I started paying closer attention to the fact that the environment in STEM (both in academia and industry) is not equally welcoming for everyone. I started to make changes to all aspects of my own work: advising, teaching, managing my research group. This book contributed a number of relevant, actionable and well-researched strategies that I am eager to try in my classroom next semester. I really appreciate that each suggested strategy is also accompanied by excerpts from student interviews that motivated that particular strategy. I also appreciate the pointers to academic literature and the explicit explanations of the rationales for the strategies. Not all of the strategies are relevant to the course I teach, but many are. And even though the guide is ostensibly about making the classrooms more welcoming to first-year and first-generation students, I think many of the suggestions are more broadly useful for making our classrooms both welcoming and effective.
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