Full Product Details
Author: Lauren Barbeau ,
Claudia Cornejo Happel ,
Claudia Cornejo Happel
Publisher: Taylor & Francis Inc
Imprint: Stylus Publishing
Weight: 0.560kg
ISBN: 9781642673685
ISBN 10: 1642673684
Pages: 198
Publication Date: 03 February 2023
Audience:
College/higher education
,
Professional and scholarly
,
Tertiary & Higher Education
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: In Print
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Reviews
"""A beautifully written answer to the age-old question of how to assess and document effective teaching. This is a must-read for faculty and educational developers alike.""--Marina G. Smitherman, D.Phil., MPH, Director of the Center for Excellence in Teaching and Learning, Dalton State College ""This book offers the rare combination of being timely, useful, helpful, and relevant by offering a means to answer questions about 'what is good teaching?' As faculty work to address the shifting needs of students by modifying their approaches to teaching, the Critical Teaching Behaviors framework provides an iterative, contextualized, reflection tool to guide thoughtful engagement with what it means to be an effective teacher. A must read for anyone serious about supporting student learning.""--Natasha Jankowski, Higher Education Assessment Consultant ""It was a privilege to watch Lauren and Claudia create and test the CTB framework at our institution. Their passion and desire to help faculty provided my colleagues with a much needed comprehensive, yet personal and practical approach to good teaching. I love how the framework beautifully captures the encompassing nature of reflection. It transformed the way I document and assess my teaching and conduct peer evaluations. I cannot wait to share this book with all colleagues in higher education!""--Diana Botnaru, Professor and SoTL Commons Conference Chair, Georgia Southern University ""The Critical Teaching Behaviors framework is evidence-based, well-organized, and user-tested. Its structured approach supports educators and administrators to talk systematically and thoughtfully about teaching while still creating space and flexibility for each educator to find the teaching approaches that work best for their discipline and personal style. Importantly, it is also designed to foster growth as a teacher. However, the best endorsement came from a graduate teaching fellow at my institution: 'This framework slaps!'""--Carol Subiño Sullivan, Assistant Director, Faculty Teaching and Learning Initiatives, Center for Teaching and Learning, Georgia Tech ""Barbeau and Cornejo Happel's Critical Teaching Behaviors offers a comprehensive, practice-based, growth-oriented framework and process for planning, documenting, observing, and improving teaching and learning. It is well-grounded in the SoTL literature and incorporates research on Students as Partners (SaP) in a way that I have not seen before in approaches to evaluating teaching. I use their CTB framework in my own teaching practice and have recommended my department adopt it for our peer observation process.""--Trent W. Maurer, Ph.D., Professor of Human Development & Family Science, Georgia Southern University ""The question of what constitutes 'good' teaching is a perennial one in higher education, a reflection not of indecision, but rather a recognition that teaching and learning practices are highly sensitive to context, whether that context is disciplinary, institutional, or geo-political. In Critical Teaching Behaviors, Lauren Barbeau and Claudia Cornejo Happel do not provide us with a one-size fits all prescription for good teaching, but rather a flexible framework that can be adapted to a multitude of learning environments. Their framework is grounded in the considerable body of evidence-based practice that has emerged from the scholarship of teaching and learning (and related fields), while allowing space to imagine how our practice will evolve in the future.""--Laura Cruz, Associate Research Professor, Schreyer Institute for Teaching Excellence at Penn State University ""Critical Teaching Behaviors by Lauren Barbeau and Claudia Cornejo Happel is an in-depth observation tool. The CTB has an extensive list of teaching behavior categories and observable teaching items. The inclusion of different teaching modalities is another exceptional component to this tool. This tool includes a multi-step process of materials review, observation, and debrief, providing a well-rounded opportunity to work together and learn from our own and others' teaching behaviors."" --Gina Harmston, Faculty Development Center Lead Faculty Fellow &Teaching and Learning Faculty Fellow, Department of Public Health, Department of Kinesiology, California State University, Fullerton; Susan R. Sy, Ph.D., Department of Psychology, California State University, Fullerton; Erica Bowers, Ed.D., Director, Faculty Development Center, Director, Academic Technology Center, Professor, Department of Literacy and Reading Education, California State University, Fullerton"
It was a privilege to watch Lauren and Claudia create and test the CTB framework at our institution. Their passion and desire to help faculty provided my colleagues with a much needed comprehensive, yet personal and practical approach to good teaching. I love how the framework beautifully captures the encompassing nature of reflection. It transformed the way I document and assess my teaching and conduct peer evaluations. I cannot wait to share this book with all colleagues in higher education! --Diana Botnaru, Professor and SoTL Commons Conference Chair, Georgia Southern University The Critical Teaching Behaviors framework is evidence-based, well-organized, and user-tested. Its structured approach supports educators and administrators to talk systematically and thoughtfully about teaching while still creating space and flexibility for each educator to find the teaching approaches that work best for their discipline and personal style. Importantly, it is also designed to foster growth as a teacher. However, the best endorsement came from a graduate teaching fellow at my institution: 'This framework slaps!' --Carol Subino Sullivan, Assistant Director, Faculty Teaching and Learning Initiatives, Center for Teaching and Learning, Georgia Tech This book offers the rare combination of being timely, useful, helpful, and relevant by offering a means to answer questions about 'what is good teaching?' As faculty work to address the shifting needs of students by modifying their approaches to teaching, the Critical Teaching Behaviors framework provides an iterative, contextualized, reflection tool to guide thoughtful engagement with what it means to be an effective teacher. A must read for anyone serious about supporting student learning. --Natasha Jankowski, co-editor of Reframing Assessment to Center Equity, Stylus Publishing Critical Teaching Behaviors by Lauren Barbeau and Claudia Cornejo Happel is an in-depth observation tool. The CTB has an extensive list of teaching behavior categories and observable teaching items. The inclusion of different teaching modalities is another exceptional component to this tool. This tool includes a multi-step process of materials review, observation, and debrief, providing a well-rounded opportunity to work together and learn from our own and others' teaching behaviors. --Gina Harmston, Faculty Development Center Lead Faculty Fellow &Teaching and Learning Faculty Fellow, Department of Public Health, Department of Kinesiology, California State University, Fullerton; Susan R. Sy, Ph.D., Department of Psychology, California State University, Fullerton; Erica Bowers, Ed.D., Director, Faculty Development Center, Director, Academic Technology Center, Professor, Department of Literacy and Reading Education, California State University, Fullerton Barbeau and Cornejo Happel's Critical Teaching Behaviors offers a comprehensive, practice-based, growth-oriented framework and process for planning, documenting, observing, and improving teaching and learning. It is well-grounded in the SoTL literature and incorporates research on Students as Partners (SaP) in a way that I have not seen before in approaches to evaluating teaching. I use their CTB framework in my own teaching practice and have recommended my department adopt it for our peer observation process. --Trent W. Maurer, Ph.D., Professor of Human Development & Family Science, Georgia Southern University
Author Information
Lauren Barbeau is the Assistant Director for Learning and Technology Initiatives at the Georgia Institute of Technology. She earned her Ph.D. in English, specializing in 19th century American Literature with a certificate in American Culture Studies, from Washington University in St. Louis. Before becoming an educational developer, she taught writing and literature courses. She began her educational development career at Georgia Southern University and subsequently served as the Assistant Director for Faculty Development and SoTL at the University of Georgia. Her research interests include teaching with technology as well as documenting and assessing teaching. Claudia Cornejo Happel is an Associate Director of the Center for Teaching and Learning Excellence at Embry-Riddle Aeronautical University, Daytona Beach. She earned her Ph.D. in Spanish, specializing in colonial Latin American art, literature, and culture, from The Ohio State University and an Educational Specialist degree from Georgia Southern University. Claudia has previously held positions in the University Center for the Advancement of Teaching at Ohio State - an opportunity that was instrumental in shaping her interest in educational development - and the Center for Teaching Excellence at Georgia Southern University. Her research interests include documenting and assessing teaching as well as inclusive instructional practices.
