Drawn from teaching notes, conversations with students, student evaluations, and annual reports, readers will learn the kinds of risks, assumptions, and decisions they will face as they change their teaching to emphasize student learning, particularly during the critical first days of change.
Engagingly written,Leaving the Lectern offers an honest and insightful look at the challenges and rewards of achieving change in the classroom.
- Motivates faculty and graduate students to visualize what changing their teaching to enhance student learning will be like by illustrating through narration how a professor much like them made the change
- Provides reflective questions at the end of each chapter to help readers use the information in the chapter
- Enhances the readers′ preparation for the change by citing references to pedagogical precepts, strategies, and tools
- Summarizes the seven themes found in the book to help bring about the change
1 Before the Change.
2 Change Involves Taking Risks.
3 Change Can Be Piecemeal.
4 Change Is Finding and Sharing Answers to Questions About Student Learning.
5 Change Alters What You Put Into the Course.
6 Change Emphasizes What Students Take Away From the Course.
7 Change Must Be Assessed for Student Learning.
8 Change Must Be Assessed for Teaching.
9 Change Is Hard in Isolation but Facilitated by Connections.
10 Change Means Changing Your Concepts About Education.
11 Change Means Changing Your Concepts About Yourself.
Appendix: A Sketch of the National Reform of Undergraduate Education.
After years of undergraduate teaching in lecture and examination, he changed his teaching method to cooperative learning and project evaluation and by so doing pioneered the use of cooperative learning in the teaching of undergraduate oceanography. As a Distinguished Speaker for the National Association of Geoscience Teachers, he, with one of his students, led workshops on cooperative learning in geoscience departments at several colleges and universities in the United States and Canada. He has also been co–leader of NSF–funded workshops on innovative teaching in the geosciences during summers and at national meetings of the American Geophysical Union (AGU) and the Geological Society of America, and at the Ocean Science Meeting of the American Society of Limnology and Oceanography and the AGU.
Dr. McManus has also organized and participated in sessions on innovative geoscience education for these and other scientific societies, especially while serving as a member of the Committee on Education and Human Resources of the AGU. He has often been an invited speaker on geoscience education and has published in the Journal of Geoscience Education, the Journal of College Society Teaching, and Geotimes. He also wrote a column "In the Oceanography Classroom," for Oceanography magazine, the journal of The Oceanography Society. In 2000, he was co–leader of the NSF–sponsored workshop that recommended the NSF establish Centers for Ocean Sciences Education Excellence, which was done in 2002.
At the University of Washington, Dr. McManus has received the Distinguished Undergraduate Teacher Award of the College of Ocean and Fishery Sciences. For two years he served as the first faculty associate in the Center for Instructional development and Research and developed a New TA Orientation Program that involved teaching workshops for new graduate students in the School of Oceanography, the first such program in an oceanography graduate program. In addition, the Mossfield Foundation established in the School of Oceanography the Dean A. McManus Excellence in Teaching Award to be given annually to an outstanding graduate teaching assistant.