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Teaching Resources for Webster University Faculty

A bibliography of print and online books on the scholarship of teaching along with a list of journals dedicated fully or partially to the same topic.

Saundra McGuire, Sixth Annual Kemper Speaker on Excellence in Teaching and Learning

On Friday, January 19 2018, Provost Julian Schuster invited the Webster University community to activities featuring the sixth Annual William T. Kemper Speaker on Excellence in Teaching and Learning, Saundra Yancy McGuire. 

McGuire is the Director Emerita of the Center for Academic Success and retired Assistant Vice-chancellor and Professor of chemistry at Louisiana State University, and a renowned author and speaker on the topic of how to teach students to excel academically. McGuire’s work will not only serve students directly, but her talk and workshop for faculty will help instructors at Webster use specific strategies that place students in greater control of their academic success.

Webster continues to implement purposeful initiatives in support of the strategic plan, and McGuire’s expertise lends itself well to the campus-wide focus on creating a global, student-centered experience.Theme two of the strategic plan stresses the importance of providing students with opportunities for engagement, discovery and the development of competencies that will help them to be successful at Webster and beyond. Below are the PowerPoint slides from the workshop and helpful resources, in case you’d like to review helpful strategies that support student motivation. 

 Get Students to Focus on Learning Instead of Grades: Metacognition is the Key!

Metacognition: The Key to Acing Courses (and Life)!

Increasing Students Motivation 

Additional Resources 

Using Technology to Enhance Higher Education

http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ923180&site=ehost-live

Abstract: Whether our students are sitting in the room with us as we teach, sitting in their home listening, participating by video-conference, or answering discussion questions on an online platform, technology can play a pivotal role in student learning. In this article we discuss technology in higher education, specifically its role in hybrid or online formats. As Renard (2005) so eloquently stated, "No generation has ever had to wait so little time for so much information" (p. 44). Presented here is a discussion of the types of students who benefit from distance learning, the factors that prompt instructors to engage in distance learning, and what instructors should know about distance education before they begin teaching with this kind of delivery.

A Perspective on Personalized Learning and Practice Guide for Teachers

https://files-eric-ed-gov.library3.webster.edu/fulltext/ED558042.pdf

Abstract The standard definition of “personalized learning” stresses instruction that is varied in pace, method, objectives, and content for each student and tailored to the student’s interests and preferences. Technology is seen as a means to efficiently manage this level of differentiation, access a cornucopia of learning opportunities and resources, and give the student greater control over his or her learning. This paper expands upon the standard definition of personalized learning to assert a multidimensional role for the teacher and vivify the place of motivation, metacognition, and social and emotional competency in personalized learning. Although this more comprehensive approach to personalized learning may be facilitated by technology, its tenets may be applied without technology or, more likely, in a blended context. Following an explication of this broader view of personalized learning, a lesson plan format is provided as a structure for personalizing learning.

A Planning Tool for Incorporating Backward Design, Active Learning, and Authentic Assessment in the College Classroom

http://www.tandfonline.com.library3.webster.edu/doi/pdf/10.1080/87567555.2016.1222575

ABSTRACT Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving teaching and learning at K–12 levels, this design approach is receiving increasing attention at the college level. Yet college faculty, who receive comparatively little instruction in course design, may find it challenging to enact the principles of backward course design into day-to-day lecture planning. To help address this challenge, we developed a backward design-inspired lesson planner to assist in restructuring college course periods for more active, learner-centered activities that align with course goals. We describe the planner and its application to a non-majors college biology class, and we share student and instructor perceptions of classroom structure and use of classroom time before and after implementation. Benefits of implementing the backward design planner included enhanced ability to prioritize content delivery to students, better time management in and out of the classroom, improved experience of lecture preparation, more engaged students, and more frequent feedback on student comprehension.

Constructing a Clear Path to Accomplished Teaching

http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ892875&site=ehost-live

Abstract:Given the importance of quality teaching for student success, it is clear that every child needs to be able to receive instruction from a teacher who possesses the knowledge and skills for quality teaching--an accomplished teacher. It is less clear, however, how current teacher development policies and practices can ensure that all students will have the accomplished teachers they need. In 2004, a broad-based coalition of Massachusetts's education stakeholders came together to construct a clear path to accomplished teaching by working toward common standards, a coherent system of supports, and shared accountability for quality teaching. Although the work of our coalition is unfinished, our experience thus far will be useful to the field as increasing numbers of districts and states are thinking strategically about how to develop the human resources needed to provide every child with accomplished teaching

More about Saundra Yancy McGuire

https://sites01.lsu.edu/faculty/smcgui1/

McGuire has delivered keynote addresses or presented workshops on metacognitive learning strategies to help students succeed at over 300 institutions in 44 states and eight countries. Prior to joining Louisiana State University (LSU), she spent eleven years at Cornell University, where she received the coveted Clark Distinguished Teaching Award. Her best-selling book, Teach Students How to Learn, was published by Stylus in 2015. The student version of this book, Teach Yourself How to Learn, will be available in January  2018.

Her most recent awards include induction in 2017 into the LSU College of Science Hall of Distinction, receiving the 2017 American Chemical Society Award for Encouraging Disadvantaged Students to Pursue Careers in the Chemical Sciences, and receiving the 2016 AAAS Lifetime Mentoring Award. She is an elected fellow of the American Chemical Society (ACS), the American Association for the Advancement of Science (AAAS) and the Council of Learning Assistance and Developmental Education Associations (CLADEA).