國立高雄大學圖資館 |

Language: English

Back

A guide to teaching introductory wom...

Hassel, Holly.

A guide to teaching introductory women's and gender studiessocially engaged classrooms /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A guide to teaching introductory women's and gender studiesby Holly Hassel, Christie Launius, Susan Rensing.
Reminder of title:	socially engaged classrooms /
Author:	Hassel, Holly.
other author:	Launius, Christie.
Published:	Cham :Springer International Publishing :2021.
Description:	xv, 133 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Women's studiesStudy and teaching.
Online resource:	https://doi.org/10.1007/978-3-030-71785-8
ISBN:	9783030717858$q(electronic bk.)

A guide to teaching introductory women's and gender studiessocially engaged classrooms /
Hassel, Holly.

A guide to teaching introductory women's and gender studiessocially engaged classrooms /[electronic resource] :by Holly Hassel, Christie Launius, Susan Rensing. - Cham :Springer International Publishing :2021. - xv, 133 p. :ill., digital ;24 cm.

Introduction -- Principles for Crafting Your Course and Classroom Environment -- Creating Effective Classrooms: Curriculum, Pedagogy, and Course Materials -- Student Learning and Principles for Assessment -- Annotated Examples of Assessments and Rubrics.

This book provides a practical, evidence-based guide to teaching introductory Women's and Gender Studies courses. Based on the findings of a Scholarship of Teaching and Learning project that analyzed 72 Intro students' written work, the authors equip instructors with key principles that can help them adapt their pedagogy to a range of classroom environments. By putting student learning at the center of course design, the authors invite readers to reflect on their own investments in and goals for the introductory course. The book also draws on the authors' combined decades of teaching experience, and aims to help instructors anticipate the emotional, intellectual, and interpersonal challenges and rewards of teaching and learning in the introductory WGS course. Chapters focus on course design, including identifying desired learning outcomes (in terms of course content, skills, and dispositions or habits of mind); choosing course materials; pedagogical activities; and assessing student learning. This book will be an invaluable resource for experienced WGS instructors and those seeking or planning to teach it for the first time, including graduate students and high school teachers.

ISBN: 9783030717858$q(electronic bk.)

Standard No.: 10.1007/978-3-030-71785-8doiSubjects--Topical Terms:

892985
Women's studies
--Study and teaching.

LC Class. No.: HQ1180 / .H38 2021

Dewey Class. No.: 305.42

A guide to teaching introductory women's and gender studiessocially engaged classrooms /
LDR:02488nmm a2200325 a 4500 001 599013
003 DE-He213
005 20210510185331.0
006 m d
007 cr nn 008maaau
008 211025s2021 sz s 0 eng d
020 $a 9783030717858$q(electronic bk.)
020 $a 9783030717841$q(paper)
024 7 $a 10.1007/978-3-030-71785-8 $2 doi
035 $a 978-3-030-71785-8
040 $a GP $c GP
041 0 $a eng
050 4 $a HQ1180 $b .H38 2021
072 7 $a JFSJ $2 bicssc
072 7 $a SOC032000 $2 bisacsh
072 7 $a JBSF $2 thema
082 0 4 $a 305.42 $2 23
090 $a HQ1180 $b .H355 2021
100 1 $a Hassel, Holly. $3 892982
245 1 2 $a A guide to teaching introductory women's and gender studies $h [electronic resource] : $b socially engaged classrooms / $c by Holly Hassel, Christie Launius, Susan Rensing.
260 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Macmillan, $c 2021.
300 $a xv, 133 p. : $b ill., digital ; $c 24 cm.
505 0 $a Introduction -- Principles for Crafting Your Course and Classroom Environment -- Creating Effective Classrooms: Curriculum, Pedagogy, and Course Materials -- Student Learning and Principles for Assessment -- Annotated Examples of Assessments and Rubrics.
520 $a This book provides a practical, evidence-based guide to teaching introductory Women's and Gender Studies courses. Based on the findings of a Scholarship of Teaching and Learning project that analyzed 72 Intro students' written work, the authors equip instructors with key principles that can help them adapt their pedagogy to a range of classroom environments. By putting student learning at the center of course design, the authors invite readers to reflect on their own investments in and goals for the introductory course. The book also draws on the authors' combined decades of teaching experience, and aims to help instructors anticipate the emotional, intellectual, and interpersonal challenges and rewards of teaching and learning in the introductory WGS course. Chapters focus on course design, including identifying desired learning outcomes (in terms of course content, skills, and dispositions or habits of mind); choosing course materials; pedagogical activities; and assessing student learning. This book will be an invaluable resource for experienced WGS instructors and those seeking or planning to teach it for the first time, including graduate students and high school teachers.
650 0 $a Women's studies $x Study and teaching. $3 892985
650 0 $a Feminism $x Study and teaching. $3 892986
650 0 $a Sex role $x Study and teaching. $3 470558
650 1 4 $a Gender Studies. $3 274235
650 2 4 $a Learning & Instruction. $3 274699
650 2 4 $a Gender and Education. $3 747563
700 1 $a Launius, Christie. $3 892983
700 1 $a Rensing, Susan. $3 892984
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-030-71785-8
950 $a Social Sciences (SpringerNature-41176)