Bøger af Charlie Sweet

The authors' purpose in this seventh book in the "It Works for Me" series is to demonstrate that "everyone possesses creative talent, though it may be latent in some and difficult to bring out in others. It's not just a talent possessed by artists and engineers, mind you, but everyone." Furthermore, "Creative people have figured out consciously or un- that a small seed of creativity can be made to grow by having the proper environment and a minimal set of skills. And people can be taught or self-taught this process."The authors/editors also believe that "all creative ideas link themselves to other creative ideas to develop something new and useful, be it a concept, a process, or a product. In order to disseminate and perpetuate [their] belief that the creative impulse resides in all of us, [they] have asked a host of friends to demonstrate it with essays and practical tips touching on supportive creative environments, strategies that foster and enhance creativity, and assessments that demonstrate creativity has indeed taken place."This easy-to-follow guide is separated into several sections: -Overviews-The Creative Process-The Creative Environment-The Creative Product-Assessing Creativity.Hal Blythe and Charlie Sweet have each won the prestigious Acorn Award, which is presented annually to the outstanding college professor in the state of Kentucky. In addition, they have over 800 publications, including 12 books, articles running the gamut from literary criticism to educational research, and popular fiction.Other books in the "It Works for Me" series can be ordered from New Forums Press.

Seldom do readers have an opportunity to see inside the worlds of other writers. This makes "It Works for Me: Becoming a Publishing Scholar/Researcher" very special. The contributors to this book are inviting us to visit their private worlds. Before you begin exploring their worlds, think about your own world of scholarship, and sort out the topics that you find the most exciting. This reflection will prepare you to do more than visit these other worlds; once inside each world, you want to immediately look around and take something back with you. Knowing your passions in advance will enable you to capture those ideas that connect to your own world.

The authors' purpose in this book remains the same as that of their first-to provide "a collection of practical tips drawn from real-life experiences." However, their sources have expanded. In the first book they drew from only Kentucky institutions of higher learning, but in this latest collection they present advice from across the country. Thanks should go to all the contributors, especially the attendees of the Lilly Conference on College Teaching, for submitting such a wide scope and high quality of tips.

Here is a new text that fulfills an emerging need in both higher and public education and stands to break new ground in addressing critical skills required of graduates. When working on their last book, It Works for Me, Creatively, the authors realized that the future belongs to the right-brained. While Daniel Pink and other visionaries may have oversimplified a bit, higher education is ripe for the creative campus, while secondary education is desperately seeking a complement to the growing assessment/teach-to-the-test mentality. You don't have to study the 2010 IBM survey of prominent American CEOs to know that the number one skill business wants is students who can think creatively. To meet the demand of new courses, programs, and curricula, the authors have developed a 200-page "textbook" suitable for secondary or higher education courses that are jumping on this bandwagon. Introduction to Applied Creative Thinking, as the title suggests, focuses not on just developing the skills necessary for creative thinking, but on having students apply those skills; after all, true creative thinking demands making something that is both novel and useful. Such a book may also be used successfully by professional developers in business and education. For this book, Hal Blythe and Charlie Sweet are joined in authorship by Rusty Carpenter. He not only directs Eastern Kentucky University's Noel Studio for Academic Creativity but has co-edited a book on that subject, Higher Education, Emerging Technologies, and Community Partnerships (2011) and the forthcoming Cases on Higher Education Spaces (2012). Introduction to Applied Creative Thinking is student-friendly. Every chapter is laced with exercises, assignments, summaries, and generative spaces. Order copies now or contact the publisher for further information.

The authors wrote this book, the tenth in their "It Works for Me" Series, to encourage scholars to attempt to produce the fastest growing form of research, the Scholarship of Teaching and Learning, or SoTL. The collection begins with their essay on the rapid growth of this form from one of Boyer's four types of scholarship to today's SoTL, and they even provide a succinct rationale for attempting such scholarship, including personal discussions on the best articles they have written on the subject. The next section in the book covers historical and theoretical perspectives on the scholarship of teaching and learning. Following that, another section offers actual tips for the production of SoTL, which is followed by a section describing some SoTL projects. The authors then put forth a step-by-step guide to help you with a SoTL project and conclude with their speculations on future developments in this form.

We hope readers will consider these threads when reviewing the teaching tips in this collection:1. Teaching metacognition demands intention and modeling of the strategies.2. Using metacognition in the classroom requires establishing the students as willing and interested learners in the first place.3. Teaching students how to apply metacognitive strategies also means that we are teaching students to learn about the learning process.4. Teaching metacognition encourages students to become active, critical, and creative learners.In short, metacognition offers a way for you to rethink instruction while also, as the authors learned at their own institution, reconsidering the relationship between teaching and learning. As you read, however, we encourage you to think differently about the ways you apply metacognitive strategies in your teaching and the ways you ask students to incorporate these concepts in your assignment, course, and service or administrative work on campus. No doubt you'll develop your own effective metacognitive strategies, and referring to this title will go a long way in the right direction.

Our primary goal in assembling this collection is to convince faculty to experiment with the "flipped" classroom. Given the techtonic shift, providing educators with an abundance of electronic resources, as well as the nature of today's students, every faculty member needs to consider the possibilities of the flip. Now that active learning has been demonstrated by research to be more effective than the pure sage-on-the-stage paradigm, flipping is a natural outgrowth with its recognition that classroom time needs to be dedicated to activities by the instructor, the individual students, and groups that promote a deeper learning of the material. This book offers a guide for those faculty members wishing to make the first steps, taking the instructor from preparation for the flipped class experience through actual out-of-class assignments, in-class activities, electronic resources available for support, and even assessment of student performance and class effectiveness.