Relationships of Reciprocity: In Pursuit of Shared Teaching and Learning

Name: Relationships of Reciprocity: In Pursuit of Shared Teaching and Learning
SKU: 0822-pedagogy-compilation
Price: 65.00 USD
Availability: InStock

Order 10+ copies and receive a $15 discount on every copy you purchase.

Print books are shipped within 7 days of receipt of payment.

$65.00

Print Edition or PDF?

Clear

by Monica B. Glina, Ed.D.

ISBN 978-1-948658-27-0
283 Pages

Do we actually treat our students as co-learners?

As faculty, where do we position ourselves on the vast continuum between didactic and democratic approaches to teaching, between talking at and listening to? Do we listen to our students? Do they listen to us? Do we talk at them, or do we talk to them? Do they even feel empowered to talk to us?

In Monica B. Glina’s unique guide for faculty, explore the power in the relationships of reciprocity that can exist in a classroom, and discover how cultivating these is tantamount to our learning experiences both individually and in aggregate.

Among the many topics discussed, explore:

Adopting “caring pedagogy”
Revitalizing and rethinking the lecture
Developing a course tapestry and fostering an active learning environment
Negotiating authority
Operating as a co-learner yourself in the classroom
Achieving synchronicity with your asynchronous course

A Note for Department Chairs, Deans, and Faculty Developers

It’s axiomatic that the assumption that one is qualified to be a teacher by virtue of having been a student is as false as the assumption that one can be a doctor just by virtue of having been to one. Designed as both an intensive course and a mechanism for faculty journaling and introspection, Relationships of Reciprocity provides the opportunity that most faculty have never had, to develop their teaching philosophy, approach, and classroom techniques beyond the basics and in a way that centers their co-learners’ experience. This book is a unique resource that faculty can put to use individually or as members of a faculty cohort or learning community.

Reviews from the Field

“Excellent book! It has a perspective I have not often seen. Monica Glina’s volume explores the power of not just being student-centered but fostering reciprocal, reflective relationships with students. Filled with examples for in-person and online courses, it includes thought-provoking questions and wide margins designed for the reader to take extensive notes. This book is so good that many readers will likely write so much in those margins that they will feel like co-authors. This design reflects Monica’s core message: encouraging students to engage extensively with courses in ways that make learning meaningful for them, while reminding us that truly listening to our students deepens and enriches our experience as well.”
-Todd Zakrajsek, Associate Professor, University of North Carolina at Chapel Hill & Director, Lilly Conferences on Evidence-Based Teaching and Learning

“Monica Glina has written a must-read primer for anyone who is teaching. This engaging book is a delightful guide full of important first-hand information for those of us who want to learn from one of the best. It will transform the approach you have on interaction with your students and the outcomes of your teaching practices. This volume is a great instrument for anyone who aims for continuous improvement.”
-Dr. Slavka Dimitrova, Associate Professor in Criminal Law, Vice Dean of the Law Faculty of Burgas Free University, Bulgaria

“The first word that comes to my mind is ‘Wow!’ It amazes me the amount of first-hand experience and practical ideas (as well as theoretical knowledge from scholarly sources) that this text offers. I admire the author’s keen ability to organize such a large corpus of content into well-structured and logically bound sentences, paragraphs, and chapters, all the more because she does so through sensible yet powerful stories and language. My own practice as a writer helps me be aware of all the generous time and the profound intellectual and emotional effort she has put into this project, which, in turn, I have no doubt, will pay back in terms of the expansive and positive effect it will have on those who are fortunate enough to read it. Glina’s manuscript is a true treatise on caring and mindful pedagogy.”
-Dr. Juan-Miguel Fernandez-Balboa, Professor, Universidad Autónoma de Madrid

“Written from a place of intellect, heart, and soul. I wish all my teachers would have followed the sage guidance in this book before trying to ‘teach’ me. In as quickly as the first few pages, you will take your practice to levels you had never imagined, while inviting and igniting a newfound passion for learning in your students.”
-Ms. Nancy Ancowitz, Career Director and Coach at NYU Courant Institute of Mathematical Sciences and Author of Self-Promotion for Introverts

About the Author

Monica B. Glina, Ed.D.
A teacher of teachers, Monica Glina is Assistant Dean for Faculty Development, Assistant Professor in the Department of Psychiatry and Behavioral Sciences, Executive Director of the Academy of Medical Educators, and Director of and Instructor for the Medical Education Area of Concentration at New York Medical College. She has a master’s degree in Applied Linguistics from Boston University and a doctorate in pedagogy. She was awarded a post-doctoral fellowship in the Department of Educational Research at the University of Oslo in Norway. She has extensive experience conducting educational research and has served as senior research associate, project director, and discourse coach on a number of grants sponsored by the Department of Education, Institute of Education (IES), the National Academy of Education, the Spencer Foundation, and the Templeton Foundation. She has published on and has specific expertise in classroom discourse, democratic pedagogy, and teacher education. She is also an instructor in the Department of Educational Foundations at Montclair State University and has prepared curricula for a variety of undergraduate and graduate courses, such as “Psychological Foundations of Education,” “Assessment of Learning,” “Methods of Research,” and “Testing and Evaluation.”