Phillip C. Wankat. The Effective, Efficient Professor — Teaching, Scholarship and Service

By K. Siegenthaler, L. Caneday. 2003

108 citations recorded by the source corpus.

Subfields: Education, Physical Therapy, Sports Therapy and Rehabilitation

View Paper: https://www.semanticscholar.org/paper/b5ede37137efea6094c879f852fc0279eb2054bf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. B. Kreager
2. Patric Wallin
3. Tom Adawi
4. J. Fairweather
5. L. Arthurs

In Physical Therapy, Sports Therapy and Rehabilitation

1. J. Fairweather

Citations in the corpus

• Beyond the Rhetoric: Trends in the Relative Value of Teaching and Research in Faculty Salaries (2005, background): “…seen increasing evidence about the effectiveness of active and collaborative instructional practices in improving student learning as well as about faculty development strategies to encourage the use of these practices by college teachers (Bruffee, 1993; Seldin & Associates, 1990; Wankat, 2002).”
• An integrative review of in-class activities that enable active learning in college science classroom settings (2017, background): “Also, traditional lectures exceed average attention spans (Wankat, 2002), thus impairing even the short-term recall of information presented in lectures (Hartley & Davies, 1978).”
• The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “This could be seen as an attunement to the culture and teaching in these fields, with a strong emphasis on facts, principles, and procedures presented in a dualistic mode (Felder & Brent, 2004; Wankat, 2002).”
• Linking Evidence and Promising Practices in Science , Technology , Engineering , and Mathematics ( STEM ) Undergraduate Education A Status Report for The National Academies National Research Council Board of Science Education (2008, background): “…at the classroom level, however well intentioned, have not led to the hoped for magnitude of change in student learning, retention in the major, and the like in spite of empirical evidence of effectiveness (Eiseman & Fairweather, 1996; Fairweather & Beach, 2002; Wankat, 2002).”
• Attention during Lectures: Beyond Ten Minutes (2007, background): “Other authors have written that student attention during lectures tends to wane after approximately 10 to 15 min (e.g., Davis, 1993, p. 113; Goss Lucas & Bernstein, 2005, p. 63; Wankat, 2002, p. 68).”
• Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development (2020, background): “In fields such as mathematics, science, and engineering, reflective thinking is often not visible and highlighted, but instead a strong emphasis is placed on facts, principles, and procedures presented in a dualistic mode (Felder & Brent, 2004; Wankat, 2002).”