Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking

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  • Source:
    Journal of the Scholarship of Teaching and Learning, v19 n2 p88-101 Mar 2019. 14 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1214008
      Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
    • Peer Reviewed:
      Y
    • ISSN:
      1527-9316
    • Subject Terms:
    • Abstract:
      This study of sociology faculty in twelve private colleges and universities compares teaching with textbooks and textbook alternatives in undergraduate classes. Faculty explain that textbooks provide a breadth of material that is organized and streamlined in a way that promotes consistency across instructors, facilitates content delivery to students with a range of abilities, and reduces course preparation time. Despite these benefits, faculty have a strong preference for textbook alternatives. Faculty argue that readings, like monographs and journal articles, develop students' critical reading and thinking skills. Additionally, when instructors design courses with alternative readings they engage their own critical reading and thinking, as they critique and synthesize the literature in their discipline in order to curate texts for the syllabus. We argue that teaching courses with alternative readings creates course experiences where students and faculty engage with a discipline together.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      14
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1214008
  • Citations
    • ABNT:
      COLLINS-DOGRUL, J.; SALDAÑA, K. Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking. Journal of the Scholarship of Teaching and Learning, [s. l.], v. 19, n. 2, p. 88–101, 2019. Disponível em: . Acesso em: 20 out. 2019.
    • AMA:
      Collins-Dogrul J, Saldaña K. Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking. Journal of the Scholarship of Teaching and Learning. 2019;19(2):88-101. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1214008&custid=s8280428. Accessed October 20, 2019.
    • APA:
      Collins-Dogrul, J., & Saldaña, K. (2019). Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking. Journal of the Scholarship of Teaching and Learning, 19(2), 88–101. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1214008&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Collins-Dogrul, Julie, and Kenia Saldaña. 2019. “Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking.” Journal of the Scholarship of Teaching and Learning 19 (2): 88–101. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1214008&custid=s8280428.
    • Harvard:
      Collins-Dogrul, J. and Saldaña, K. (2019) ‘Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking’, Journal of the Scholarship of Teaching and Learning, 19(2), pp. 88–101. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1214008&custid=s8280428 (Accessed: 20 October 2019).
    • Harvard: Australian:
      Collins-Dogrul, J & Saldaña, K 2019, ‘Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking’, Journal of the Scholarship of Teaching and Learning, vol. 19, no. 2, pp. 88–101, viewed 20 October 2019, .
    • MLA:
      Collins-Dogrul, Julie, and Kenia Saldaña. “Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking.” Journal of the Scholarship of Teaching and Learning, vol. 19, no. 2, Mar. 2019, pp. 88–101. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1214008&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Collins-Dogrul, Julie, and Kenia Saldaña. “Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking.” Journal of the Scholarship of Teaching and Learning 19, no. 2 (March 1, 2019): 88–101. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1214008&custid=s8280428.
    • Vancouver/ICMJE:
      Collins-Dogrul J, Saldaña K. Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking. Journal of the Scholarship of Teaching and Learning [Internet]. 2019 Mar 1 [cited 2019 Oct 20];19(2):88–101. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1214008&custid=s8280428