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dc.contributor.authorHughes, Bryce E.
dc.contributor.authorHuston, Therese
dc.contributor.authorStein, Julie
dc.identifier.citationHughes, B., Huston, T., & Stein, J. (2011). Using case studies to help faculty navigate difficult classroom moments. College Teaching, 59(1), 7-12. doi: 10.1080/87567555.2010.489076en_US
dc.description.abstract"Hot" or "difficult" classroom moments occur when a student's provocative comment elevates emotions in the classroom and creates an uncomfortable tension. Faculty typically feel unprepared to address these volatile moments, and faculty developers and department chairs are faced with the challenge of boosting faculty confidence and helping instructors build the skills to navigate these unexpected moments. This article examines how case studies can be used to help instructors anticipate difficult moments, practice potential responses, and learn from the collective wisdom of their colleagues. Two case studies based on difficult moments in service-learning courses are included. (Contains 1 table.)en_US
dc.rightsThis Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).en_US
dc.titleUsing case studies to help faculty navigate difficult classroom momentsen_US
mus.citation.journaltitleCollege Teachingen_US
mus.identifier.categorySocial Sciencesen_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.universityMontana State University - Bozemanen_US
mus.contributor.orcidHughes, Bryce E.|0000-0001-9414-394Xen_US

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