{"id":21327,"date":"2015-03-16t09:37:43","date_gmt":"2015-03-16t14:37:43","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=21327"},"modified":"2015-03-09t12:43:22","modified_gmt":"2015-03-09t17:43:22","slug":"from-the-stacks-19","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2015\/03\/from-the-stacks-19\/","title":{"rendered":"from the stacks…"},"content":{"rendered":"
by therese huston<\/p>\n faculty often have to teach courses in areas they don\u2019t know very well. the challenges are even greater when students don\u2019t share your cultural background, lifestyle or assumption about how to operate in a classroom. encouraging faculty to think of themselves as learners rather than experts, the author offers faculty many creative strategies for dealing with typical problems, including, how to prepare most efficiently for a new course in a new area, and what to do when you don\u2019t have a clue how to answer a question.<\/p>\n <\/p>\n
\n<\/a>teaching what you don’t know<\/a><\/p>\n