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by Anton O. Tolman (Editor), Janine Kremling (Editor)
However personally committed faculty may be to helping students learn, their students are not always as eager to participate in this endeavor, and may react with both active and passive resistant behaviors, including poor faculty evaluations.
Author Biography
Anton O. Tolman is a Professor of Behavioral Science at Utah Valley University. He is past Director of the Faculty Center for Teaching Excellence where he served for almost eight years, and his recent work and publications have focused on student metacognition, power dynamics in the classroom, and student resistance. He lives in Orem, Utah with his wife Patricia, and is an avid boardgamer. Janine Kremling completed her doctorate in Criminology at the University of South Florida. She is an Associate Professor in the Department of Criminal Justice at the California State University at San Bernardino. Her research with regard to student learning has focused mainly on metacognition and the impact of institutional culture on the learning environment. John Tagg is Associate Professor of English at Palomar College in San Macros, California, and author of The Learning Paradigm College.
