Resources
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Faculty Development Library on Teaching and Learning
Faculty Development Library on Teaching & Learning
Life, Learning, and Community:
Concepts and Models for Service-Learning in Biology. David Brubaker
and Joel Ostroff
NEW PARADIGMS FOR COLLEGE TEACHING
edited by
Bill Campbell and Karl Smith
An anthology for college teachers with chapters on the interesting new teaching
methodologies that have emerged in recent years. Chapters include:
Learning to write by learning to learn by Fulwiler and Bishop, For openers...an
inclusive course syllabus by Collins, Use of stories in teaching by Noddings,
Cooperative learning by Smith and Waller, Student management teams by Nuhfer,
Extending the classroom walls electronically by Creed, Structured controversy
by Johnson and Johnson, and several others. Summary of emerging paradigm
shifts in college teaching.
Active Learning: Cooperation
in the College Classroom. D. Johnson, R. Johnson, and Karl Smith
This book is about how college faculty can use cooperative learning to increase
student achievement, create positive relationships among students, and promote
healthy student psychological adjustment to college. It contains a set of
practical strategies for structuring cooperative learning and the conceptual
framework needed to understand how to create a truly cooperative learning
community in your classes and college.
The Power of
Problem-Based Learning. B.
Duch, S. Groh, and D. Allen
Problem-based learning is a powerful classroom process, which uses real
world problems to motivate students to identify and apply research concepts
and information, work collaboratively and communicate effectively. It is
a strategy that promotes life-long habits of learning.
New Paradigms for College Teaching
Campbell and Smith, International Book Company
This book is searching for new ways to help students learn. Chapters
provide a variety of methodologies including cooperative learning, writing-across-the-curriculum,
active learning, and learning communities.
Collaborative
Learning: Second Edition
Kenneth Bruffee, Johns Hopkins
In the second edition of this widely respected work, Bruffee focuses
his argument on the need to change college and university education from
top to bottom, and on the need to understand knowledge differently in order
to accomplish that change.
Active Learning
Johnson-Johnson-Smith, International Book Company
Key Resources on Teaching, Learning,
Curriculum, and Faculty Development. Robert J. Menges and B. Claude
Mathis
First-Order Principles for
College Teachers: Ten basic ways to improve the Teaching Process.
Robert Boice
Based on his many years of teaching, training, and writing, the author has
developed ten basic principles that together form a foundation for effective
teaching. These unique and interrelated principles are empirically tested
and address attitudes as well as actions. Practicing the principles can
bring faster success to classroom performance, can generalize to other tasks
such as scholarly writing, and can provide a basis for making better use
of traditional advice about teaching improvement. With the first-order principles,
teachers learn to relax and manage their jobs and their own growth as teachers.
This is a valuable resource for both novice and experienced teachers.
Mathematics and Democracy: The Case for Quantitative Literacy. National Council of
Education and the Disciplines.
Lynn Arthur Steen, Professor of Mathematics at St. Olaf College, led
the Design Team, and offered this explanation: “Quantitative literacy
is to mathematics what literacy is to language. In addition to the skills
of reading and writing, today’s society requires logical reasoning
and numerical thinking.” He also remarked that, “In the computer
age where decisions are often based on numbers and data, democracy depends
on a numerate citizenry. So too does our economy, and our citizens’ livelihoods.”
Collaborative Learning: Underlying Processes and Effective Techniques. Kris Bosworth and
Sharon J. Hamilton
The demographic makeup of the student population in higher education
has changed in dramatic ways over the past decade. These changes have motivated
questions about what constitutes knowledge and about how we learn and understand
new concepts, processes, and skills. Working from the premise that knowledge
is not a quantifiable mass of information to be transmitted but rather a
socially constituted process of making meaning within constantly changing
and interacting contexts, the authors of this volume seek to define and
extend current understanding of collaborative learning in higher education.
Successful College Teaching:
Problem Solving Strategies of Distinguished Professors. Sharon A.
Baiocco and Jamie N. DeWaters
Drawing upon interviews with 30 award-winning professors and 10 case
studies, Successful College Teaching illustrates the art and science
of excellent teaching. The book presents both a theory and an analysis of
why distinguished teachers are successful and identifies common characteristics,
philosophies, methods, and behaviors.
The Course Syllabus: A
Learning-Centered Approach. Judith Grunert
This best-selling practical manual presents why and how to construct
a syllabus that shifts from what you will cover (the traditional syllabus)
to one that reflects what tools and information you can provide students
to help them learn (the learning-centered syllabus). The book's underlying
assumption is that good teaching helps students understand how to actively
acquire, use, and extend knowledge in an ongoing process of learning. The
book's goal is to assist anyone interested in designing a learning-centered
syllabus to plan and construct one.
The Teaching Portfolio.
2nd edition
The Teaching Portfolio, 2/e offers college and university faculty and
administrators the kind of practical, research-based
information necessary to foster the most effective use of portfolios. It
is written for presidents, provosts, academic vice presidents, deans, department
chairs, instructional development specialists, and faculty—the essential
partners in evaluating and improving teaching.
Classroom Assessment Techniques: A Handbook for College Teachers
2nd Edition. Thomas A. Angelo and K. Patricia Cross
This revised and greatly expanded edition of the 1988 handbook offers
teachers at all levels of experience detailed, how-to advice on classroom
assessment—from what it is and how it works to planning, implementing,
and analyzing assessment projects. The authors illustrate their approach
through twelve case studies that detail the real-life classroom experiences
of teachers carrying out successful classroom assessment projects.
Classroom Research: Implementing
the Scholarship of Teaching
K. Patricia Cross and Mimi Harris Steadman
Classroom Assessment Techniques offers faculty members a set of tools
to identify what is working and what is not in their classrooms and the
companion volume Classroom Research details a collaborative process for
investigating teaching and learning issues.
Effective Grading: A Tool for Learning and Assessment
Barbara E. Walvoord and Virginia Johnson Anderson
Effective Grading is written for the faculty member who believes the
grading process is a valuable measure of student learning. This hands-on
guide for evaluating student work offers an in-depth examination of the
linkage between teaching and grading.
Handbook on Teaching Undergraduate
Science Courses
A Survival Training Manual. Gordon E. Uno
Peer Review
of Teaching : A Source Book
Nancy Van Note Chism
This concise yet comprehensive sourcebook is for administrators, particularly
deans and department chairs, who wish to develop a strong peer review component
to their system for evaluating and improving teaching. And this book is
for faculty who will be engaged in the system, as both evaluators and as
subjects of teaching evaluation. It consists of two parts: Part One details
a framework for designing and implementing peer review, and Part Two provides
guidelines, protocols, and forms for each task involved in an effective
system of peer review.
Learner-Centered Teaching: Five Key Changes to Practice
Maryellen Weimer
In this much needed resource, Maryellen Weimer-one of the nation's most
highly regarded authorities on effective college teaching-offers a comprehensive
work on the topic of learner-centered teaching in the college and university
classroom. As the author explains, learner-centered teaching focuses attention
on what the student is learning, how the student is learning, the conditions
under which the student is learning, whether the student is retaining and
applying the learning, and how current learning positions the student for
future learning. To help educators accomplish the goals of learner-centered
teaching, this important book presents the meaning, practice, and ramifications
of the learner-centered approach, and how this approach transforms the college
classroom environment. Learner-Centered Teaching shows how to tie teaching
and curriculum to the process and objectives of learning rather than to
the content delivery alone.
The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom Stephen D. Brookfield
Brookfield shows new and veteran teachers how to thrive on the unpredictability
and diversity of classroom life. He draws from his own teaching experience
and extensive research to identify critical areas in the teacher-learner
relationship--such as building trust with students and overcoming resistance
to learning.
Becoming a Critically Reflective
Teacher Stephen D. Brookfield
Building on the insights of his highly acclaimed earlier work, The Skillful
Teacher, and applying the principles of adult learning, Brookfield thoughtfully
guides teachers through the processes of becoming critically reflective
about teaching, confronting the contradictions involved in creating democratic
classrooms, and using critical reflection as a tool for ongoing personal
and professional development.
Creating Learning Centered Classrooms: What does Learning Theory have to say? Vol. 26 #4 Frances
Stage, Patricia Muller, Jillian Kinzie, and Ada Simmons.
Race in the Classroom: The Multiplicity of Experience
VHS: 19 minutes.
Five vignettes are used in this Harvard University video to demonstrate
how issues of race can affect learning and teaching, both inside and outside
the college classroom. Problems of group dynamics, speaking and listening
techniques, teaching a racially diverse population and handling racially
charged confrontations are illustrated. Study guide available.
Facilitator's Guide for Race
in the Classroom: The Multiplicity of Experience
Corresponds with the VHS video above
Advise for New Faculty
Members. Robert Boice.
Advice for New Faculty Members: Nihil Nimus is a unique and essential
guide to the start of a successful academic career. As its title suggests
(nothing in excess), it advocates moderation in ways of working, based on
the single-most reliable difference between new faculty who thrive and those
who struggle. KEY TOPICS: By following its practical, easy-to-use rules,
novice faculty can learn to teach with the highest levels of student approval,
involvement, and comprehension, with only modest preparation times and a
greater reliance on spontaneity and student participation. Similarly, new
faculty can use its rule-based practices to write with ease, increasing
productivity, creativity, and publishability through brief, daily sessions
of focused and relaxed work. And they can socialize more successfully by
learning about often-misunderstood aspects of academic culture, including
mentoring. Each rule in Advice for New Faculty Members has been tested on
hundreds of new faculty and proven effective over the long run -- even in
attaining permanent appointment. It is the first guidebook to move beyond
anecdotes and surmises for its directives, based on the author's extensive
experience and solid research in the areas of staff and faculty development.
New Faculty
Good Start: A Guidebook for New
Faculty in Liberal Arts Colleges.
Gerald Gibson
A guide for graduate students and new faculty who have chosen to teach
at a liberal arts college. Engagingly written, filled with practical information
and useful data, this book deals with all of the principal duties of a faculty
member.
Reinventing Ourselves Smith, Barbara
Leigh McCann, John
Reinventing Ourselves examines the experiences and lessons from
over 20 different institutions pioneering new approaches for more effective
teaching and learning. Many of the colleges included in this volume began
as both educational and social experiments, representing new ways of thinking
about educational goals, curricular organization, institutional governance,
and faculty roles and rewards. With new calls for both rethinking our approaches
to teaching and learning and for reviewing the traditional boundaries within
institutions and between disciplines, Reinventing Ourselves offers a rich
store of ideas from which to draw.
The New Professors Handbook: A
guide to Teaching and Research in Engineering and Science
An ideal resource for everyone making the transition from grad
student to new faculty member in engineering and sciences. This book, developed
through years of use with new faculty, is based on published literature
and experiences of productive faculty. It distills the voluminous literature
on teaching and presents vital information on starting and conducting research.
For more information go to the publisher's website:
Faculty
and Professional Development
Departments that work.
John F. Wergin.
Evaluation in departments is widespread but often fails to spark positive
change. Based on his extensive work with academic departments across the
country, Wergin explains, successful department evaluation exists only when
faculty and departments have a strong influence on the purposes, processes,
and methods of evaluation. The central purpose of Departments That Work
is how academic programs can make evaluation more useful and critical reflection
more likely.
Academic Administrators guide to
meetings. Janis Fisher Chan.
Newly appointed academic managers are expected to conduct and lead a
wide variety of meetings. Often, however, these managers lack the skills
needed to lead meetings that get meaningful results. The Jossey-Bass Academic
Administrator's Guide to Meetings is specifically designed to help managers
understand how to conduct successful meetings that accomplish specific objectives
as efficiently as possible. This helpful resource includes practical guidelines
and information that can be put into place immediately to help ensure that
meetings run effectively.
A Guide to Faculty Development:
Practical Advice, Examples, and Resources Gillespie, Kay Herr Hilsen,
Linda R. Wadsworth, Emily C.
Prepared under the auspices of The Professional and Organizational
Development (POD) Network in Higher Education, this book is a fundamental
resource for faculty developers, as well as for faculty and administrators
interested in promoting and sustaining faculty development within their
institution.
Scholarship Revisited: Perspectives
on the Scholarship of Teaching. Carolin Kreber
Despite growing literature and research, the scholarship of teaching
is a subject that has experienced considerable ambiguity, as well as unresolved
issues in its assessment and evaluation. With innovative and practical solutions
designed to improve the scholarly process as a whole, this issue presents
the outcomes of a Delphi Study conducted by an international panel of academics
working in postsecondary teaching and learning and faculty evaluation scholarship.
Examining the growth in the scholarship of teaching from different perspectives,
the authors identify its important components, define its characteristics
and outcomes, and reach consensus on its most pressing issues. They discuss
in greater depth a model to guide much needed educational development initiatives
as well as the crucial role of the faculty developer in promoting effective
growth and development. Achieving their goal to present the scholarship
of teaching in a way that is consistent with its research, the authors have
contributed a valuable resource for current and future scholarship in this
important field.
Coping with Faculty Stress.
Volume 5. Walter H. Gmelch
This useful book outlines the chief forms and major causes of academic
stress. Practical advice shows how to distinguish negative from positive
stress and how to deal with negative stressors in life and at work. The
book includes exercises to help the academic understand how stress affects
him or her, as well as forms to help design programs for coping with stress.
Building the Faculty we Need:
Colleges and Universities Working Together. Jerry Gaff, Anne Pruitt-logan,
Richard Weibl, and participants in preparing future faculty programs.
This report is a call to change the ways we educate the next generation
of college faculty and a guide for developing the programs that do it. The
volume indicates what has been done and what has been learned from six years
of experience with new faculty preparation programs - Preparing Future Faculty.
Changing Practices in Evaluating Teaching:
A Practical Guide to improved Faculty Performance and Promotion/ Tenure
Decisions Seldin, Peter & Associates
This book offers university and college administrators and faculty
the kind of research-based and ready-to-use information required to foster
truly effective and equitable teaching evaluation at their institutions.
To Improve the Academy. Vol
20. Lieberman & Wehlburg
An annual publication of the Professional and Organizational Development
(POD) Network in Higher Education, To Improve the Academy offers a resource
for improvement in higher education to faculty and instructional development
staff, department chairs, faculty, deans, student services staff, chief
academic officers, and educational consultants.
New Academic Compact: Revising
the Relationship between Faculty and their Institutions McMillin, Linda
A. Berberet, Jerry
Highlighting the Associated New American Colleges’ Faculty
Work Project, this volume examines the call for redefining faculty roles
and institutional relationships. Believing that in order to serve students
successfully colleges must invest in faculty effectiveness, the overriding
goal of the project has been to lay the conceptual groundwork for bringing
an institution’s faculty policies and practices and the actual work
patterns of faculty into alignment with the institutional mission.
Leadership Reconsidered: Engaging
Higher Education in Social Change
Alexander Astin and Helen Astin & several contributing authors
Posttenure Faculty Development:
Building a System of Faculty Improvement and Appreciation. Vol.
27 #4. Jeffrey W. Alstete
Alstete synthesizes the debate around posttenure review and develops
a model for faculty development that combines the best principles of posttenure
review with the long-standing practice of faculty assessment and development.
He also explains why posttenure faculty development can make a difference
in dealing with mandatory retirement caps, changes in student demographics,
technology, and globalization. Even if your campus is not trying to implement
posttenure faculty development, this report will make you stop and think
about the latest practices and innovations.
Administration
The Administrative Portfolio Seldin,
Peter Higgerson, Mary Lou
Academic administrators are being held accountable, as
never before, for how well they do their jobs. Often, however, administrators
have not had solid, concrete evidence of what they do, much less why they
do it. This book offers administrators a reliable guide to creating
a document that evidences performance.
Department Chair's Role
in Developing New Faculty into Teachers & Scholars. Bensimon,
Ward, & Sanders
Hiring new tenure-track faculty and seeing them through to tenure is
an onerous responsibility for department chairs, with significant departmental
and institutional consequences. The Department Chair's Role in Developing
New Faculty into Teachers and Scholars is designed to help chairs with
the three critical stages of junior faculty socialization: 1) recruitment
and hiring; 2) the first year; and 3) evaluating new faculty performance.
The authors offer concrete advice and activities; make extensive use of
real-life situations; and provide generic examples of letters, checklists,
and orientations that can be adapted to individual contexts. This
new book provides the tools chairs need to adapt habit and intuition into
effective management practices. The advice will help department chairs achieve
the mission and objective of their own units, as well as their colleges
and campuses.
Journals
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Journal of Blacks in Higher Education
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The Teaching Professor
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National Teaching and Learning Forum
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College Teaching
