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Features from past issues of the Teaching Professor Publication

April
* Alternatives to Traditional Adult Approval
* Ownership Increases Levels of Self-Reported Learning
* Personal Narratives Scholarship Stimulates Thoughtful Analysis
* Is There a Connection Between Learning Styles and Preferences?
* Four Types of Unethical Behavior to Avoid
* Newspapers: An Exciting Way to Learn
* Annoying Behavior Can Impede Learning
* The Professor Made Us Do It Ourselves'

February
* Creating a Classroom Culture that Inspires Student Learning
* Creative Ideas for Enhancing Learning on Exams
* Research and Practice: A Bridge at Last?
* A Resource to 'Measure' Intrinsic Motivation
* Evidence of Student Consumerism
* From Student Consumer to Independent Learner
* Graduating Senior Seminar Benefits Students, Program

March

January
* Working in Groups-Understanding but not Applying
* Don't Over Look community College Faculty's Contributions to Teaching
* 10' Worthwhile Considerations' for Improving Lectures
* Good Teaching in the Lab
* Using Oral Examinations in a Statistics Class
* A Large Learning Journal Assignment: Mechanics and Outcomes

2003 Teaching Professor Publications

February
* New Ways to Select Teams: Prof Chooses Team Leaders Who Then Interview Prospective Teammates
* Syllabus Quiz Reduces Misunderstandings Down the Road
* Reading Assignments: Can We Persuade Students They Matter?
* Research Explores What Makes Successful Groups
* Mnemonic Strategies: How to Enhance Memory in the Higher Education Classroom
* Effective Preceptoring Takes Advantage of Varying Skill Levels

August/September
* Applying the Scholarship of Teaching and Learning: How Can We Do Better?
* Debunk These 10 Myths About Teaching and Learning
* Freshmen Can Learn from Project Critiquing Workshops
* Do Some Kinds of Learning Happen Only in a Classroom
* Spaces that Lay Like Nightmares: Student learning and the Classrooms
Where It Doesn't Happen
* What Needs to Change?
* Collaborative Testing: A Method That Maintains Accountability
* Six Strategies to Make Courses More Learner Centered Without Sacrificing Content

October
* Designing Courses and Assignments That Promote Deep Understanding of Essential Concepts
* Students Get the First Word
* Long-Term Knowledge Retention and Transfer
* First-Year Excitements and Worries
* Lecture Breaks That Involve Students
* Improve the Feedback That Students Give Each Other
* Study Aids in Texts: Do They Improve Exam Performance?

November
* Students Teaching Students Boosts Enthusiasm, Learning
* A Helpful Handout for Students
* Going Bookless-A Liberating Experience
* Distinguishing Qualities of Master Teachers Endure
* Why the Scientific Method Matters: A Cautionary Tale
* Five More Ways Sports Coaches Model Good Instruction
* Faculty Web Pages: Essential Ingredients
* Self-Regulated Learning Revisited

December
* Make the Most of the Learning Moment
* Why Students Resist Innovative Teaching Methods
* Assessing Teaching: Can't We Do Any Better?
* Five Reasons to Use Peer Assessment in Groups
* Our Stories About Students
* 10 Characteristics of Effective Feedback
* Student-Centered, But Focused on What?
* Assignment Choices: Student Responses
* What to do When Students Weep
* Teaching Involves More than Telling, Training