| A number of teaching and learning
centers across the county have contributed to this list
of selected resource on teaching and learning, among them
the centers at Indiana University, the University of
Massachusetts-Amherst, and Stanford University. These are
starting points, references which faculty have found
useful or stimulating. In addition to these annotated
descriptions, in cases where publishers have granted
permission, we offer full-text
versions of these materials.
Topics:
Course Design and Getting Started
Responding to a Diverse Student Body
Discussion Strategies
Lecture Strategies
Collaborative Strategies
Enhancing Students' Learning
Writing Assignments
Testing and Grading
Instructional Media and Technology
Assessing Student Learning and Teaching
TA Training and Development
Viewpoints and Philosophy
The following resource is available on this site in
full text.
 Middendorf, Joan. Learning
student names (Teaching Resource Center, Indiana
University).
For an excellent book on this important topic, start
with:
 Diamond, Robert M. (1989). Designing
and Growing Courses and Curricula in Higher Education: A
Systematic Approach. San Francisco: Jossey-Bass.
For valuable chapters and articles see:
Davis, B.G. (1994). The Course
Syllabus and The First Day of Class. In Tools for
Teaching, 14-27. San Francisco: Jossey-Bass.
Davis outlines the essentials of a good syllabus in
effective course design and offers suggestions to help
get a course off to a good start.
Erikson, Stanford C. (1984). Decisions About Course
Content. In The Essence of Good Teaching: Helping
Students Learn and Remember What They Learn. San
Francisco: Jossey-Bass.
Fuhrmann, Barbara Schneider and Anthony F. Grasha.
(1983). Considering Alternative Course Designs. In A
Practical Handbook for College Teachers. Boston:
Little, Brown.
Lowman, Joseph. (1984). Planning
Course Content To Maximize Interest. In Mastering the
Techniques of Teaching. San Francisco: Jossey-Bass.
McKeachie, W. (1986). Meeting a
Class for the First Time. In Teaching Tips: A
Guidebook for the Beginning College Teacher, 8th ed,
18-24. Lexington, MA: D.C. Heath and Company.
The author offers advice on making the first class
meeting interesting, informative, and challenging.
Ramsden, Paul. (1992). The Goals
and Structure of a Course. In Learning To Teach in
Higher Education. London and New York: Routledge.
Ramsden lives and works in Australia and brings a fresh
and different perspective to understanding how cognition
works in response to various approaches to teaching. This
"deep/surface approach" research, dominant in
the U.K, Canada, and Europe, is the focus of The National Teaching and
Learning Forum (5)1: 1-4.
Also of Interest:
Davis, James R. (1995). Interdisciplinary
Courses and Team Teaching: New Arrangements for Learning.
Phoenix: American Council on Education/Oryx Press.
The following resources are available on this site
in full text.
Smith, D. G. (1991.) The
challenge of diversity: Alienation in the academy and its
implications for faculty. Journal on Excellence in
College Teaching, 2, 129-137.
Diversity: A Selected
and Annotated Bibliography
Prepared by R. Neill Johnson with Diane M. Enerson and
Kathryn M. Plank
Anderson, J.A., and M. Adams.
(1992). Acknowledging the Learning Styles of Diverse
Student Populations: Implications for Instructional
Design. In Teaching for Diversity, edited by N.
Chism and L. Border, 19-33. San Francisco: Jossey-Bass.
The authors discuss research on students' learning styles
and provide practical ideas for fostering the success of
students across cognitive styles.
Herrington, A.J., and M. Curtis. (1990).
Basic Writing: Moving the Voices on the Margin to the
Center. Harvard Educational Review 60 (4):
489-496.
The authors explain why and how the basic writing course
at the University of Massachusetts at Amherst was
redesigned to reflect and validate the voices of those
enrolled in it.
The Project on Campus Community and
Diversity. (1994). Dialogues
for Diversity: Community and Ethnicity on Campus.
Phoenix: American Council on Education/Oryx Press.
The following resource is available on this site in
full text.
Middendorf, Joan and Alan Kalish. (1995). Frequently asked questions about
discussion (Teaching Resource Center, Indiana
University).
Cashin, W.E. and P.C. McKnight. (1986).
Improving Discussions. Idea Paper No. 15. Kansas State
University, Center for Faculty Evaluation and
Development.
The authors show how discussion can be used to improve
cognitive learning, to enhance the affective value of
learning, and to increase participation.
Frederick, P.J. (1994). Classroom
Discussions. In Handbook of College Teaching,
edited by K. W. Prichard and R. M. Sawyer, 99-109.
Westport, CT: Greenwood Press.
Frederick suggests innovative ways to stimulate, lead,
and sustain class discussion and to encourage student
participation. Frederick's 1981 article, The Dreaded
Discussion: Ten Ways to Start. Improving College and
University Teaching 30: 109-114, has been a
much-cited classic since it first appeared.
Gleason, M. (1990). An Instructor
Survival Kit: For Use with Large Classes. In Teaching
College: Collected Readings for the New Instructor,
edited by E. Neff and M. Weimer, 75-80. Madison, WI:
Magna Publications.
Gleason discusses several ways to counter the student
passivity common in large classes and recommends
resources for planning and implementing classroom
strategies.
Hyman, R. (1982). Questioning in the College
Classroom. Idea Paper No. 7. Kansas State University,
Center for Faculty Evaluation and Development.
Hyman asserts that question-answer techniques are
essential for effective teaching and offers strategies
for classroom use.
Johnson, R.T., D.W. Johnson, and K.A. Smith.
(1988). Cooperative Learning: An Active Learning
Strategy for the College Classroom. Minneapolis:
University of Minnesota.
This piece presents a rationale for using cooperative
learning in college classes and discusses the operation
of three kinds of cooperative learning groups.
Kraft, R. (1985). Group-inquiry Turns Passive
Students Active. College Teaching 33 (4): 149-154.
Kraft proposes a group-inquiry technique that actively
engages students in course material, encouraging them to
respond and react to it.
Cashin, W.E. (1985). Improving Lectures. Idea
Paper No. 14. Kansas State University, Center for Faculty
Evaluation and Development.
Cashin offers advice on lecture preparation,
organization, and presentation and discusses feedback and
classroom interaction.
McKeachie, W.J. (1994).
Lecturing. In Teaching Tips, 53-70. Lexington, MA:
D.C. Heath and Company.
McKeachie gives practical suggestions for preparing and
organizing lectures as well as for gaining student
attention and maintaining interest through active
thinking and participation.
The following resource is available on this site:
An executive summaryof the
following:
Johnson, D.W., R.T. Johnson, and K.A. Smith.
(1991). The Cooperative Lecture. In Cooperative
Learning: Increasing College Faculty Instructional
Productivity, 81-102. ASHE-ERIC Higher Education
Report, no. 4. Washington, D.C.: George Washington
University.
This piece outlines ways to intersperse lectures with
informal cooperative learning groups.
Kraft, R. (1985). Group-inquiry Turns Passive
Students Active. College Teaching 33 (4): 149-154.
Kraft proposes a group-inquiry technique that actively
engages students in course material, encouraging them to
respond and react to it.
Erickson, B.L., and D.W.
Strommer. (1991). Learning Styles and Intellectual
Development. In Teaching College Freshmen, 46-62.
San Francisco: Jossey-Bass.
The authors summarize the research on student development
and learning styles that is most relevant for faculty who
teach undergraduate students.
Whitman, N. (1983). Teaching Problem-Solving
and Creativity in College Courses. American
Association for Higher Education Bulletin 36: 9-13.
Whitman discusses how problem-solving and creativity may
be used to teach a subject and to promote active
learning.
The following resource is available on this site:
Elbow, P. (1994). Writing
for Learning, Not Just for Demonstrating Learning.
University of Massachusetts Amherst.
Elbow describes a number of concrete ideas for helping
students write better in all courses, with an emphasis on
writing to learn. He outlines strategies for designing
effective writing assignments and for responding to and
evaluating student work.
(EDITOR'S NOTE: No voice of counsel about the lonely
truth of writing has been more valuable to me over the
years than Peter Elbow's. His Writing
Without Teachers saved my sanity at one point in
graduate school. Among the many other excellent offerings
by this author, note also:
Elbow, P. (1986). Embracing
Contraries in the Teaching Process. In Embracing
Contraries: Explorations in Learning and Teaching,
141-159. New York: Oxford University Press.
Elbow discusses the complexities of serving both one's
students and one's subject, of being an ally and
evaluator, and shows how "peace between
opposites" can be achieved.)
The following resource is available on this site in
full text.
Silva, Francisco. (1995). Student-generated test questions.
Teaching Resources Center, Indiana University
7(2).
Cashin, W.E. (1987). Improving Essay Tests.
Idea Paper No. 17. Kansas State University, Center for
Faculty Evaluation and Development.
This article discusses appropriate uses of essay tests
and essay test construction and scoring.
Clegg, V.L. and W.E. Cashin. (1986).
Improving Multiple-Choice Tests. Idea Paper No. 16.
Kansas State University, Center for Faculty Evaluation
and Development.
This article makes recommendations for using and
designing multiple-choice tests.
Lowman, J. (1984). Evaluating
Student Performance: Testing and Grading. In Mastering
the Techniques for Teaching, 184-209. San Francisco:
Jossey-Bass.
Lowman discusses the use of evaluation to promote
learning and offers suggestions on constructing and
grading effective tests.
Davis, B.G. (1994). Computers and
Multimedia. In Tools for Teaching, 334-341. San
Francisco: Jossey-Bass.
The author provides concrete examples of ways faculty
members can use computers and interactive multi-media to
make their teaching more efficient, powerful, and
flexible.
The following resources are available on this site
in full text.
Craig, James. (1995). Minute
papers in a large class. Teaching Resources Center,
Indiana University 7(2).
Dear TRC: Not all of
the students seem to be following along with me as I
lecture. What are they thinking as they sit in class?
Teaching Resources Center, Indiana University
7(2).
Office of Academic Affairs and Dean of
Faculties. Classroom assessment
techniques (Indiana University).
Angelo, T.A., and K.P. Cross
(1993). Minute Paper. In Classroom Assessment
Techniques: A Handbook for College Teachers, 148-153.
San Francisco: Jossey-Bass.
Angelo and Cross introduce readers to the Minute Paper, a
versatile, quick, and extremely simple way to collect
written feedback on student learning.
The following resource is available on this site in
full text.
Lewis, Karron. (1997). "Training Focused on Postgraduate
Teaching Assistants: the North American Model." Seminar
Report--CVCP, 1 May 1997.
Lewis provides a comprehensive picture of the history of
TA training and development in North America. Filled with
comparative charts and accompanied by an extensive
bibliography, the paper constitutes a valuable resource
for anyone working with TAs.
Ayers, W. (1986). Thinking About Teachers and
the Curriculum. Harvard Educational Review 56:
49-51.
Ayers compares the role of a teacher to that of a
midwife, showing how teachers can empower students and
transfer ownership of learning to them.
Browne, M.N., and S.M. Keeley. (1985).
Achieving Excellence: Advice to New Teachers. College
Teaching 33: 78-83.
The authors suggest practical teaching behaviors that are
linked with productive educational outcomes, including
ideas for stimulating student involvement, encouraging
critical thinking, and managing the classroom.
Eble, K. (1988). The Mythology of
Teaching. In The Craft of Teaching, 2nd ed, 11-27.
San Francisco: Jossey-Bass.
Eble discusses the nature of teaching, learning, and
learner characteristics and argues that teachers make
dubious assumptions about these things.
Sorcinelli, M.D. (1991). Research Finding on
the Seven Principles. In Applying the Seven Principles
for Good Practice in Undergraduate Education, edited
by A.W. Chickering and Z. Gamson, 13-25. San Francisco:
Jossey-Bass.
Sorcinelli highlights the impact of the seven principles
for good practice on college student learning and
development in her review of the underlying research.
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