Meredith College Stone Soup
The Empowered Classroom for the 21st Century
How do we help our students become engaged learners and critical thinkers-who take
responsibility for learning, use powerful technology meaningfully, and apply their knowledge in purposeful ways?
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Academic Technology; Office of Academic Programs; Center for Women, Ethics, and Public Life; Faculty Development;
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Additional Teaching and Learning sites:
Online Resources and Teaching Tips of the week.
The Carnegie Foundation for the Advancement of Teaching is an independent policy and research center whose charge is "to do and perform all things necessary to encourage, uphold, and dignify the profession of the teacher and the cause of higher education. http://www.carnegiefoundation.org/
The Stanford University Center for Teaching and Learning sponsors an excellent
listserve called TOMORROW'S PROFESSOR MAILING LIST http://ctl.stanford.edu
Anyone can SUBSCRIBE to the Tomorrows-Professor Mailing List by addressing an
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Do NOT put anything in the SUBJECT line but in the body of the message type:
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.
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
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.
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:
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.
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.
Journal of Blacks in Higher Education
The Teaching Professor
National Teaching and Learning Forum