Link to book and Web resources on these issues:

Active Learning
Classroom civility
Reflecting on our profession
Teaching American English language learners
Institutional support for teaching and learning
Teaching strategies
Generational issues and first-year students
First-year programs

On-site conference bookstore

Active Learning:

Active Learning Site
This site by Dr. Charles Bonwell supports the scholarship of teaching by providing research-based resources designed to help faculty use active learning successfully in college and university classrooms. Resources active learning bibliographies, research summaries, active learning internet links.
http://www.active-learning-site.com

Significant Learning
All teachers face the challenge of designing their courses and teaching in a way that leads to learning that can be deemed to be truly significant, as viewed by both students and others. Dee Fink has written a book on this subject: Creating Significant Learning Experiences. The website includes excerpts from the book and allows interested parties to continue learning how to meet this challenge as effectively as possible. http://www.significantlearning.org

Active Learning Primer
This primer defines a number of terms related to active learning, including cooperative learning, collaborative learning, service learning. download pdf

Books on Civility in the Classroom:
Richardson, S. (Ed.) (1999). New directions for teaching and learning, promoting civility: A teaching challenge. San Francisco: Jossey-Bass. Offers creative, thoughtful strategies for promoting civil discourse and resolving conflict when it arises--both in the classroom and in the campus community at large. The authors recommend constructive responses to disruptive classroom behavior and techniques for encouraging open, respectful discussion of sensitive topics.
Steven Richardson is the Vice President for Academic Affairs at Winona State University.

Amada, G.. (1999). Coping with misconduct in the college classroom: A practical model. Asheville, NC: College Administration Publications.

Eble, K.E. (1988). Cheating, confrontations, and other situations. In K.E. Eble, The Craft of Teaching. (Second ed.), pp. 164-180. San Francisco: Jossey-Bass.

McKeachie, W.J. (1994). Problem situations and problem students. In W.J. McKeachie, Teaching tips: Strategies, research and theory for college and university teachers (ninth ed.), pp. 251-261. Lexington, MA: D.C. Heath.

Sorcinelli, M.D. (1994). Dealing with troublesome behaviors in the classroom. In K.W. Prichard & R.M. Sawyer (Eds.), Handbook of college teaching: Theory and applications, 365-373. Westport. CT: Greenwood Press.

Classroom Civility Issues on the Web:
Civility in the 1700s
The Proper Gentleman: George Washinton's and the Rules of Civility contains 110 rules that Washington recorded for what was considered appropriate, civil behavior. A quick read and worth a look because some "rules" are interesting, curious, and even humorous. http://www.georgewashington.si.edu/kids/activity5.html

The Cycle of Respect
When students are disrespectful, it is usually because they feel disrespected by the teacher. This notion is discussed in The Chronicle of Higher Education. http://chronicle.com/jobs/2004/01/2004010501c.htm

Resources Page
The Minnesota State Colleges and Universities Center for Teahcing and Learning has a resource page with links to articles that focus on civility in the classroom. http://www.ctl.mnscu.edu/resources/resources_books_incivility.html

Lessons in civility:
From the 12/5/03 Chronicle of Higher Education:
Michael Berube, a liberal English professor at Penn State, describes how he strove to keep professionalism
above politics when confronted by an obstreperous, conservative
student. http://chronicle.com/free/v50/i15/15b00701.htm

Standards for Personal Responsiblity and Decorum
MIraCosta College's response to fostering classroom civility. Informs students on the college's academic and student conduct expectations. http://www.miracosta.cc.ca.us/home/kcunningham/AcademicStandards.pdf

Strategies for Troublesome Classroom Behaviors
Helpful article written by a California State University, Chico, faculty member in the College of Behavioral and Social Sciences. Contains a list of Dos and Don'ts when dealing with a number of challenging classroom behaviors. http://www.ntlf.com/html/pi/9710/strat.htm

On Underprepared Students
"Do Better or You Don't Get in: Northern Kentucky is No Longer 'Remedial U'" - The Cincinnati Enquirer
Every year, about half the freshman class at Northern Kentucky University is not completely ready for college. That's 950 students who must take at least one remedial course without credit toward a degree. Within a year, about 45 percent of them drop out, records show. This is a trend that's about to change at NKU. A great article. http://www.enquirer.com/editions/2003/12/12/loc_nku12.html

Short Pieces on Civility in the College Classroom
One of our own Minnesota State Colleges and Universities colleagues, Steven Richardson, Vice President for Academic Affairs at Winona State University, contributes to a number of these short, reflective pieces on civility in the classroom. Includes a link to additional references and resources. http://www.nea.org/he/advo00/advo0003/thriving.html

Reducing Incivility in the University/College Classroom
The International Electronic Journal For Leadership in Learning published "Reducing Incivility in the University/College Classroom." Brandon University professor, Patrick Morrisette explores incivility in the classroom from a number of perspectives including tracking uncivil student behavior, practical strategies to reduce or eliminate student incivility, and a review of literature. http://www.ucalgary.ca/~iejll/volume5/morrissette.html#practical

Academic Civility Begins in the Classroom
Roger G. Baldwin, from The College of William and Mary, suggests a number of ways to decrease incivility in the college classroom that include syllabus content and specific instructional strategies. http://www.cte.umd.edu/library/podresourcepackets/studentteacher/academic.html

Helping Different Types of Distressed Students
A great online article prepared, revised and edited by : UCSB Counseling & Career Services and the Office of Office of Instructional Consultation.that addresses how to manage student incivility that manifests in a number of different ways, including the verbally agressive student, the violent or physically destructive student, the student in poor contact with reality, and the anxious student. http://id-www.ucsb.edu/ic/ta/hdbk/ta6-3.html

Dealing with Troublesome Behavior
Texas Tech University Faculty Guide published this piece on managing and pre-empting classroom incivility. Includes issues of student inattention, syllabus design, and challenges to authority. http://www.ctl.mnscu.edu/resources/resources_books_incivility.html

Incivility Survey
This survey of 1000 Indiana University, Bloomington, faculty, associate instructors, and adjunct faculty regarding their experiences with incivility in their classes began in early April and concluded in June 2000. The survey was sponsored by the Dean of Students and the Dean of the Faculties. On June 23, 2000, the results were presented to the IU Board of Trustees. For a copy of the data and the questionnaire in PDF format. Interesting reading.

Managing Behavior in the College Classroom
A handbook of the same title is available for faculty from D'Youville College in Buffalo, New York. It takes a problem-solving approach to four cases: 1) Disruptive behaviors in the classroom; 2) Groups of students try to intimidate the instructor; 3) Classroom bullies; 4) Aberrant or immature behaviors. Useful for individual review or small workshops, each case is followed by discussion questions and references for further research. http://ddl.dyc.edu/~cdn?vol1.pdf

Managing Hot Moments in the Classroom
Sometimes things seem to explode in the classroom, and what do we do then? Knowing strategies for turning difficult encounters into learning opportunities enables us to address important, but hot, topics -- religion, politics, race, class, gender -- in our classroom discussions. Author Lee Warren, from Harvard's Derek Bok Center, shares insights and strategies on dealing with these moments. http://bokcenter.fas.harvard.edu/docs/hotmoments.html

Teaching American English Language Learners:
Thanks to Ellen Lewin, ESL Instructor, Minneapolis Community and Technical College, who sent the CTL this terrific handout she created for the College of St. Catherine's "Breaking Barriers" 2002 conference. Includes 37 answers to the question, "What's a Teacher to Do?" Offers suggestions that will help teachers when working with students in the classroom who have native langauges other than English, how teachers can help non-native English speakers with their writing, test taking, references, and eight ESL Web sites that will help students with English use issues.

Thanks to Kimberly Johnson, an ESL teacher and Ph.D. student at the University of Minnesota, who sent us this terrific handout from her workshop at the July 2003 Project ACCESS Conference. This handout contains book and Web resources, some of which are annotated, that address teacher development and background readings and teaching resources.

From the 2003 Realizing Student Potential conference, PowerPoint presentation entitled "Skills for the Multicultural Classroom," presented by Stacy McCaskill, Dean of Educational Services, Anoka Ramsey Community Colelge, Coon Rapids.

Reflecting on our Profession:
FACED WITH THE CHORE of grading papers, a professor develops a powerful aptitude for evasion, delay, and self-protection. This essay is actually about non-traditional, underprepared students. It may cause many to nod heads in recognition, others to think about what to do. One CTL staff member readily identified with the author's position and found some comfort in it. http://chronicle.com/jobs/2003/11/2003111801c.htm

Developing a Philosophy of Teaching
Office of Faculty and TA Development article from the Ohio State University states, "College teachers use the process of constructing their statements of teaching philosophy for reflection on and elaboration of personal beliefs, values, and the practice of teaching. Such reflections often provide opportunities for development that are personally and professionally enriching." This philosophy of teaching Web site includes links to Major Components of a Philosophy of Teaching Statement, Sample Philosophy of Teaching Statements, Philosophy of Teaching Web sites.

The Office of Faculty and TA Development also published a Web site on developing Teaching Portfolios. This site aims to provide faculty and graduate teaching associates (TAs) with a practical and self-reflective guide to the development of a teaching portfolio.

Assessing Your Teaching Goals
To assess your teaching goals check out this short online inventory from the University of Iowa. It is anonymous and confidential. Here you can fill out the inventory with a few (well, about 53 actually) clicks and automatically see your scores. Your score report will also contain comparative scores from large samples. http://www.uiowa.edu/%7Ecenteach/tgi/index.html

Books about Institutional Support for Teaching and Learning:
Bess, J. (Ed.) (1997). Teaching well and liking it. Baltimore: The Johns Hopkins University Press. One look at the table of contents and you'll liable to say "Wow" too. Chapters include topics on career phases and their effect on faculty, student diversity, and leadership and faculty motivation.

Diamond, R. (Ed.) (2002). Field guide to academic leadership. San Francisco: Jossey-Bass. A terrific book containing chapters, "Improving Academic Advising: Issues and Action Areas for Campus Leaders," "Student Development: Monitoring the Quality of Learning and Development, "Faculty Development for the Future and more."
After browsing through the book, one CTL staff member put it quite well: "Wow."

Donald, J. (1997). Improving the environment for learning: Academic leaders talk about what works. San Francisco: Jossey-Bass. This book identifies optimal practices or "benchmarks" for creating a quality learning environment within higher education and outlines steps faculty and administrators can take to improve student learning. The author focuses on key factors influencing learning, identifies practices and policies central to effectiveness, and offers timely and feasible solutions for meeting student learning challenges.

McDonald, W. (Ed.) (2002). Creating campus community: In search of Ernest Boyer's legacy. San Francisco: Jossey-Bass. This book draws on the lessons learned from five very different institutions as they attempted to address a major challenge to higher education--building effective campus communities. George D. Kuh, professor and director, National Survey of Student Engagement, Indiana University, says this about this book: "Connecting authentically and deeply with others across all dimensions of life enriches the human spirit. The sense of community resulting from such connections is a hallmark of a supportive campus environment, which we know is an important factor in enhancing student learning. The contributions to this book offer a vision we can work toward and provide instructive examples from different types of institutions to point the way."

Institutional Support for Teaching and Learning on the Web:
Taking Responsibility for Student Learning
Alverno College shares its strategies for successful teaching and learning. The article includes "Student Learning in the First Year and Beyond" and "Learning in the Disciplines." http://www.nea.org/he/advo02/advo0402/feature.html

Skills for Academic Success:
Empowering Students to Make Informed Choices; Retention problems loom when self-advising is the path for a large percentage of students, and even advisors have difficulty matching student skills with hundreds of courses. Read about how a cooperative effort at Metropolitan Community College (NE) met these challenges in the November Learning Abstracts. http://www.league.org/publication/abstracts/learning/lelabs0311.htm

Books on Teaching Strategies:
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. This is a book that may motivate you to reflect on your teaching strategy. A terrific, practical book.

Provitera McGlynn, A. (2001). Successful beginnings for college teaching. Madison, WI: Atwood Publishing. A book that is well organized and makes a quick read. Chapter titles include: "Classroom and Course Management: The Nuts and Bolts of Successful Beginnings," "Promoting Student Participation and Motivation," "Dealing with Incivility in the College Classroom," and "Turning 'Successful Beginnings' into Successful Teaching Experiences."

Nilson, L. 2003. Teaching at its best: A research-based resource for college instructors. (2nd Ed.) Bolton, MA: Anker Publishing Company. Contains hundreds of practical teaching techniques, fomrats, classroom activities, and exercies. The second edition contains more information on the topics relevant to today's classroom such as technology, teaching online, service learning and faculty evaluations.

Stanley, C. and Porter, M. E. (Eds.) (2002). Engaging large classes: Strategies and techniques for college faculty. Bolton, MA: Anker Publishing Company. Contents include: twelve chapters that identify and discuss major issues in the teaching of large classes such as course design, planning and assessment, promoting civility, active and collaborative learning, classroom technology. Seventeen essays are also included written by teachers of large classes from various institutions that describe strategies and techniques they have used to successfully promote learning in large classes. Represented disciplines include: English, business, agriculture, math, sciences, and social sciences, clinical sciences, law, education and engineering.

Teaching Strategies on the Web:
Teaching Tips
Located at the Center for the Advancement of teaching, this site offers a wealth of teaching and learning resources. Here's a partial list: Active and Student Centered Learning; Best Practices in Undergraduate Education; Diversity; Critical Thinking; Creating Syllabi and Learning Contracts; Teaching Students with Disabilities; Learning Styles; Testing, Grading & Assessment; and Teaching portfolios. http://www.cat.ilstu.edu/teaching_tips/index.shtml

Johnson State College Web page that contains a variety of strategies including information on
promoting active learning, enhanced lecture formats, disruptive students, and a wide variety of pedagogical issues from course design, organization, and management to evaluation, self-assessment, and student interaction.
http://www.johnsonstatecollege.edu/studentlife/1170.html

Tom Drummond, from North Seattle Community College, compiled the material for this Web site, "A Brief Summary of the Best Practices in Teaching: Intended to challenge the professional development of all teachers." Includes discussion of strategies such as Cooperative Group Assignments, Active Learning, Double Loop Feedback, and Fostering Learner Responsiblity. http://northonline.sccd.ctc.edu/eceprog/bstprac.html

Books and Journals on Generational Issues and First-Year Students:
Two articles in About Campus, September-October 2003/Vol. 8, No. 4
"The First Year and Beyond: Charles Schroeder Talks to John Gardner." In this article, John Gardner reflects on everything from current efforts to improve the first-year experience to the assessment movement, student expectations of college, professional prepartions for studeent affairs, and more.

"What Helps Some Fist-Generation Students Succeed?" Sandra Rodriguez shares her research on what first-generations students need to succeed.

Howe, N. and Strauss, W. (2000). Millennials rising: The next great generation. Elk Grove, CA: Vintage Books.
Ohio State University Faculty Development Director, Professor Alan Kalish, offers this review: "Good on who this generation is culturally, but not about teaching at all."

Teaching in an age of accountability. (2002). Needham Heights, MA: Allyn & Bacon. Professor Kalish notes, "Richard Lyons' Chapter 3 is excellent and up-to-date on demographics and cultural values."

Levine, A.. and Cureton, J. (2001). When hope and fear collide: A portrait of today's college student. San Francisco: Jossey-Bass . Kalish notes, "A good, research based portrait of the students of the 1990s."

Light, R. (2001). Making the most of college: Students speak their minds. Cambridge, MA: Harvard University Press. Kalish writes, "Very good on connnecting with students, but based on Light's experiences at Harvard, so it suffers a bit from the 'it's not like that here' problem."

Leamnson, R. (1999). Thinking about teaching and learning: Developing habits of learning with first-year college and university students. Sterling, VA: Stylus Publishing. Kalish notes, "Fairly good on learning and teaching from a psycho-biology, brain-based-approach."