ITeach Center

Articles

From dealing with large classes to establishing a "culturally responsive faculty;" these articles offer solutions, tried and evaluated strategies and/or ask questions sure to provide "food for thought" and enhance your learning experience as educators, administrators or staff members.

Use the control function of your browser CTL+F to search within these results.

"101 Things You Can Do the First Three Weeks of Class"
Lunde, J.P. University of Nebraska-Lincoln
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"The following list is offered in the spirit of starting off right. It is a catalog of suggestions for college teachers who are looking for fresh ways of creating the best possible environment for learning. Not just the first day, but the first three weeks of a course are especially important, studies say, in retaining capable students."

"9 Principles of Good Practice for Assessing Student Learning"
Astin, A. W., T. W. Banta, K. P. Cross, E. El-Khawas, P. T. Ewell, P. Hutchings; T. J. Marchese, K. M. McClenney, M. Mentkowski, M. A. Miller, E. T. Moran, B. D. Wright. (2003)
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Goals and "best practices" statements concerning the assessment of student learning.

"A Brief Summary of the Best Practices in Teaching"
Drummond, T. (2002)
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A compilation of excellent teaching techniques "intended to challenge the professional development of all teachers."

"A Model for Researching Syllabus Development and Curriculum Change"
Reynolds, R. (2000) Paper presented at the AARE Conference, Sydney University.
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Paper presented at the AARE Conference, Sydney University.

"A Nation Still At Risk?"
By Shapiro, M. H., PhD. The Irascible Professor 7/26/03
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Author claims that our nation's public school system was and remains to be at risk due to low poor academic achievement.

"Academic Civility Begins in the Classroom"
Baldwin, R. G. "Academic Civility Begins in the Classroom" The Professional & Organizational Development (POD) Network in Higher Education.
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"Creative college teachers can expand this list of strategies to promote civility in the college classroom. Any practices that encourage students to reflect on their own beliefs, gather relevant data to inform their opinions, remain open to alternative positions, and respect others who hold differing beliefs will enhance the quality of dialogue in the classroom. Above all, professors who model respect for their students and open-mindedness toward alternative points of view will promote respect and tolerance among their students. No doubt, when the habits of civility are nurtured in the classroom, they will gradually permeate the institutional culture as a whole."

"Access to Lecture Notes: Review and Best Practice"
McMullin, B., M. Munro (2003) Report presented by the Office of the Dean of Teaching and Learning at Dublin City University.
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Looks at the pros and cons of providing lecture notes either in their entirety or as a brief outline to students and the impacts upon student learning.

"Advising At Risk Students"
Walsh, P. National Academic Advising Association
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This article identifies the need for advisors to be multi-taskers, they must be involved in "teaching as well as counseling, being honest as well as encouraging, and being informed as well open-minded." Walsh offers numerous links from this site to other advising program sites; links to advising tips and tools are also available at this site.

"Alberto Giacometti and the Surrealists"
Krauss, R. "The Originality of the Avant-Garde and Other Modernist Myths" Discusses Giacometti's work, "Invisble Object."
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"...this cooperation on the part of Michel Leiris, as he constructed the text for the sculptor's 1951 exhibition catalogue, placing Invisible Object in the service of a simple transparency to the observable world, is an expression of the ruptures and realignments that were transforming postwar Paris."

"American Commitments: Diversity, Democracy, and Liberal Learning"

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Documentation from the 1993 multi-project initiative by the Association of American Colleges and Universities

"An Intelligence View of Music Education"
Harvey, Arthur Dr. University of Hawaii (Manoa) 1997 Leka Nu Hou, the Hawaiian Music Educators Association Bulletin
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As music educators we ought to be grateful for, and knowledgeable about, three major developments in recent years that have strengthened our position in promoting music as a significant and research supported discipline that ought to be at the core of the curriculum. They are: (1) The extensive amount of Brain Research, much of it using music to understand the human brain, encouraged by the 1990's being proclaimed;The Decade of the Brain;(2) Howard Gardner's development of the Theory of Multiple Intelligences, providing a model of human intelligence for educational reform that gives music a significant place in the development of educational programs; and (3) the highly publicized research of Frances Rauscher, Gordon Shaw and colleagues at the University of California, Irvine on The Mozart Effect, research that showed a causal relationship between music and aspects of intelligence.

"An Intelligence View of Music Education"
Harvey, Arthur Dr. University of Hawaii (Manoa) 1997 Leka Nu Hou, the Hawaiian Music Educators Association Bulletin
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As music educators we ought to be grateful for, and knowledgeable about, three major developments in recent years that have strengthened our position in promoting music as a significant and research supported discipline that ought to be at the core of the curriculum. They are: (1) The extensive amount of Brain Research, much of it using music to understand the human brain, encouraged by the 1990's being proclaimed;The Decade of the Brain (2) Howard Gardner's development of the Theory of Multiple Intelligences, providing a model of human intelligence for educational reform that gives music a significant place in the development of educational programs; and (3) the highly publicized research of Frances Rauscher, Gordon Shaw and colleagues at the University of California, Irvine on The Mozart Effect, research that showed a causal relationship between music and aspects of intelligence.

"An Introduction to Classroom Assessment Techniques"
Emerson, D. M., Plank, Kathryn M., Neill, Johnson R. Neill.
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This article was featured on the Penn State Schreyer Institute Web site.

"Another Route to Grade Inflation"
Blue, T. (2003, November) The Irascible Professor
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Author discusses the issue of grade inflation and grade shopping.

"Anti-Plagiarism Strategies for Research Papers"
Harris, Robert (March 7, 2002) Los Angeles: Pyrczak Publishing
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"The strategies discussed here can be used to combat what some believe is an increasing amount of plagiarism on research papers. By employing these strategies, you can help encourage students to value the assignment and to do their own work."

"Approaching the Scholarship of Teaching and Learning"
Hutchings, Pat. ed. (2000) "Approaching the Scholarship of Teaching and Learning" Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
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Eight authors discuss "methods and approaches for undertaking the scholarship of teaching and learning."

"Becoming a Learning Campus: Moving from Rhetoric to Reality"
Williams, Carolane (2005) League for Innovation in the Community College. Volume 8, Number 5.
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"We realized that learners could be reinterpreted to include faculty and staff as well as students."

"Building Community Through Service Learning: The Role of Community Partner"
Abravanel, S.A. Denver: Education Commission of the States, (2003)
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Using a service-learning course taught by Mike Walsh at Nestucca Valley Middle School in Beaver, OR, Abravanel walks the reader through: the definition of service-learning, the role of community organizations and agencies, the roles of the schools and the organization in the creation and maintenance of the partnership, what the organization or agency needs to do internally, and the challenges related to building and maintaining service-learning partnerships.

"Case Based Education in the Age of the Internet"
Richards, Larry G., Gorman, Michael E, and William T. Scherer of the University of Virginia's School of Engineering and Applied Science.
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"In this paper, we describe our initial experiences using the World Wide Web as a distribution medium for a third year course on Invention and Design, and our students' experiences using Netscape and Mosaic for access to our case materials (and all the resources of the Internet relevant to their projects). We will also review the types and sources of cases available electronically, and suggest how we might make better use of this medium in the future."

"Characteristics of Community College Remedial Students"
Saxon, D. P., Hunter R. Boylan, Report prepared for The League for Innovation in the Community College
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A study examining the characteristics of students labeled "remedial" with asurprising conclusion. "In essence, students participating in community college remedial courses are very much like most other community college students. There are no demographic, economic, or personal characteristics in which they differ significantly from the typical community college student. The only factor that appears to separate them from non-remedial students is that they have lower scores on institutional assessment tests."

"Classroom Assessment Techniques"
Angelo, T.A., Cross, P.K. (1993) San Francisco.
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A brief summary of key ideas in Classroom Assessment Techniques, the 1993 classic on evaluation methods to be used throughout a course to discover whether and how much students are learning.

"Collaborative Learning Enhances Critical Thinking"

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From the Digital Library and Archives (formerly The Scholarly Communication Project) by Nuradha A. Gokhale, Associate Professor at Western Illinois University in the Department of Industrial Education and Technology.

"Community College Students: Goals, Academic Preparation and Outcomes"
Hoachlander, Gary, Anna C. Sikora and Laura Horn.(1998)"Community College Students: Goals, Academic Preparation and Outcomes." National Center for Education Statistics
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"The findings of this study suggest that success rates for community college students, as measured by completion of a formal degree or certificate or transfer to a 4-year institution, are roughly 50 to 60 percent among students who enroll with intentions to earn a credential or transfer."

"Computer Modeling Part 2: A Closer Look at Metrics"
Green,Barak, Mary Johnson, Ilene Reinitz and James Shigley. GIA on Diamond Cut
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"Conflict in Higher Education: Faculty Evaluation"
Waller, S. (Sept, 2004). Conflict Management In Higher Education Report, Vol. 5, (no.1).
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Author discusses the dual purpose of faculty evaluation and the conflicts that arise.

"Constructing a Spirituality of Teaching: A Personal Perspective"
Nash, Robert J. (2001)
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An account of a personal journey of the author, a "spiritual seeker."

"Cooperative Plan for Administrative and Faculty Leadership Development: Transformative, Collaborative and Integrated Leadership Development at Delgado Community College
Nolan, Gayle and Cynthia Siegrist.(2005)League for Innovation in the Community College. Volume 18, Number 2 February 2005
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Abstract

"Creating Appreciative Learning Cultures: From Problems to Possibilities"
Stetson, Nancy. E. (2006) League for Innovation in the Community College Volume 19, Number 2.
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An interesting example of how to create a cooperative culture on campus through appreciative inquiry.

"Creating Inclusive College Classrooms"
Saunders, Shari and Kardia, Diana (2004). "Creating Inclusive College Classrooms." Retrieved 10, 2006, July. <http://www.crlt.umich.edu/gsis/P3_1.html>
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A thoughtful and practical guide from two experienced educators. This article, available from the University of Michigan Center for Research on Learning and Teaching's Web site, provides instructors with a comprehensive look at how to engage all of their students in the content and interaction of a course.

"Critical Issue: Developing an Applied and Integrated Curriculum"

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"The foundation of all efforts to improve high school students' transition to postsecondary education and/or careers is an applied and integrated curriculum that connects academic and vocational learning"

"Critical Thinking in an Online World"
Jones, D. (1996) Abtos, California: Cabrillo College.
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Calls for librarians to get involved in the teaching of critical thinking with respect to students' use of the Internet.

"Critical Thinking: Hispanic Imperative"
Paul, Richard and Linda Elder.(Summer,2004)"Critical Thinking: Hispanic Imperative" Hispanic Outlook Magazine. Republished Critical Thinking Community.
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"The significance of critical thinking to the Hispanic community has not yet been duly recognized. Perhaps the most fundamental goal we should have for our children is preparing them to be effective problem solvers and decision makers. To achieve this end, students must learn how to minimize poor thinking and maximize good thinking in addressing problems and potential decisions"

"Dangerous Minds at Delgado"
Childers, M. Delgado Community College
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Previously printed in The Exchange,this article discusses the "ups and downs" of DEVE courses.

"Defining Developmental Education: A Commentary"
Higbee, J. L."Defining Developmental Education: A Commentary. Ohio Association for Developmental Education (Retrieved 1/13, 2005)
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Emphasizes the importance of educating the whole student rather than just focusing on the development of intellectual competence.

"Designing a Learning-Centered Syllabus"

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Published by the Center for Teaching Effectiveness (CTE) at the University of Delaware.

"Developing Library Skills"
Donehew, P. West Georgia Technical Institute
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"The project I have designed can be modified depending on the demands and time constraints of the particular class. I teach four levels of reading and three levels of English and have designed different tasks for each group. Subsequently, it was necessary for me to develop seven separate assignments."

"Do Colleges Identify or Develop Intelligence?"
Moore, R. Journal of Developmental Education 28:28-34, (2004).
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The author argues that a new approach to how colleges and universities manage the under prepared student population in our nation is required. His new approach includes: expanding the definitions of "merit" and "equality"; developing an"economic affirmative action" program for college admissions; expanding the criteria used to rank colleges and universities, and focusing on adding value to students.

"eLearning: Is There a Place in Athletic Training Education?"
Wright,Kenneth E.,Jeffrey Stewart†,Vivian H. Wright and Scott Barker m(2002)Journal of Athletic Training 2002;37(4 Supplement)
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Focus on several eLearning issues that relate to the discipline of athletic training education. The 4 critical factors include (1) return on investment, (2) quality, (3) knowledge and skill-based learning, and (4) the effectiveness of eLearning.

"Elements of a Grant Proposal"

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Sponsored by: The Paladin Group, a for-profit grantwriting consulting firm with expertise in social justice, criminology, alcohol and other drug abuse issues.

"Encouragement, Not Gender, Key to Success in Science"
Holmgren, J. L. and Linda Basch.(2005, February) A Carnegie Perspectives
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The National Council for Research on Women (NCRW)'s 2001 report on the participation of women and girls in the sciences.

"Establishing a Collaborative Research Community"
NISOD, Innovation Abstracts, Vol. XXVII (no.1).
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NISOD, Innovation Abstracts, Vol. XXVII (no.1). This article illuminates collaboration between the Bronx Community College and the City University of New York to develop an Action Research Institute and article identifies several different research plans developed by various faculty and lays the groundwork for future institutes.

"Generation NeXt Comes to College: 2006 Updates and Emergin Issues"
Taylor, Mark L.(2006) A Collection of Papers on Self-Study and Institutional Improvement, 2006 by the Higher Learning Commission of the North Central Association of Colleges and Schools
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Focuses on Generation NeXt in academics and workplace readiness, the rising impact of technology, internationalization and accountability pressures, overviews my suggested change Initiatives, and offers an overview of my model of Postmodern Education.

"Global Perspective: Women's Education and Development"
Rowan, Karen S. ed. On Campus with Women. Printed by Association of American Colleges and Universities (2004)
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A review of the opening of the Asian University for Women.

"Higher Education's Caste System"
Iannone, R. (2004) College Student Journal 38:9-15.
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"The author discusses in this article the history of present caste system in higher education. He shows how the public's perception of this caste system is based on image and not usually on the quality of teaching and curriculum in colleges and universities. Finally, he discusses a model for accessibility to higher education and how higher education could be more democratic than it is now especially for so-called unprepared students."

"How Can I Give My Lectures and Presentations More Impact?"

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From the Teaching Effectiveness Program at the University of Oregon.

"I'm the Teacher, You're the Student by Patrick Allitt"
Lucey, Beverly. (2004)"The Irascible Professor"
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Lucey remarks that in the 17th chapter of Allitt's book he surrenders to grade inflation. Not only does he surrender, remarks Lacey, he assumes "everyone else does as well."

"Improving Learning Through Understanding the Science of the Brain"
Wunderlich, K., Bell, A., & Ford, L. (Jan. 2005). Learning Abstracts, Vol. 8 (no.1).
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The authors discuss the importance of viewing learning as context dependent and based on an individual learner's experience. They identify the need for using biophysiology to guide curriculum development in an attempt to reach the most learners possible, including those learners who have traditionally been labeled "disabled."

"Issues in Plagiarism for the New Millennium: An Assessment Odyssey"
Gajadhar, J. (1998, December) The Open Polytechnic of New Zealand
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Examines the need to reflect on current assessment procedures, keeping in mind ethical implications of increased student use of the Internet.

"Learning Styles"

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From the Student Handbook at the University of Minnesota - Duluth

"Making the Wise Choice" (Collateral Learning)
Downing, Skip. Baltimore City Community College
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"My observations, research, and personal experiences have led me to select the following eight choices that I teach overtly in student success courses and collaterally in my academic courses."

"Motivating Students' Best Work"

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Tips from the Berkeley Compendium

"Multiple Approaches to Improving Quantitative Skills at James Madison University"
Brakke, David F. and David C. Carothers, Peer Review, Summer 2004.
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Brakke, dean of the College of Science and Mathematics, and Carothers, head of the Department of Mathematics and Statistics, describe how they have improved general achievement in mathematics through improved freshman advising; support both outside the classroom in a learning center and within through supplemental instruction; using better assessments for entering students and sophomores; and a variety of curricular changes including the creation of a math minor and faculty engagement in interdisciplinary projects.

"Myths about Student-Faculty Relationships: What Do Students Really Want?"
Garko, Michael (2004)Journal on Excellence in College Teaching, v5 n2 p51-65
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Abstract: Undergraduate students (n=64) were asked to describe the ideal student-professor relationship. Results indicate that students want to connect with professors. The desired relationship included equality, mutuality, and respect. Results did not support the commonly-held faculty belief that students want to be anonymous or want professors to be in control, entertain them, be paragons of virtue, or be buddies. (Author/MSE)

"Objectives for Information Literacy Instruction: a Model Statement for Academic Librarians

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These objectives break down the Competency Standards into specific discrete measurable results. Objectives were written only for Performance Indicators in the Competency Standards that could be best addressed by a librarian or librarian and course instructor collaboratively.

"On Spirituality and Teaching"
Gotz, Ignacio.(1997) Hofstra University
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The author argues that "spirituality is one of the most important qualities a teacher can develop" and points to "some of the obstacles to such spiritual development and shall suggest some ways in which it can be integrated in teacher preparation."

"Orientation Practices for Effective Distributed Learning Coursework: Students Speak Their Minds"
Brescia, W., Miller, M., Ibrahima, P., Murry, J. (2004, Fall) Fall (vol. 7, No. 3)
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A study of graduate students' opinions of their orientation to an online course.

"Plagiarism in Colleges in USA"
Standler, Ronald B.(c 2000)
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Discusses plagiarism laws, college cases, suggestions for academic policy, and other links.

"Problem-based Learning in Biology With 20 Case Examples"
Peter Ommundsen, Cape West Pubishing (2002)
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"PBL engages students in solving authentic biological case problems, stimulating discussion among students and reinforcing learning. A problem-based learning environment emulates the workplace and develops self-directed learners...The examples given here are suitable for use in a first year college biology lecture theater, but the method is applicable to any class size and educational level. [A more detailed explanation of PBL in Biology may be found in Chapter Four of INSPIRING STUDENTS, published in 1999 by Kogan Page."

"Quizzes, Tests, and Exams"

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An online excerpt of Barbara Gross Davis' guidebook, "Tools for Teaching," in which she summarizes key ideas for creating tests that measure your learning objectives for your students.

"Remediation/Underprepared Students"

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Abstracts of low-cost Technical Reports and Occasional Papers from the National Center for the Study of Writing and Literacy

"Rethinking Thinking"
Clayton, Mark (20030 Christian Science Monitor
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A good summary article, this 2003 article at CSMonitor.com makes it clear that the need for attention to critical thinking is ongoing. It cites the origin of critical thinking studies and courses in the 1970s and 1980s, and points up who's actually making progress in this area now.

"Significant Learning for Significant Living"

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This website is intended to complement Dee Fink's book, "Creating Significant Learning Experiences." (2003) It includes excerpts from the book and provides links to related publications and websites.

"Situation Awareness: A Comparison of Measures"
Endsley, Mica R, Rany Sollenberger and Earl Stein.(2000)Proceedings of the Human Performance Situtaion AWaremness and Automation. User Centered Design for the New Millennium Conference
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A study comparing different measures of situation awarenes (SA) for use in conducting studies related to air traffic control.

"Skills, Access and 'Basic Writing': A Community College Case Study from the United States"
Curry, M. J. Open University (United Kingdom)
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Argues against the use of a skills model in teaching academic writing.

"Staying Afloat: Some Scattered Suggestions on Reading in College"
Burke, TIm
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Essay provides students with a pragmatic and detailed guide to getting through what he acknowledges are often overly weighty reading assignments.

"Stemming At-Riskers: College Crisis in a Recession"
Gardner, S. The Education Digest 70(2)56-60, 2004
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Points to the problem of college accessibility relative to affordability and space. Federal and state funding is discussed as well as merit-based and need-based funding.

"Strategies for Teaching Critical Thinking"
Potts, B. (1994) ERIC/AE Digest
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Identifies key skills related to critical thinking and problem solving.

"Student Motivation to Learn"

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"Awareness of how students' attitudes and beliefs about learning develop and what facilitates learning for its own sake can assist educators in reducing student apathy."

"Student Needs and Strong Composition: The Dialectics of Writing Program Reform"
Sullivan, Francis J., Lyon, Arabella; Lebofsky, Dennis; Wells, Susan, Goldblatt, Eli (1997)
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Available through ERIC, argues that the notions of need, requirement, and service are not simply pre-disciplinary formations, externally imposed on the work of teaching writing. Examines the dynamics of university, college, and departmental committees and task forces at Temple University in reforming the structure of first year writing courses, their structure, resources, curriculum and means of evaluation.

"Student Retention of Course Content Is Improved by Collaborative-Group Testing"

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Report on findings from a research project led by Ronald N. Cortight, an assistant professor of health and human performance at East Carolina University published in the APS (American Physiological Society) online journal (2003).

"Taxonomies of Measures in Air Traffic Control REsearch"
Rantanen, Esa M. and Ashley Nunes (2003) Presented at 12th International Symposium on Aviation Psychology
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Provides " an evolving taxonomy of ATC performance measures."

"Teach a Person to Fish: Report on a Paired Biology and Study Skills Course at Spokane Falls Community College"
Swinton, Jan. (1990)Spokane Community College
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Taking a ‘teach a person to fish’ approach in teaching students how to learn biology.

"Teaching Art from a Global Perspective"

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An ERIC digest

"Teaching College Students with Learning Disabilities"
Shaw, S. F. Shaw, S. S. Scott, J. M. McGuire (2001, November) ERIC EC Digest #E618
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"Presents the issues and offers a practical approach to improving instruction for students with learning disabilities (LD)."

"Teaching Critical Thinking: Some Lessons from Cognitive Science"
van Gelder, T., (2005). College Teaching, 53 (1), 41-46.
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"In a truly excellent summary and explanation of what cognitive science contributes to our understanding and efforts to teach critical thinking, van Gelder identifies six lessons that can help our students develop their ability to think critically." (Editor's introduction)

"Teaching for Inclusion: Diversity in the Classroom"

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Written and designed by the staff of the Center for Teaching and Learning.- University of North Carolina at Chapel Hill (1998)

"Teaching Large Classes: Best Practices"
Varnhagen, C.(2001) University of Western Ontario
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All of these deal with the use of technology in the classroom. When considering the use of any technology for course instruction, one should consider the goals of the course and how the selected technology helps to achieve those goals

"Teaching Students about Plagiarism: An Internet Solution to an Internet Problem"
Snow, Eleanour Innovate:Journal of Online Education June/July 2006 Volume 2, Issue 5
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Plagiarism among college students is rising, due to both the ease of information transfer and the lack of understanding among students about the expected norms of scholarship. Eleanour Snow developed an online tutorial for students to teach them about plagiarism and how to avoid it. Providing examples of both plagiarized and properly paraphrased writing drawn from her students' essays, the tutorial also includes quizzes to test student understanding as well as information on the crime and punishment of plagiarism both in school and in the world beyond.

"Teaching Tolerance: Pioneering Anti-Bias Education"

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A national education project sponsored by the Southern Poverty Law Center (SPLC) dedicated to "helping teachers foster equity, respect and understanding in the classroom and beyond."

"Teaching with the Case Method"

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From Indiana University Handbook :Cases are narratives, situations, select data samplings, or statements that present unresolved and provocative issues, situations, or questions. As a teaching/learning tool, cases challenge participants to analyze, critique, make judgments, speculate and express reasoned opinions. Above all, although information can be real or invented, a case must be realistic and believable. The information included must be rich enough to make the situation credible, but not so complete as to close off discussion or exploration. Cases can be short for brief classroom discussions, or long and elaborate for semester-long projects. Cases are important for bringing real world problems into a classroom or a workshop—they ensure active participation and may lead to innovative solutions to problems."

"Technology, Education and Copyright Harmonization Act of 2002" TEACH Act
Salomon, K. D. (2002)
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A discussion of the TEACH Act regarding the use of copywrited materials for educational use.

"Technology: Can It Help You? Some Strategies for Getting Technology to Work for You"

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NEA Advocate Online (1998, October) Discusses Techno-CATS at Portland State University and the application of Angelo & Cross's Classroom Assessment Techniques to technology-supported learning.

"Testing & Assessment of Online Learning"
Milne, L.(Sept. 2001)
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Presents early research on the subject of testing and evaluating students online.

"The Administrator's Guide to How Faculty Members Think"
Greenberg, Milton. (2002) The Chronicle of Higher Education: Chronicle Careers.
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Five lessons learned by the author during his years as professor emeritus of government at American University, where he served as provost and interim president and as an administrator at Western Michigan University, Illinois State University, and Roosevelt University in Chicago.

"The Bachelor's Degree-A New Entitlement?"
Shapiro, M.H. "The Irascible Professor" 8/30/03
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Author claims that degrees are not "entitled" to anyone and many people who enter programs do not have the financial, intellectual, or maturity capacity to finish those programs.

"The Challenge of Diversity: Alienation in the Academy and Its Implications for Faculty"
Smith, Daryl G.(1991)
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An evaluation of "current research and theory related to diversity in higher education, that is, diversity in terms of the various student populations now considered nontraditional, including racial and ethnic minorities, adult learners, women, and people with physical and learning disabilities."

"The Click and Clash of Generations"
Lancaster, L.C. (2002) Library Journal 128:36-9, 1976.
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This article provides advice for library professionals regarding the need to reach across generations (from traditionalists to Baby Boomer and from Generation Xer's to Millennials) to build strong bonds, increase professionalism, and serve library patrons better.

"The Meaning of Civility"
Burgess, Guy and Heidi Burgess, co-directors, Conflict Research Consortium, University of Colorado.cc
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"The Modern Lecture: Faculty Mix High-Tech and High Technique"
Emerson, E. (2004, September)USC College News.
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“Using any single mode throughout a class period—lecture or not—is not ideal.”

"The Mystery of Gemstone Polish"
Attaway,Stephen W. , Ph.D. (2007) Lapidary Journal
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Discussion of polishing theories.

"The Scholarship of Teaching and Learning: Questions and Answers from the Field"
Cambridge, Barabara (1999) AAHE bulletin
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"The Scholarship of Teaching"
By Eileen Bender and Donald Gray, printed in Indiana University Research & Creative Activity (April 1999)
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"Thinking about teaching begins where all intellectual inquiry begins, with questions about what is going on and how to explain, support, and replicate answers that satisfy us. With the blurring of the boundaries that we have long drawn between faculty roles in research and teaching--and a growing recognition of their common intellectual patterns of questioning, exploring, testing, and professing--a new phrase has emerged, challenging the stereotypes and calling for further amplification: "the scholarship of teaching."

"The Scholarship of Teaching: What's the Problem?"
Article by Randy Bass (Georgetown University)
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Among other questions discussed, "How might we think of teaching practice, and the evidence of student learning, as problems to be investigated, analyzed, represented, and debated?" Reprint permission on page

"The Student as Learner and the New Math Reform"
Nottlin, P. Manatee Community College
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"The question is not whether or not math study skills training improves students’ grades, but how do you incorporate math study skills into your curriculum."

"Tips for Teachers: Encouraging Students in a Racially Diverse Classroom"

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Online document from the Harvard University ~ Derek Bok Center for Teaching and Learning

"Underprepared Students"
McCabe,Robert. Senior Fellow at the League for Innovation in the Community College
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"What Does Institutional Selectivity Tell Us About Educational Quality?"
Kuh, G.D. and Ernest Pascarella. Change 36(5):52-8, 2004.
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This article highlighted that institutional selectivity (mostly based on student ACT/SAT scores) and educational quality are unrelated. Data used to bolster this argument came from research done by the National Study of Student Learning (NSSL) and the National Survey of Student Engagement (NSSE). It is time, the article contends, for people to understand that our national college ranking system reflects how selective colleges are, not the quality of the educational experience offered.

"What Does it Mean to Teach Diversity in Rural Minnesota?"
Aby, Anne J., Minnesota West Community & Technical College, Worthington, Minnesota.
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"I teach an average of twelve different history and political science courses each year and most of my graduate work was completed at least twenty-five years ago, long before diversity was considered an important part of the curriculum. I have found, however, that participation in recent curriculum transformation projects has greatly revitalized my teaching and given me new insights into what diversity means for the nation and for southwest Minnesota."

"When Hope and Fear Collide: A Portrait of Today's College Student"
Levine, A. and Cureton, J. San Francisco: Jossey-Bass, 2001.
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In a discussion of how labels for generations arise, the authors note that today's college students are "motivated by a conflicting sense of hope and fear." In exploring that conflict, Levine and Cureton examine generational issues related to: campus politics, multiculturalism, personal life, academics, and the future.

"Writing with Sources"

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This guide for students at Harvard University was written by Gordon Harvey of Harvard's expository writing program in 1995. Its content is well-organized, quite thorough, and easy to read. Highly detailed, it is made accessible by the hyperlinked table of contents.

A Berkeley Compendium of Suggestions for Teaching with Excellence
Davis, B. G., L. Wood, Wilson, R. C.
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A Framework for Reducing the College Success Gap and Promoting Success for All
Perna, Laura W., University of Pennsylvania; and Thomas, Scott L., University of Georgia (2006) Retrieved 11/28/2007 from URL
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Policymakers, practitioners, and scholars have directed tremendous attention to the goal of improving “student success.” Based on a review of largely discrete existing bodies of literature, this report proposes an overarching framework that policymakers, practitioners, and researchers can use to develop, implement, and evaluate policies and practices for addressing persistent racial/ethnic andsocioeconomic gaps in student success. The framework brings order to the wide array of theoretical and methodological approaches that, when considered together, provide a comprehensive understanding of the ways policymakers and practitioners can intervene more effectively to promote student success. The framework was intended to describe avenues and approaches to effective development, implementation, and evaluation of policy related to student success, eschewing the identification of a “single bullet”theory, method, policy, or practice. After defining student success and explaining our procedures, this report describes the results of a multidisciplinary examination of the theoretical and methodological approaches that researchers have used to inform knowledge and understanding across a range of student success outcomes. Then, the report presents and describes the proposed conceptual model that ties this work together and provides recommended uses of the model for policy, practice, and further research.

A Study of the Supply and Demand for Construction Education Graduates

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Bilbo,David, Tim Fetters, Richard Burt, and James Avant. (2000) Journal of Construction Education

Active Learning in Diverse Classrooms

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This tutorial provides an opportunity to gain knowledge about multiculturalism on college campuses and resources for teaching and working in diverse environments. The readings offer a thoughtful prsentation of successful practices for enabling all students to achieve their academic goals.

Always Connected, But Hard to Reach
Rishi, Raju (2007). Always Connected, But Hard to Reach. Retrieved 8/9/07 from Educause Quarterly, Number 2 2007.
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Despite students’ connected lifestyle, colleges and universities often fail to reach them with timely and relevant information. By Raju Rishi

Are You Ready for Mobile Learning?
Corbeil, Joseph Rene, and Valdes-Corbeil, Maria Elena (2007). Are You Ready for Mobile Learning? Retrieved 8/9/07, Educause Quarterly Number 2 2007
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Are You Ready for Mobile Learning? Frequent use of mobile devices does not mean that students or instructors are ready for mobile learning and teaching. By Joseph Rene Corbeil and Maria Elena Valdes-Corbeil

Assess as We Go: Signposts Along the Learning Path Weekly Update from CTL 12-4-06

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Knowing students’ entry points helps us understand how to best teach our courses, and provides us, as we conduct further assessments throughout the semester, with a gauge of our own teaching effectiveness. The first day of class is the best time to begin the assessment process.

Best College Teachers: Deep Learning and Do No Harm Weekly Update from CTL 9-01-06

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What the Best College Teachers Do by Ken Bain is a study about best teachers and best teaching practices. "Any teacher who causes students to hate the subject has certainly violated our principle of 'do no harm.'" (p 8)

Best Practices in Grading First Papers

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University of Minnesota English Dept.

Change, Renewal, and the Professoriate

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The Professional and Organizational Development Network in Higher Education is pleased to offer you these reading packets on current, relevant topics in higher education teaching and learning. The packets are composed of past Essays on Teaching Excellence, a POD Network publication series begun in 1989. Written by expert scholar-practitioners, these throughtful and succinct essays consist of two pages each. They will be useful as cohesive readings for your faculty development workshops, seminars, individual consultations, and classes in college teaching.

Civility in the Classroom: The Call for Respect and Responsibility Weekly Update from CTL 1-15-07

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Students can be uncivil in small ways and in bold ones; they can affront their instructors and their fellow students. They can disrupt a class session or challenge the success of an entire term. College and university policies and procedures can prevent or correct incivility and faculty can take concrete steps in their own classrooms.

College Board Study on Student Retention

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The College Board Pilot Study on Student Retention, funded by the College Board, is identifying key campus policies and practices as well as student behaviors associated with first-year-to-second-year student retention. This is a clearinghouse of resources and scholarship about that task.

Cooperative/Collaborative Learning, Small Groups

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The Professional and Organizational Development Network in Higher Education is pleased to offer you these reading packets on current, relevant topics in higher education teaching and learning. The packets are composed of past Essays on Teaching Excellence, a POD Network publication series begun in 1989. Written by expert scholar-practitioners, these thoughtful and succinct essays consist of two pages each. They will be useful as cohesive readings for your faculty development workshops, seminars, individual consultations, and classes on college teaching.

Core Student Outcomes: Essential Tools in a Dynamic Global Century Weekly Update from CTL 2-26-07

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The Association of American Colleges and Universities identified four core outcomes they believe are essential for a twenty-first century education: Knowledge of Human Cultures and the Physical and Natural World, Intellectual and Practical Skills, Personal and Social Responsibility, Integrative Learning

Creating Inclusive College Classrooms
Saunders, Shari and Diana Kardia.
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A thoughtful and practical guide from two experienced educators. This article, available from the University of Michigan Center for Research on Learning and Teaching's Web site, provides instructors with a comprehensive look at how to engage all of their students in the content and interaction of a course. Excerpt: "Inclusive classrooms are classrooms in which instructors and students work together to create and sustain an environment in which everyone feels safe, supported, and encouraged to express her or his views and concerns. In these classrooms, the content is explicitly viewed from the multiple perspectives and varied experiences of a range of groups. Content is presented in a manner that reduces all students' experiences of marginalization and, wherever possible, helps students understand that individuals' experiences, values, and perspectives influence how they construct knowledge in any field or discipline. Instructors in inclusive classrooms use a variety of teaching methods in order to facilitate the academic achievement of all students. Inclusive classrooms are places in which thoughtfulness, mutual respect, and academic excellence are valued and promoted."

Critical Thinking

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The Professional and Organizational Development Network in Higher Education is pleased to offer you these reading packets on current, relevant topics in higher education teaching and learning. The packets are composed of past Essays on Teaching Excellence, a POD Network publication series begun in 1989. Written by expert scholar-practitioners, these thoughtful and succinct essays consist of two pages each. They will be useful as cohesive readings for your faculty development workshops, seminars, individual consultations, and classes on college teaching.

Dealing with Disruptive Behavior in the Classroom
McKinney, Kathleen. (2007)
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"...I recommend you start with attempts to prevent these situations. Then, if they still occur, you start with less aggressive, less controlling strategies using more serious tactics if the behaviors persist. Remember that these problems can be more common for instructors with status inconsistency (women, minorities, international, young, TAs…). Also, remember if you can figure out why the student(s) is being disruptive, it can help you decide what to do. This takes good observation skills and conversations with colleagues and students."

Doing and Thinking: Integrating Professional and Liberal Education Weekly Update from CTL 3-12-07

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Students must have a strong grounding in general education and specific knowledge and skills in a professional field. To meet the global challenges of competition in the conceptual age, the old division between “doing” and “thinking” hopefully will transpire into programs that include “doing,” “thinking” and “knowing.” Incorporating these concepts into our classrooms can help our graduates succeed in a world that is increasingly complex and competitive.

Evaluation and Grading Issues

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The Professional and Organizational Development Network in Higher Education is pleased to offer you these reading packets on current, relevant topics in higher education teaching and learning. The packets are composed of past Essays on Teaching Excellence, a POD Network publication series begun in 1989. Written by expert scholar-practitioners, these thoughtful and succinct essays consist of two pages each. They will be useful as cohesive readings for your faculty development workshops, seminars, individual consultations, and classes on college teaching.

Faculty Mentorship: Getting Started Weekly Update from CTL 10-2-06

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The impact of effective faculty peer mentorship can be quite positive. A recent study at the University of Guelph in Ontario, Canada found that faculty believed their mentorship experience contributed to their success, job satisfaction, and attainment of tenure.

Faculty Peer Review and Mentorship: Observing, Sharing, Improving Teaching and Learning Weekly Update from CTL 10-9-06

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Mentorships can lead to some exciting improvements on campuses, but they also feed and inspire other closely-related programs such as peer review of teaching. Despite the many benefits to peer evaluation, there are faculty members that are reluctant to participate in such a process.

Faculty Portfolios: Comprehensive, Illustrative, and Precise Weekly Update from CTL 4-02-07

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Over the past two decades, faculty across the disciplines have increasingly used portfolios to share with students, colleagues, and evaluators selected examples of finished products as well as works-in-progress. Faculty may use eFolio Minnesota (a free, online portfolio) as a teaching portfolio, an online professional development plan organizer, an interactive curriculum vitae for applying for grants and jobs, or a place to track development and outcomes in individual courses.

Faculty Research: Get Your Students Involved Weekly Update from CTL 11-20-06

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Simply talking about our research with our students goes a long way toward getting students engaged. When we work toward marrying research with time in the classroom, we develop a work life that is more seamless and therefore manageable, and our students become more engaged in course content.

Faculty Sharing Classroom Strategies: More Learning for More Students Weekly Update from CTL 11-6-06

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How often do we, or should we, inform our colleagues of tried and true classroom practices, and how often should we collaborate with them toward the creation of new ones? Everyone (students included) benefits from an increasing knowledge base around the subject of teaching and learning.

Faculty Student Contact: Important in Our Practice of Pedagogy Weekly Update from CTL 4-09-07

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Our positive engagement with students can help produce better outcomes for students of all types and in a variety of college experiences. The faculty-student contact is one of the most important practices we can include in our practice of pedagogy.

Faculty-Student Relationships

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Policies from University of Michigan

Good Teaching: Clarity, Enthusiasm, and Organization Linked to Increased Content Knowledge Weekly Update from CTL 4-23-07

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It appears that three attributes, clarity, enthusiasm and organization—which combine to increase student learning—can all be learned, or added to a current repertoire of teaching skills.

How Remote Responders Affect Teaching

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A plethora of literature spouts the benefits of remote responders. These responders, often called "clickers," are handheld devices much like television remotes that enable students to respond en masse to questions posed by the instructor. The benefits touted include: * Increased class attendance * An opportunity for instructors to identify and intervene early when students are not performing well * The ability to poll students on various issues facilitating discussion, identifying misconceptions and levels of understanding * A simplified way to collect student performance data because the responses are electronically tabulated; assessment by students of their own understanding of material as they see aggregated responses * Rapid grading of quizzes or tests providing timely feedback to both students and instructors * Less grading time for instructors * Students who pay more attention and take a more active role in the classroom

Instructional Design Models

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A collection of articles and links about instructional design models. Compiled by Martin Ryder, University of Colorado at Denver, School of Education.

Instructional Grants: Improved Instruction, Student Learning and Innovative Practice Weekly Update from CTL 1-22-07

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Despite the lack of empirical support, the literature supports instructional grants as a means to honor the role of teaching and bring about sustainable improvements in instruction and student learning through the use of a collaborative, scholarship approach.

Intercultural Learning in First-Year Seminars
Tahamont,Maria (2000)Bildner New Jersey Campus Diversity Initiative
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Curriculum transformation is not easy. It requires a well-articulated plan with a specific set of goals. In addition, as Sandra Kanter has written, transformation must be an ongoing process, “not a one time event but . . . a continuing effort in which each iteration deepens or improves upon some aspect of the curriculum” (2000, 6). This type of transformation is what Rowan University has been trying to achieve through the Bildner New Jersey Campus Diversity Initiative.

International Journal for the Scholarship of Teaching and Learning

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International Journal for the Scholarship of Teaching and Learning is an open, peer-reviewed, international electronic journal published twice a year to be an international vehicle for articles, essays, and discussions about the scholarship of teaching and learning and its applications in higher/tertiary education today. All submissions undergo a double-blind peer-review process.

Introductionary Courses / General Education

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The Professional and Organizational Development Network in Higher Education is pleased to offer you these reading packets on current, relevant topics in higher education teaching and learning. The packets are composed of past Essays on Teaching Excellence, a POD Network publication series begun in 1989. Written by expert scholar-practitioners, these throughtful and succinct essays consist of two pages each. They will be useful as cohesive readings for your faculty development workshops, seminars, individual consultations, and classes in college teaching.

Learning Communities and Team Teaching: Toward an Ideal Faculty Workplace Weekly Update from CTL 9-15-06

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Team teaching, a component of what is commonly referred to as a learning community (LC), is one example of faculty collaboration. In this practice, two (or more) instructors work together to teach one course. Learning communities that have led to positive differences in the experiences of first-year students.

Learning Communities: Increased Retention, Higher Student Achievement Weekly Update from CTL 9-25-06

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Learning communities (LCs), make strides toward ideal workplaces for faculty and ideal learning environment for students. Vincent Tinto's research shows that “the more students are involved in the social and academic life of an institution, the more likely they are to learn and persist.”

Mid-Semester Evaluations: Timely Feedback and Potent Teaching Weekly Update from CTL 3-19-07

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Feedback from students midway through the semester provides information that can lead to mid-course adjustments. Regardless of the form that a mid-semester evaluation takes, it’s generally most helpful to collect formative information and then review the feedback with students so that they know what you’re doing to improve the class, and what they can do to improve the class.

Motivating Students

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The Professional and Organizational Development Network in Higher Education is pleased to offer you these reading packets on current, relevant topics in higher education teaching and learning. The packets are composed of past Essays on Teaching Excellence, a POD Network publication series begun in 1989. Written by expert scholar-practitioners, these throughtful and succinct essays consist of two pages each. They will be useful as cohesive readings for your faculty development workshops, seminars, individual consultations, and classes in college teaching.

Multicultural Approaches to Curriculum: Active, Deep, and Engaging Learning Weekly Update from CTL 2-19-07

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At the classroom level, faculty in every discipline can take multicultural approaches to the curriculum; they can work to engage all students in active and deep learning activities; and they can join students and colleagues in multicultural extracurricular and cocurricular activities, in order to demonstrate a commitment to the intercultural world of the 21 st century—and help to realize the potential of all students.

Quality by Design: Building Courses That Work for Learners is No Coincidence Rob L. Wood Volume 8, Number 8, August 2005. From Silos to Strip Malls ...
Wood, Rob L.(2005) From Silos to Strip Malls ...Volume 8 Number 8
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The primary driver of course quality is the shared belief that it is an ongoing, continuous improvement process, rather than the achievement of an end state. Read about a curriculum development model that works to ensure quality learning in the August Learning Abstracts.

Quality Contact: Faculty-Student Collaborative Projects Weekly Update from CTL 3-26-07

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The relationship between the college students’ success and the amount and quality of their contact with faculty members outside of the classroom is well documented. Positive faculty-student relationships, both in and out of the classroom, lead to higher student success rates.

Scholarship of Teaching and Learning: Simply Defined Weekly Update from CTL 9-08-06

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So what is meant by the scholarship of teaching and learning? Simply put, it is, just as any research is, inquiry into issues that are significant to teaching and learning in your field and the dissemination of your findings to your colleagues.

Scholarship of Teaching and Learning: The Institution as Learner Weekly Update from CTL 10-16-06

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The Scholarship of Teaching and Learning (SoTL) is the dissemination of knowledge, research, and insight in the area of teaching and learning to our colleagues for the betterment of those involved in the process—faculty and students alike.

Seven Principles for Establishing a Culturally Responsive Faculty
Johnson, Christine McPhail and Kelley L. Costner (2004) Learning Abstracts from the League for Innovation in the Community College
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This abstract (one of an ongoing series of practice-oriented articles from the League) describes a professional development approach designed "to shift from the student-deficit model to exploring the need for the institutions to change the way they facilitate learning." The authors begin with the assertion that a one- or two-day workshop is not enough to train faculty to work with their diverse student bodies. By basing professional development programs on these 7 principles, they say, college faculties can train faculty to infuse culture into the curriculum and help faculty to evaluate their own consciousness and awareness about race in order to remove barriers. The principles were carefully developed based on the responses of community college faculty noted on the modified Teaching African-American Students Survey (Costner, 2003). The article focuses in particular on the needs and cultural identity of African-American students.

Teaching First Year Students: Building Success for the Following Years Weekly Update from CTL 2-05-07

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First-year students are often struggling with developing competence, managing their emotions, and developing relationships, among other developmental tasks. All of this means that a college teacher may have to work harder in order to teach these students most effectively. Building rapport with students can have a positive effect on their entire college career.

Teaching Methods: Teaching Graduate Students

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The content of graduate education has come under criticism for not adequately preparing graduate students for professional work. This Web site at Michigan State University's Office of Faculty and Organizational Development starts with articles on new directions in designing and teaching graduate seminars and then provides links to resources on the broader issue of improving graduate education.

Teaching our Increasingly Diverse Students: The Future for Faculty Weekly Update from CTL 4-30-07

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Faculty and administrators have acquired, from their own experience as students, deeply rooted ideas about higher learning that may hinder their ability to respond to new circumstances. How can faculty, steeped in the traditions of the past, can possibly hope to teach 40- or 60-year old adult learners, minority students, or those students with unique demands quite different from the white, middle-class 18-22-year old?

Technology and Related Issues

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The Professional and Organizational Development Network in Higher Education is pleased to offer you these reading packets on current, relevant topics in higher education teaching and learning. The packets are composed of past Essays on Teaching Excellence, a POD Network publication series begun in 1989. Written by expert scholar-practitioners, these throughtful and succinct essays consist of two pages each. They will be useful as cohesive readings for your faculty development workshops, seminars, individual consultations, and classes in college teaching.

The "Change-up" in Lectures
Middendorf, J., Alan Kalsh.(1996, Fall). TRC Newsletter
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Research and ideas presenting "many options for changing the activity for all of your students at once, allowing you to revitalize their attention when you want to do so and to get them actively involved with the material."

The Challenge of the Under Prepared Student: Faculty Involvement Does Make a Difference Weekly Update from CTL 10-30-0

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Student-faculty interaction is tied to student interest in college, as well as their long-term success. Institutions can help set the stage for increased student interaction with faculty by offering programs such as first-year seminars which address student under-preparedness.

The Faculty-Student Relationship: Changes in Teaching and Learning Weekly Update from CTL 2-12-07

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There exists a correlation between faculty-student interaction and overall student academic success. Faculty represent models of a particular life-style and a style of interpersonal behavior that vary from what students bring with them when they enter college. Faculty influence students in many different ways, inside and outside of the classroom in roles that vary considerably by institution type.

The Foundation Coalition Active and Cooperative Learning Site

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Research supports the widely accepted proposition that students need to do more than just listen to learn. The Foundation Coalition, an NSF-funded organization, maintains a terrific Web site offering tips and hints for active and cooperative learning. Among the resources on their Web pages are answers to these questions. * How much time does it take to adopt Active/Cooperative learning? * How can I get started? * Who are some people who can help? The site also offers tips and hints, and lists the five essential components that must be present for small-group learning to be truly cooperative.

The Learning Process

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The Professional and Organizational Development Network in Higher Education is pleased to offer you these reading packets on current, relevant topics in higher education teaching and learning. The packets are composed of past Essays on Teaching Excellence, a POD Network publication series begun in 1989. Written by expert scholar-practitioners, these throughtful and succinct essays consist of two pages each. They will be useful as cohesive readings for your faculty development workshops, seminars, individual consultations, and classes in college teaching.

The Menu Collection of the New York Public Library
Wolf, Burt. What We Eat: The Hand that Stirred the Pot African Foods in America
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This is one segment of the 13-part PBS series by Burt Wolf entitled, What We Eat. The pdf document is several pages and addresses African influences on North American cooking and eating. The document also includes information about additional resources for further research.

The Peloponnesian War and the Future of Reference, Cataloging, and Scholarship in Research Libraries
Mann, Thomas (2007) Prepared for AFSCME 2910 The Library of Congress Professional Guild representing over 1,600 professional employees
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The paper is an examination of the overall principles and practices of both reference service and cataloging operations in the promotion of scholarly research,pointing out important differences not just in content available onsite and offsite, but also among necessary search techniques.

The Student/Teacher Relationship

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The Professional and Organizational Development Network in Higher Education is pleased to offer you these reading packets on current, relevant topics in higher education teaching and learning. The packets are composed of past Essays on Teaching Excellence, a POD Network publication series begun in 1989. Written by expert scholar-practitioners, these throughtful and succinct essays consist of two pages each. They will be useful as cohesive readings for your faculty development workshops, seminars, individual consultations, and classes in college teaching.

Thoughts on the Future

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The Professional and Organizational Development Network in Higher Education is pleased to offer you these reading packets on current, relevant topics in higher education teaching and learning. The packets are composed of past Essays on Teaching Excellence, a POD Network publication series begun in 1989. Written by expert scholar-practitioners, these throughtful and succinct essays consist of two pages each. They will be useful as cohesive readings for your faculty development workshops, seminars, individual consultations, and classes in college teaching.

We were Never Taught to Teach: Faculty in Real Classrooms Weekly Update from CTL 11-13-06

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Much has been written about moving from teaching- to learning-centered institutions. So what can one person do to affect change in the higher education machine? They can break the cycle of traditional instruction and TEACH DIFFERENTLY. They can look to the advocates of faculty development on their campus for guidance. They can experiment. Finally, they can share what works work with their peers.