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, Joyce Provlacs.(2004) Teaching and Learning Center, University of Nebraska-Lincoln.
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A "catalog of suggestions for college teachers who are looking for fresh ways of creating the best possible environment for learning."

"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."

"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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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, "Invisible Object."
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A study of Surrealism and the work of Giacometti.

"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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Offers information regarding scientific studies on the brain, intelligence and music.

"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."

"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."

"Assess as We Go: Signposts Along the Learning Path"
CTL Staff (2006)SoCTL Weekly Update
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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.

"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."

"Benefiting From the First-Year Experience"
Wortman, Thomas. (2008) "Benefiting From the First-Year Experience." SoCTL from Monthly Update: A Monthly Communication from the Center for Teaching and Learning.
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"..does the benefit to students from first-year seminars worth the investment in time, human, and fiscal resources? It’s up to the individual campus to decide, but the preponderance of evidence indicates that there is clear and positive benefit."

"Best College Teachers: Deep Learning and Do No Harm"
Springborg, Martin. (2006) SoCTL. Weekly Update from CTL.
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Review of "What the Best College Teachers Do" by Ken Bain.

"Building Community Through Service Learning: The Role of Community Partner"
Abravanel, S.A. Denver: Education Commission of the States, (2003)
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Abravanel walks the reader through: the definition of service-learning, and identifies the roles stakeholders 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."

"Challenging and Supporting the First-Year Student"
Wortman, Thomas. "Challenging and Supporting the First-Year Student" CTL Resources for Faculty from Monthly Update: A Monthly Communication from the Center for Teaching and Learning
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A discussion of "one of the most important books on the topic of first-year students is the 1995 tome "Challenging & Supporting the First-Year Student" Edited by Lee Upcraft, John Gardner, and Betsy Barefoot

"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 a surprising conclusion.

"Civility in the Classroom: The Call for Respect and Responsibility"
Milne, Lynda. (2007)SoCTL. Weekly Update
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In addition to the discussion of the topic, links that offer useful practices for preventing and responding to incivility are included.

"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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A study examining academic preparation to determine how students' academic performance is associated with their college outcomes.

"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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Use of computer imaging usage in diamond cutting

"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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Moved to ISTREAM

"Core Student Outcomes: Essential Tools in a Dynamic Global Century"
Milne, Lynda. (2007)"Core Student Outcomes: Essential Tools in a Dynamic Global Century" SoCTL. Weekly Update from CTL.
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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 Kardia, Diana (2004). "Creating Inclusive College Classrooms." Retrieved 10, 2006, July. <http://www.crlt.umich.edu/gsis/P3_1.html>
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This article, 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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Explores applied and integrated curricula that connects academic and vocational learning.

"Critical Thinking and Oral Communication Assessment Rubrics"
Springborg, Martin. (2008)"Critical Thinking and Oral Communication Assessment Rubrics" CFAE Report featured in Monthly Update: A Monthly Communication from the Center for Teaching and Learning.
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College Faculty Awards for Excellence report by Shelby Reigstad adapted by Martin Springborg.

"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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Examines ways to achieve the goals of minimizing poor thinking and maximizing good thinking in addressing problems and potential decisions.

"Crossroads in Developmental Math at Normandale"
Springborg, Martin. (2008) "Crossroads in Developmental Math at Normandale" Teaching in the Disciplines from Monthly Update: A Monthly Communication from the Center for Teaching and Learning
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Normandale Community College faculty members Christopher Ennis and Thomas Sundquist received an Initiative to Promote Excellence Student Learning (IPESL) grant to conduct this project. The following is adapted by Christopher Ennis from the IPESL project final report.

"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.

"Deterring, Detecting and tracing Plagirism
This essay is excepted from Gary K. Clabaugh & Edward G. Rozycki, "Preventing Cheating and Plagiarism." 2nd Edition (2003) Oreland, PA: NewFoundations Press.
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"Discouraging and detecting plagiarism is an unpleasant business. Instructors don't want their classroom to turn into a security state. But at the same time they know that, given half a chance, some students will not be honest. And they certainly don't want principled students doing the work, while their unprincipled classmates steal the same grade. What is to be done?'

"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."

"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.

"Doing and Thinking: Integrating Professional and Liberal Education"
Shafer, Yvonne L. (2007)"Doing and Thinking: Integrating Professional and Liberal Education" SoCTL from CTL's Monthly Update Newsletter.
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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.

"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.

"Faculty Mentorship: Getting Started"
CTL Staff. (2006)"Faculty Mentorship: Getting Started" SoCTL. Weekly Updated from CTL.
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An exploration of the topic of faculty peer mentorship, including peer review and teaching circles.

"Faculty Peer Review and Mentorship: Observing, Sharing, Improving Teaching and Learning"
Shafer, Yvonne. (2006)"Faculty Peer Review and Mentorship: Observing, Sharing, Improving Teaching and Learning." SoCTL Weekly Update from CTL.
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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"
Milne, Lynda. (2007) "Faculty Portfolios: Comprehensive, Illustrative, and Precise" SoCTL. Weekly Update from CTL.
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Discussion of the use of portfolios in teaching, as 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"
CTL Staff.(2006)"Faculty Research: Get Your Students Involved" SoCTL Weekly Update from CTL
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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"
CTL Staff.(2006)"Faculty Sharing Classroom Strategies: More Learning for More Students" SoCTL Weekly Update from CTL
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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"
CTL Staff.(2007)"Faculty Student Contact: Important in Our Practice of Pedagogy" SoCTL 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.

"Generation NeXt Comes to College: 2006 Updates and Emerging 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.

"Getting Started in Classroom Assessment"
Wortman, Thomas. "Getting Started in Classroom Assessment" CTL Resources for Faculty from Monthly Update: A Monthly Communication from the Center for Teaching and Learning.
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Assessment of student learning in the classroom is a hot topic right now in higher education. CTL has many resources available to help faculty members get a handle on the “how tos” of planning and conducting assessment in their classrooms. All of these resources, and more, are available in the ITeach Center’s searchable database of resources on CTL’s Web site

"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.

"Good Teaching: Clarity, Enthusiasm, and Organization Linked to Increased"
CTL Staff.(2007)"Good Teaching: Clarity, Enthusiasm, and Organization Linked to Increased Content Knowledge" SoCTL from CTL's Monthly Update Newsletter.
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A brief discussion of the important practice of faculty-student contact.

"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."

"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 Lucey, 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.

"Instructional Grants: Improved Instruction, Student Learning and Innovative Practice"
CTL Staff (2007)"Instructional Grants: Improved Instruction, Student Learning and Innovative Practice" SoCTL Weekly Update from CTL.
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Discusses literature that 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.

"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 Communities and Team Teaching: Toward an Ideal Faculty Workplace"
Milne, Lynda and Martin Springborg.(2006)"Learning Communities and Team Teaching: Toward an Ideal Faculty Workplace" SoCTL Weekly Update from CTL.
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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 Styles"

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From the Student Handbook at the University of Minnesota - Duluth

"Low-Stakes Assignments"
CUNY School of Law Writing Center
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Examines the use of "Low-stakes assignments" which are brief, informal writing tasks, usually ungraded.

"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."

"Managing and Motivating Student's Performance in the University Classroom"
Hall, M.(1997) (Reprinted Spring 2000) Journal of Construction Education Copyright 2000 by the Associated Schools of Construction Vol. 5, No. 1, pp. 57-63.
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The paper discusses key factors involved in managing and motivating the performance of university students.

"Mid-Semester Evaluations: Timely Feedback and Potent Teaching"
Wortman, Thomas and Lynda Milne.(2007)"Mid-Semester Evaluations: Timely Feedback and Potent Teaching" SoCTL Weekly Update from CTL.
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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' Best Work"

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Tips from the Berkeley Compendium

"Multicultural Approaches to Curriculum: Active, Deep, and Engaging Learning"
Milne, Lynda.(2007)"Multicultural Approaches to Curriculum: Active, Deep, and Engaging Learning" SoCTL Weekly Update from CTL.
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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 co-curricular activities, in order to demonstrate a commitment to the intercultural world of the 21st century and help to realize the potential of all students.

"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 describes improved general achievement in mathematics through improved freshman advising; support both outside the classroom; assessments for entering students and sophomores; and curricular changes.

"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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Undergraduate students were asked to describe the ideal student-professor relationship. Results indicate that students want to connect with professors.

"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.

"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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"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."

"Quality Contact: Faculty-Student Collaborative Projects"
Springborg, Martin. (2007)"Quality Contact: Faculty-Student Collaborative Projects" SoCTL. Weekly Update from CTL.
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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.

"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.

"Redesigning a First-Year Seminar for Student Learning"
Gess Jarilyn. (2008) "Redesigning a First-Year Seminar for Student Learning." Teaching in the Disciplines from Monthly Update: A Monthly Communication from the Center for Teaching and Learning.
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A course redesign report

"Remediation in the Community College: An Evaluator's Perspective" (Working Paper No. 9)
Levin, Henry & Juan Carlos Calcagno (2007)"Remediation in the Community College: An Evaluator's Perspective" (Working Paper No. 9) New York: Community College Research Center, Teachers College, Columbia University
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"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.

"Scholarship of Teaching and Learning: Simply Defined"
CTL Staff.(2006) "Scholarship of Teaching and Learning: Simply Defined" SoCTL weekly Update from CTL.
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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"
CTL Staff.(2006) "Scholarship of Teaching and Learning: The Institution as Learner" SoCTL Weekly Update from CTL Newsletter.
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Part 2 of the discussion begun 9/15/06.

"Serving the Underserved"
Wortman, Thomas. (2008)"Serving the Underserved" CTL Resources for Faculty from Monthly Update: A Monthly Communication from the Center for Teaching and Learning
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"One way of addressing the topic of serving our underserved populations is to become very familiar with career tracks and services that are available for these individuals, and to learn about how diversity affects teaching and the classroom. CTL has resources that can help bring some of that knowledge forward. Here are a few; all of these resources can be found in CTL’s ITeach Center’s “Resources and Tools” section."

"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.

"Start Anew with the Scholarship that is Classroom Assessment"
Milne, Lynda. (2008)"Start Anew with the Scholarship that is Classroom Assessment." Monthly Update: A Monthly Communication from the Center for Teaching and Learning.
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"The beginning of January is a time when newness, like the returning morning sun, shines all around us, and it can be a good time to consider new approaches in the classroom." This article a fresh look at methods of assessing student learning.

"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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This article argues that the notions of need, requirement, and service are not simply pre-disciplinary formations, externally imposed on the work of teaching writing.

"Student Portfolios: Administrative Uses"
Sweet, D. (1993, December) Office of Research: Education Consumer Guide.
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Offers possibilities for the use of portfolios. Includes a resource list.

"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).

"Student Success: Faculty Make a Difference"
Shafer, Yvonne L. (2008)"Student Success: Faculty Make a Difference" SoCTL from Monthly Update: A Monthly Communication from the Center for Teaching and Learning.
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"There is much evidence about students benefiting from engagement with faculty—inside and outside of the classroom (Wasley, 2006). Regardless of the strategies or programs we choose to help students succeed, they will require funding and significant support from administration, student affairs, staff and faculty members; and one approach isn’t going to fit all."

"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"
Zimmerman, Enid (1990)Teaching Art From a Global Perspective. Eric Digest ED329490
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Discusses the above topic and offers resources.

"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 Differently"
CTL Staff (2006) SoCTL Weekly Update
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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.

"Teaching First Year Students: Building Success for the Following Years"
Wortman, Thomas.(2007)"Teaching First Year Students: Building Success for the Following Years" SoCTL. Weekly Update from CTL.
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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 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 our Increasingly Diverse Students: The Future for Faculty"
Wortman, Thomas. (2007)"Teaching our Increasingly Diverse Students: The Future for Faculty" SoCTL. Monthly Update.
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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?

"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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Provides 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"
Resources from the Teacher and Learning Center at Indiana University.
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How to create or use written case studies in the classroom.

"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 Challenge of the Under Prepared Student: Faculty Involvement Does Make a Difference"
CTL Staff (2006) SoCTL Weekly Update
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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 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 Faculty-Student Relationship: Changes in Teaching and Learning"
Sringborg, Martin. (2007)"The Faculty-Student Relationship: Changes in Teaching and Learning" SoCTL in the CTL Monthly Update Newsletter.
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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 Instructional Role of the Two-Year College Learning Resources Center"
Raufman, L. A., Colby (2004) published in ERIC Digest
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"...highlights examples of ways in which LRC's have become even more directly and actively involved in the teaching and learning process through library skills instruction, other educational activities, and Instructional development programs."

"The Internet for English Teaching: Guidelines for Teachers"
Warschauer, Mark and P. Fawn Whittaker (1997) Originally published in the TESL Reporter 30,1 (1997), pp. 27-33
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"In order to make effective use of new technologies, teachers must thus take a step back and focus on some basic pedagogical requirements. The following guidelines are designed to help teachers implement computer network-based activities into the second language classroom."

"The Life-Cycle Pattern of Collegiate GPA: Longitudinal Cohort Analysis and Grade Inflation"
By Grove, W.A., and Wasserman, T. The Journal of Economic Education 35:162-74, 2004.
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Report analyzing eight semesters of individual grade point averages for five students from 1998 through 2002.

"The Meaning of Civility"
Burgess, Guy and Heidi Burgess. (1997) Conflict Research Consortium, University of Colorado.cc
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"This approach combines an understanding of conflict processes, dispute resolution, and advocacy strategies to help disputants better advance their interests. In addition to explaining why the politeness embodied in conventional definitions of "civility" is important, we also identify a number of other areas in which adversaries, decision makers, and those caught in the middle can work individually and collectively to increase the constructiveness of public debate"

"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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A webliography of sample sites that are either illustrative of the Carnegie Academy for the Scholarship of Teaching and Learning's (CASTL) objectives and achievements or sites with indexes and links to additional print and Internet resources.

"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."

"The Syllabus: Road Map to Your Course"
Fashant, Zala. (2008) "The Syllabus: Road Map to Your Course" Teaching Tip of the Month from Monthly Update: A Monthly Communication from the Center for Teaching and Learning.
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"In addition to the content, or route, your course syllabus should include many tips to help them navigate through the difficult terrain – in other words, pointers on how to be a successful student. Keep in mind that these first-year students are novices in the land of higher education. They have been prepared, but only through well-structured exercises in very safe environments with many nets to support and catch them."

"Tips and Thoughts on Improving the Teaching Process in College--A Personal Diary"
Hoyle, Joe Ben. (2006)Tips and Thoughts on Improving the Teaching Process in College--A Personal Diary.
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A wonderful, personal exploration of the teaching process. Offers practical suggestions for improving teaching on any level for the novice up through the experienced.

"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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Measuring Up 2006 consists of the national report card for higher education and fifty state report cards. Its purpose is to provide the public and policymakers with information to assess and improve postsecondary education in each state. Measuring Up 2006 is the fourth in a series of biennial report cards.

"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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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."

"What We Have in Common!"
Fashant, Zala. (2008) "What We Have in Common!" Teaching Tip of the Month from Monthly Update: A Monthly Communication from the Center for Teaching and Learning.
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"Here is a tested list of some ice-breakers to use during the first couple of days in a on-ground or online course to help students and yourself find some common interests."

"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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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.

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.

ALTMODES: Alternative Modes of Delivery

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Alternative Modes of Teaching and Learning at the University of Western Australia presents a discussion of Asynchronous Learning

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

Articles on Critical Thinking

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This bibliography of articles from the Indiana University Writing Program Library is provided often with full citations and synopsis.

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.

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.

Confronting the Challenges of Participatory Culture: media Education for the 21st Century

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A report commissioned by the MacArthur Foundation that discusses how differences in access to and participation with technology creates a gap in youth that may limit their ability to keep up with their peers. Access to this participatory culture is "shaping which youth will succeed and which will be left behind as they enter school and the workplace."

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 principles of effective assessment

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A concise review of how to effectively assess student learning in the higher-education classroom. This piece displays three overarching objectives and a 16-item checklist for quality.

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."

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-Student Relationships

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Policies from University of Michigan

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.

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: 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.”

Micro White Paper: Asynchronous Learning

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A very short White Paper describing how much of good teaching is already asynchronous and how it may be easy to incorporate more of these techniques in well instructed courses at Washington State University.

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.

Portfolio Assessment in the Foreign Language Classroom
Sponsored by the National Capital Language Resource Center (NCLRC)
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Portfolios have generated a good deal of interest in recent years, with teachers taking the lead in exploring ways to use them. Teachers have integrated portfolios into instruction and assessment, gained administrative support, and answered their own as well as student, administrator, and parent questions about portfolio assessment. Concerns are often focused on reliability, validity, process, evaluation, and time. These concerns apply equally to other assessment instruments. There is no assessment instrument that meets every teacher's purpose perfectly, is entirely valid and reliable, takes no time to prepare, administer, or grade, and meets each student's learning style. Foreign language educators need to able to choose and/or design assessments that meet their most important instructional and assessment needs and which they have the resources to implement and evaluate. Below are some strengths of portfolio assessment, seen in contrast to traditional forms of assessment. Traditional assessment vs Portfolio assessment

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.

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 Excellence Essay Archives
Accesses email service and archives of essays.
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Stanford University Center for Teaching Excellence

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.

Technology and Related Issues

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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 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 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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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 in college teaching.