Introduction to the Class
What is the Purpose of College – Now, Then, Tomorrow?
Bain, Ken. “ What Makes Great Teachers Great?” The Chronicle of Higher Education 50, no. 31 (2004): B7.
Bok, Derek. “The Evolution of American Colleges” and “Purposes.” In Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why they Should be Learning More. Princeton University Press, 2006, pp. 11–30. ISBN: 9780691125961. [Preview with Google Books]
Edmundson, Mark. “ On the Uses of a Liberal Education.” Harper’s Magazine, September 1997, 39.
Savkar, V., and J. Lokere. “Time to Decide: The Ambivalence of the World of Science Toward Education.” (PDF) Nature Education. Cambridge, Massachusetts.
|2||What we know About Student Learning in Higher Education||
Wankat, P. C., and F. S. Oreovicz. “Learning Theories.” Chapter 15 in Teaching Engineering. McGraw-Hill College, 1992. ISBN: 9780070681545.
———. “Models of Cognitive Development: Piaget and Perry.” Chapter 14 in Teaching Engineering. McGraw-Hill College, 1992. ISBN: 9780070681545.
Baviskar, Sandhya N., R. Todd Hartle, et al. “ Essential Criteria to Characterize Constructivist Teaching: Derived from a Review of the Literature and Applied to Five Constructivist-teaching Method Articles.” International Journal of Science Education 31, no. 4 (2009): 541–50.
Bransford, John D., Ann L. Brown, and Rodney R. Cocking eds. “How Experts Differ from Novices.” Chapter 2 in How People Learn: Brain, Mind, Experience, and School. National Academies Press, 1999. ISBN: 9780309065573.
Jaques, David. “Learning Theory and Research.” Chapter 3 in Learning in Groups: A Handbook For Improving Group Work. 3rd ed. Routledge, 2000. ISBN: 9780749430917.
Kloss, Robert J. “ A Nudge Is Best: Helping Students Through the Perry Scheme of Intellectual Development.” College Teaching 42, no. 4 (1994): 151–8.
Pelligrino, James W., Naomi Chudowsky, and Robert Glaser. “Advances in the Sciences of Teaching and Learning.” Chapter 3 in Knowing What Students Know: The Science and Design of Educational Assessment. National Academies Press, 2001. ISBN: 9780309072724.
Perkins, David. “What is Understanding?” In Teaching for Understanding: Linking Research with Practice. Edited by Martha Stone Wiske. Jossey-Bass, 1997. ISBN: 9780787910020.
Prosser, Michael, and Keith Trigwell. “A Model for Understanding Learning and Teaching in Higher Education.” Chapter 2 in Understanding Learning and Teaching. Open University Press, 1999, pp. 10–25. ISBN: 9780335198313. [Preview with Google Books]
Ramsden, Paul. “Approaches to Learning.” Chapter 4 in Learning to Teach in Higher Education. Routledge, 2003. ISBN: 9780415303453. [Preview with Google Books]
Redish, Edward F. “ Implication of Cognitive Studies for Teaching Physics.” American Journal of Physics 62, no. 6 (1994): 796–803.
Tobias, Sheila. “Occasional Paper.” In They’re not Dumb, They’re Different: Stalking the Second Tier. Research Corporation, 1994. ISBN: 9780963350404.
|3||Designing a Course: Developing Learning Outcomes||
Kratwohl, David R. “ A Revision of Bloom’s Taxonomy: An Overview.” Theory into Practice 41, no. 4 (2002): 212–18. (College of Education, The Ohio State University).
Armstrong, Patricia. Bloom’s Taxonomy - Center for Teaching at Vanderbilt University.
Wiggins, Grant, and Jay McTighe. “What Is Backward Design?” In Understanding by Design, Expanded 2nd edition. Pearson, 2005. ISBN: 9780131950849.
Schrock, Kathy. A New Structure for Bloom’s Taxonomy. Please take a look at the first 2 images / diagrams of the interlocking cogs.
|4||Teaching Methodologies: Part I – rganizing a Class||
Wankat, P. C., and F. S. Oreovicz. “Lectures.” Chapter 6 in Teaching Engineering. McGraw-Hill College, 1992. ISBN: 9780070681545.
Bligh, Donald A. “Lecture Organization.” Chapter 5 in What’s the Use of Lectures? Jossey-Bass, 2000. ISBN: 9780787951627.
Novak, J. D., and A. J. Canas. “ The Theory Underlying Concept Maps and How to Construct and Use Them.” Technical Report IHMC Cmap Tools 2006–01 Rev 2008–01, Florida Institute for Human and Machine Cognition, 2008.
|5||Teaching Methodologies: Part II –Active Learning: Why and How||
Chi, Michelene, T. H. “ Active-interactive-collaborative: A Conceptual Framework for Differentiating Learning Activities.” Topics in Cognitive Science 1, no. 1 (2009): 73–105.
Crouch, C. H., A. P. Fagen, et al. “ Classroom Demonstrations: Learning Tools or Entertainment?” American Journal of Physics 72, no. 6 (2004): 835–8.
Mohamed, Abdi-Rizak. “Effects of Active Learning Variants on Student Performance and Learning Perceptions.” (PDF) International Journal for the Scholarship of Teaching and Learning 2, no. 2 (2008).
Paulson, Donald R. “ Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class.” Journal of Chemical Education 76, no. 8 (1999): 1136.
Bloom, Benjamin. “ The 2-Sigma Problem: The Search for Group Methods as Effective as One-on-One Tutoring.” Educational Researcher 13, no. 6 (1984): 4–16.
Ebert-May, Diane, Carol Brewer, et al. “ Innovation in Large Lectures—Teaching for Active Learning.” Bioscience 47, no. 9 (1997): 601–7.
Hake, R. “ Interactive-engagement vs. Traditional Methods: A six-thousand-student Survey of Mechanics Test Data for Introductory Physics Courses.” American Journal of Physics 66, no. 1 (1998): 64.
Yuretich, Richard F., Samia A. Khan, et al. “ Active-learning Methods to Improve Student Performance and Scientific Interest in a Large Introductory Oceanography Course.” Journal of Geoscience Education 49, no. 2 (2001): 111–9.
Smith, Karl A., Sheri D. Sheppard, et al. “ Pedagogies of Engagement: Classroom-Based Practices.” Journal of Engineering Education 94, no. 1 (2005): 87–101.
Wiemann, Carl. “ Why Not Try a Scientific Approach to Science Education?” Change, October 2007, 9–15.
|6||What Can Nerds Learn from Actors?||
Duarte, Nancy. The Secret Structure of Great Talks A Ted Talk. TED Talk. TED.com. November 2011.
Schurenberg, E. “ 10 Zen Ways to Nail Your Next Presentation.” Inc Magazine, December 27, 2011.
Tauber, R. T., and C. Sargent Mester. Acting Lessons for Teachers: Using Performance Skills in the Classroom. Praeger, 2006. ISBN: 9780275992040.
A multitude of additional links on Effective Presentations Links.
(If you want to practice your breath control and enunciation) “ Modern Major-General’s Song.” The Pirates of Penzance. Comic opera. Gilbert & Sullivan. 1879.
|7||Designing Effective Assignments & Assessments||
McKeachie, W. J. “Tests & Examinations.” Chapter 8 in Teaching Tips: A Guidebook for the Beginning College Teacher. Houghton Mifflin (Academic), 1986. ISBN: 9780669067521.
Suskie, Linda. “Creating an Effective Assignment.” Chapter 10 in Assessment for Learning: A Common Sense Guide. Jossey-Bass, 2009. ISBN: 9780470289648.
Forsyth, Donelson R. “Testing: Strategies and Skills for Evaluating Learning.” Chapter 4 in The Professor’s Guide to Teaching: Psychological Principles and Practices. American Psychological Association, 2003. ISBN: 9781557989604.
|8||Teaching with Educational Technology||
C4LPT’s Top 100 Tools for Learning from the Center for Learning and Performance Technologies website.
Bloomin’ App Example: “ iPad apps to Support Bloom’s Taxonomy.”
|9||Grading and Assessment||
Schinske, Jeffrey, and Kimberly Tanner. “ Teaching More by Grading Less (or Differently).” CBE—Life Sciences Education 13, no. 2 (2014): 159–66.
Forsyth, Donelson R. “Grading (and Aiding): Helping Students Reach Their Learning Goals.” In The Professor’s Guide to Teaching: Psychological Principles and Practices. American Psychological Association, 2002. ISBN: 9781557989604.
Senior Design Rubric - Department of Civil Engineering, University of Pittsburg Eberly Center for Teaching Excellence - Carnegie-Mellon University Engineering Design Project Rubric (DOC)
Angelo & Cross. Classroom Assessment Techniques: Compiled by Kathryn Cunningham, MS Ed. and Deborah Moore, MS Ed. From: Angelo, T.A. and Cross, K.P. (1993) Classroom Assessment Techniques 2nd edition. San Francisco: Jossey-Bass Publishers.
|10||Creating an Inclusive Classroom||
Steele, Claude M. “ Thin Ice: ‘Stereotype Threat’ and Black College Students.” The Atlantic Monthly, August 1999.
Harackiewicz, Judith M., Elizabeth A. Canning, et al. “ Closing the Social Class Achievement Gap for First-Generation Undergraduate Biology.” Journal of Educational Psychology 106, no. 2 (2014): 375–89.
Reubena, Ernesto, Paola Sapienzab, et al. “ How Stereotypes Impair Women’s Careers in Science.” Proceedings of the National Academy of Sciences of the United States of America 111, no. 12 (2014): 4403–8.
The Grandma Got STEM blog
Chugh, Dolly. “ Professors are Predjudiced, Too,” The New York Times, May 9, 2014.
“ At Princeton, Privilege Is: (a) Commonplace, (b) Misunderstood or (c) Frowned Upon,” The New York Times, May 2, 2014.
Davis, Barbara Gross. “Teaching Academically Diverse Students”. Chapter 7 in Tools for Teaching. Jossey-Bass, 1993. ISBN: 9781555425685.
Brickhouse, Nancy W. “ Embodying Science: A Feminist Perspective on Learning.” Journal of Research in Science Teaching 38, no. 3 (2001): 282–95.
Mayberry, Maralee. “ Reproductive and Resistant Pedagogies: The Comparative Roles of Collaborative Learning and Feminist Pedagogy in Science Education.” Journal of Research in Science Teaching 35, no. 4 (1998): 443–59.
Davis, Barbara Gross. “Academic Accommodations for Students with Disabilities.” Chapter 4 in Tools for Teaching. Jossey-Bass. 1993. ISBN: 9781555425685.
|11||Developing Your Teaching Philosophy||
Writing a Philosophy of Teaching Statement. Faculty and TA Development - Ohio State University, Teaching Philosophy Statements.
Learning Resource Types
theaters Lecture Videos
assignment Activity Assignments
assignment Written Assignments