Library

We make available a number of resources, both online and in our office, in support of your teaching. The OID Library holds many books, journals, and other resources related to teaching. All are available to be checked out by UND faculty.

Book List by Topic - see KEY at bottom of page.

General

Angelo, Thomas and Patricia K. Cross. Classroom Assessment Techniques: A Handbook for College Teachers. 2nd ed. San Francisco: Jossey Bass, 1993. Cross-listed under Course-Level Assessment.

Banta, Trudy, Black, Karen, Lund, Jon and Frances Oblander. Assessment in Practice: Putting Principles to Work on College Campuses. San Francisco: Jossey-Bass, 1996.

Banta, Trudy. Making a Difference: Outcomes of a Decade of Assessment in Higher Education. San Francisco: Jossey-Bass, 1993.

**Brookhart, Susan M. The Art and Science of Classroom Assessment: The Missing Part of Pedagogy. ASHE-ERIC Education Report. No. 1. Washington D.C.: George Washington University, 1999.

Diamond, Robert. Designing and Assessing Courses and Curricula: A Practical Guide. 2nd ed. San Francisco: Jossey-Bass, 1998. Cross-listed under Teaching: Course and Syllabus Design.

Ewell, Peter. Assessment, Accountability, and Improvement: Managing the Contradiction. Washington D.C.: American Association for Higher Education,1987. Cross-listed under Higher Education and Educational Leadership.

Farmer, D.W. Enhancing Student Learning: Emphasizing Essential Competencies in Academic Programs. Wilkes-Barre, PA: King's College, 1988. This is a look at a change agent's perspective on implementing an outcomes-oriented curriculum and course-embedded assessment model at King's College.

Fong, Bobby. The External Examiner Approach to Assessment. Washington D.C.: American Association for Higher Education, 1987. Cross-listed under Educational Leadership.

Gaff, Jerry. New Life for the College Curriculum: Assessing Achievement and Furthering Progress in the Reform of Higher Education. San Francisco: Jossey-Bass, 1991. This is a study of reforms made in the general education curriculum and the impact of those reforms. Cross-listed under Curriculum-Level Assessment.

Gardiner, Lion, Caitlin, Anderson and Barbara Cambridge, (eds.). Learning Through Assessment: A Resource Guide to Higher Education. Washington D.C.: American Association for Higher Education, 1995.

Guba, Egon and Yvonna Lincoln. Effective Evaluation: Improving the Usefulness of Evaluation Results Through Responsive and Naturalistic Approaches. San Francisco: Jossey-Bass, 1981.

Herman, Joan, Aschbacher, Pamela, and Lynn Winters. A Practical Guide to Alternative Assessment. berkely, CA: Association for Supervision and Curriculum Development, 1992.

Hutchings, Patricia. Behind Outcomes: Contexts & Questions for Assessment. Washington, D.C.: American Association for Higher Education, 1987.

Hutchings, Patricia. Six Stories: Implementing Successful Assessment. Washington, D.C.: American Association for Higher Education, 1987.

**Jacobi, Michelle. College Student Outcomes Assessment: A Talent Development Perspective. ASHE-ERIC Education Report. No. 7. Washington D.C.: George Washington University, 1987.

Kells, H.R. Self-Study Processes: A Guide to Self-Evaluation in Higher Education. 4th ed. Phoenix: Oryx Press, 1995.

Krumsieg, Karl and Marie Baehr. Foundations of Learning. Corvallis, OR: Pacific Crest Software, 1996. This book focuses on teaching students self-assessment skills.

Light, Richard. The Harvard Assessment Seminars: Explorations with Students and Faculty about Teaching, Learning and Student Life - First Report. Cambridge, MA: Harvard University Press, 1990. Cross-listed under General Education

Light, Richard. The Harvard Assessment Seminars: Explorations with Students and Faculty about Teaching, Learning and Student Life - Second Report. Cambridge, MA: Harvard University Press, 1992. Cross-listed under General Education

*MacGregor, Jean (ed.). Student Self-Evaluation: Fostering Reflective Learning. New Direction for Teaching and Learning. No. 56. San Francisco: Jossey-Bass, 1993.

*McMillian, James H. (ed.). Assessing Students' Learning. New Direction for Teaching and Learning. No. 34. San Francisco: Jossey-Bass, 1988.

**Osterlind, Steven J. A National Review of Scholastic Achievement in General Education: How are We Doing and Why Should We Care? ASHE-ERIC Education Report. No. 8. Washington D.C.: George Washington University, 1997. Cross-listed under General Education.

Pascarella, Ernest and Patrick Terenzini. How College Affects Students: Findings and Insights from Twenty Years of Research. San Francisco: Jossey-Bass, 1991. Cross listed under Higher Education.

Palomba, Catherine and Trudy Banta. Assessment Essentials

Rossmann, Jack and Elaine El-Khawas. Thinking About Assessment: Perspectives for Presidents and Chief Academic Officers. Washington D.C.: American Council on Education, 1987. Cross-listed under Educational leadership.

**Schilling, Karen and Karl Schilling. Proclaiming and Sustaining Excellence: Assessment as a Faculty Role. ASHE-ERIC Education Report. No. 3. Washington D.C.: George Washington University, 1998.

Shulman, Lee, Smith, Virginia, and Donald Stewart. Three Presentations: From the Second National Conference on Assessment in Higher Education. Washington D.C.: American Association for Higher Education, 1987.

**Stark, Joan, Shaw, Kathleen A., and Malcolm Lowther. Student Goals for College and Courses: A Missing Link in Assessing and Improving Academic Achievement. ASHE-ERIC Education Report. No. 6. Washington D.C.: George Washington University, 1989.

*Theall, Michael and Jennifer Franklin (eds.). Student Ratings of Instruction: Issues for Improving Practice. New Direction for Teaching and Learning. No. 43. San Francisco: Jossey-Bass, 1990.

Course-Level

*Aleamoni, Lawrence M. (ed.). Techniques for Evaluating and Improving Instruction. (3 copies). New Direction for Teaching and Learning. No. 31. San Francisco: Jossey-Bass, 1987.

*Anderson, Rebecca S. and Bruce W. Speck (eds.). Changing the Way We Grade Student Performance: Classroom Assessment and The New Learning Paradigm. New Direction for Teaching and Learning. No. 78. San Francisco: Jossey-Bass, 1998. Cross-listed under Assessment: Classroom. Cross-listed under Student Assessment.

*Angelo, Thomas (ed.). Classroom Assessment and Research: An Update on Uses, Approaches, and Research Findings. (2 copies). New Direction for Teaching and Learning. No. 75. San Francisco: Jossey-Bass, 1998.

Angelo, Thomas and Cross, Patricia K. Classroom Assessment Techniques: A Handbook for College Teachers. 2nd ed. San Francisco: Jossey Bass, 1993.

Angelo, Thomas and Cross, Patricia K. Classroom Assessment Techniques: A Handbook for Faculty. San Francisco: Jossey-Bass, 1988. This how-to book follows a general introduction to classroom assessment techniques with three categories of assessment goals: assessing for academic skills and intellectual development; assessing for students' self-awareness as learners and self-assessment of learning skills; and assessing student reaction to teachers and teaching methods, course materials, activities and assignments.

Carroll, Sarah. Learning Assessment Journal. 1996. This journal is intended for student use and is in a workbook format. Students are to fill out reading logs, "collection points," free writing pages, and a number of other forms (including self-assessment) in order to keep record of their learning in a particular class.

Gardner, John, van der Veer, Gretchen, and Associates. The Senior Year Experience: Facilitating Integration, Reflection, Closure and Transition. San Francisco: Jossey-Bass,1998. This book has sections on "Understanding the Unique Needs of today's seniors," and "Enhancing the Senior Year Experience" as well as resources for creating capstone courses. Cross-listed under Curriculum-Level Assessment.

*French-Lazovick, Grace (ed.). Practices that Improve Teaching Evaluation. New Direction for Teaching and Learning. No. 11. San Francisco: Jossey-Bass, 1982.

Henschneid, Jean. Professing the Disciplines: An Analysis of Senior Seminars and Capstone Courses. National Resource Center for the First Year Experience and Students in Transition: University of South Carolina Press, 2000.

*Ryan, Katherine (ed.). Evaluating Teaching in Higher Education: A Vision for the Future. New Direction for Teaching and Learning. No. 83. San Francisco: Jossey-Bass, 2000.

Weimer, Maryellen., et al. How am I Teaching? Form and Activities for Acquiring Instructional Input. 1988. This book has forms that can be used to collect data (from students, peers and even yourself) about your teaching and your course design.

Curriculum-Level

Adelman, Charles. (ed.). Performance and Judgment: Essays on Principles and Practice in the Assessment of College Student Learning. Washington D.C.: U.S. Department of Education,1988. This book has a number of chapters on assessing general education (in terms of generic outcomes, motivation in college students, changes in student values, etc). Cross-listed under General Assessment.

Barak, Robert, and Barbara Breier. Successful Program Review: A Practical Guide to Evaluating Programs in Academic Settings. San Francisco: Jossey-Bass,1990.

Curry, Lynn, Wergin, Jon, et al. Educating Professionals: Responding to New Expectations for Competence and Accountability. San Francisco: Jossey-Bass, 1993. Cross-listed under Teaching: Professional.

*Cyrs, Thomas A. (ed.). Teaching and Learning: What It Takes To Effectively Design, Deliver, and Evaluate Programs. New Direction for Teaching and Learning. No. 71. San Francisco: Jossey-Bass, 1997.

*Daly, William T. (ed.). College-School Collaboration: Appraising the Major Approaches. New Direction for Teaching and Learning. No. 24. San Francisco: Jossey-Bass, 1985.

Gaff, Jerry, Ratcliff, James, et al. Handbook of the Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structures, Practices and Change. San Francisco: Jossey-Bass,1996. This guide covers many aspects of undergraduate curriculum including assessment of the curriculum.

Gardner, John; van der Veer, Gretchen, et al. The Senior Year Experience: Facilitating Integration, Reflection, Closure and Transition. San Francisco: Jossey-Bass,1998. This book has sections on "Understanding the unique needs of today's seniors," and "Enhancing the senior year experience" as well as resources for creating capstone courses. Cross-listed under Course-Level Assessment.

Patton, Michael. Utilization of Focused Evaluation. 3rd ed. Thousands Oaks, CA: Sage Publications,1997.

**Seymour, Daniel T. Developing Academic Programs: The Climate for Innovation. ASHE-ERIC Education Report. No. 3. Washington D.C.: George Washington University, 1988.

Stark, Joan. and Malcolm Lowther. Designing the Learning Plan: A Review of Research and Theory Related to College Curricula. Ann Arbor, MI: University of Michigan Press,1986. Cross-listed under Learning Theory

**Toombs, William and William Tierney. Meeting the Mandate: Renewing the College and Departmental Curriculum. ASHE-ERIC Education Report. No. 6. Washington D.C.: George Washington University, 1991.

Educational Leadership

Complete List

Astin, Helen and Carole Leland. Women of Influence, Women of Leadership: A Cross-Generational Study of Leaders and Social Change. San Francisco: Jossey Bass,1991.

**Baez, Benjamin and J.A. Gentra. Tenure, Promotion, and Reappointment: Legal and Administrative Implications. ASHE-ERIC Education Report. No. 1. Washington D.C.: George Washington University, 1995. Cross-listed under Faculty Development.

Bennett, Willaim. What Works: Research About Teaching and Learning. Washington D.C.: U.S. Department of Education, 1986.

**Bensimon, Estella Mara. Making Sense of Administrative Leadership: The "L" Word in Higher Education. ASHE-ERIC Education Report. No. 1. Washington D.C.: George Washington University, 1989.

*Bess, James L. (ed.). Motivating Professors to Teach Effectively. New Direction for Teaching and Learning. No. 10. San Francisco: Jossey-Bass, 1982.

Centra, John. Determining Faculty Effectiveness: Assessing Teaching, Research, and Service for Personnel Decisions and Improvement. San Francisco: Jossey Bass, 1979. This is a guide for administrators in determining faculty effectiveness. It discusses current assessment techniques, their pros and cons, and the role of the administrator in evaluating faculty.

**Chliwniak, Luba. Higher Education Leadership: Analyzing the Gender Gap. ASHE-ERIC Education Report. No. 4. Washington D.C.: George Washington University, 1997.

Creswell, John, Wheeler, Daniel, Seagren, Alan, Egly, Nancy, and Kirk Beger. The Academic Chairperson's Handbook. Lincoln, NE: University of Nebraska Press. This is a guidebook for departmental chairs, and it addresses issues of academic leadership. There are also chapters on mentoring new faculty, improving the teaching performance and scholarship of faculty, addressing personal issues and building an agenda.

Cross, Patricia. Accent on Learning: Improving Instruction and Reshaping the Curriculum. San Francisco: Jossey Bass, 1984. This book reviews the "instructional revolution" that placed the emphasis in education on learning rather than teaching. The author suggests effective methods of incorporating this approach into the curriculum. Cross-listed under Teaching: Course and Syllabus Design.

Diamond, Robert. Designing and Assessing Courses and Curricula: A Practical Guide. San Francisco: Jossey Bass, 1998. Cross-listed under Teaching: Course and Syllabus Design

Diamond, Robert. Designing and Improving Courses and Curricula in Higher Education. San Francisco: Jossey Bass, 1989. The author offers guidelines for every phase of designing and planning a curriculum: analyzing and improving existing programs as well as developing, implementing and evaluating new ones. Detailed case studies are included. Cross-listed under Teaching: Course and Syllabus Design.

Dill, David. What Teachers Need to Know: The Knowledge, Skills and Values Essential to Good Teaching. San Francisco: Jossey Bass, 1990. This book suggests a program for changing how teachers are trained.

Dressel, Paul and Dora Marcus. On Teaching and Learning in College: Reemphasizing the Roles of Learners and the Disciplines. San Francisco: Jossey Bass, 1982. Cross-listed under Learning Theory.

Dziech, Billie Wright and Linda Weiner. The Lecherous Professor: Sexual Harassment on Campus. 2nd Ed. Urbana, IL: University of Illinois Press, 1990. This book defines the problem of sexual harassment on campus and suggests a policy for handling the issue effectively.

Ewell, Peter. Assessment, Accountability, and Improvement: Managing the Contradiction. Washington D.C.: American Association for Higher Education,1987. Cross-listed under Assessment.

Feldman, Kenneth and Michael Paulson (eds.). Teaching and Learning in the College Classroom. Needham Heights, MA: Ginn Press, 1994. This book is primarily intended as a text for use in classes on college teaching.

*Finkelstein, Martin and Mark LaCelle-Peterson (eds.). Developing Senior Faculty as Teachers. New Directions for Teaching and Learning. No. 55. San Francisco: Jossey-Bass, 1993. Cross-listed under Faculty Development.

Fong, Bobby. The External Examiner Approach to Assessment. Washington D.C.: American Association for Higher Education, 1987. Cross-listed under Assessment.

**Freed, Jann E., Klugman, Marie E., and Jonathon D. Fife. A Culture for Academic Excellence: Implementing the Quality Principles in Higher Education. ASHE-ERIC Education Report. No. 1. Washington D.C.: George Washington University, 1997.

*Gainen, Joanne and Robert Boice (eds.). Building a Diverse Faculty. New Direction for Teaching and Learning. No. 53. San Francisco: Jossey-Bass, 1993.

*Galambos, Eva C. (ed.). Improving Teacher Education. (2 copies). New Direction for Teaching and Learning. No. 27. San Francisco: Jossey-Bass, 1986.

*Guskin, Alan E. (ed.). The Administrator's Role in Effective Teaching. New Direction for Teaching and Learning. No. 5. San Francisco: Jossey-Bass, 1981.

Hughes, J. Peer Harassment: Hassles for Women on Campus. Association of American Colleges-Project on the Status and Education of Women. 1988. Cross-listed under Faculty Development.

Katchadourian, Herant and John Boli. Cream of the Crop: The Impact of Elite Education in the Decade after College. New York City: Basic Books, 1994. Cross-listed under Teaching: Philosophy, Narrative.

Krueger, Richard. Focus Groups: A Practical Guide for Applied Research. Newbury Park, CA: Sage Press, 1988. Cross-listed under Scholarship of Teaching.

*Lacey, Paul A. (ed.). Revitalizing Teaching Through Faculty Development. (2 copies). New Direction for Teaching and Learning. No. 15. San Francisco: Jossey-Bass, 1983. Cross-listed under Faculty Development.

Leslie, David and E.K. Fretwell. Wise Moves in Hard Times: Creating and Managing Resilient Colleges and Universities. San Francisco: Jossey Bass, 1996.

Lewis, K.G (ed.). Face to Face: A Source Book of Individual Consultation Techniques for Faculty/Instructional Developers. Stillwater, OK: New Forums Pres, 1988.

Lindquist, Jack (ed.). Designing Teaching Improvement Programs. Battle Creek, MI: CASC, 1979.

*Lucas, Ann E. (ed.). The Department Chairperson's Role in Enhancing College Teaching. (2 copies). New Direction for Teaching and Learning. No. 37. San Francisco: Jossey-Bass, 1989.

Lucas, Ann. Strengthening Departmental Leadership: A Team-Building Guide for Chairs in Colleges and Universities. (2 copies) San Francisco: Jossey Bass, 1994.

Marcus, Dora. Lessons Learned from FIPSE (Fund for the Improvement of Postsecondary Education) Projects: 15 Directors of Reform Projects in Postsecondary Education draw Conclusions About What Worked, What Didn't and Why. Washington D.C.: U.S. Department of Education, 1990.

Martin, James and James E. Samels. Merging Colleges for Mutual Growth: A New Strategy for Academic Managers. Baltimore: Johns Hopkins Press, 1994.

Morgan, David L. Focus Groups: As Qualitative Research. Newbury Park, CA: Sage Press, 1988. Cross-listed under Scholarship of Teaching.

Mott, Dennis. The Dynamics of Time and Stress: Time Proven Tips for the Busy Education Administrator. Stillwater, OK: New Forums Press, 1988.

Peterson, Maryin and Lisa Mets. Key Resources on Higher Education Governance, Management, and Leadership. San Francisco: Jossey Bass, 1987.

Rossmann, Jack. and Elaine El-Khawas. Thinking About Assessment: Perspectives for Presidents and Chief Academic Officers. Washington D.C.: American Council on Education, 1987. Cross-listed under Assessment.

**Seagren, Alan T., Cresswell, John W., and Daniel W. Wheeler. The Department Chair: New Roles, Responsibilities and Challeges. ASHE-ERIC Education Report. No. 1. Washington D.C.: George Washington University, 1993.

Seidman, Earl. In the Words of the Faculty: Perspectives on Improving Teaching and Educational Quality in Community Colleges. San Francisco: Jossey Bass, 1985.

*Sorcinelli, Mary Deane and Ann Austin (eds.). Developing New and Junior Faculty. New Directions for Teaching and Learning. No. 50. San Francisco: Jossey-Bass, 1992. Cross-listed under Faculty Development.

State University of New York at StonyBrook. Meeting the National Need for Minority Scholars and Scholarship: Policies and Action. Stoney Brook, NY: SUNY-Stoney Brook Press, 1989. Cross-listed under Faculty Development.

University of Illinois at Chicago--Annual Report 1986-7. Center for Educational Development. This center has an emphasis on medical education.

**Wilcox, John R. and Susan L. Ebbs. The Leadership Compass: Values and Ethics in Higher Education. ASHE-ERIC Education Report. No. 1. Washington D.C.: George Washington University, 1992.

Faculty Development and Evaluation

Classroom Research / Scholarship of Teaching

*Angelo, Thomas (ed.). Classroom Research: Early Lessons from Success. New Directions for Teaching and Learning. No. 46. San Francisco: Jossey-Bass, 1991.

Boyer, Ernest. Scholarship Reconsidered: Priorities of the Professorate. Princeton, NJ: Carnegie Foundation, 1990. This Special report from the Carnegie Foundation for the Advancement of Teaching argues that teaching should be more highly valued in the promotion process and as scholarship. This book offers a way to give legitimacy to scholarly work that is now undervalued, enlarging the perspective with regard to research and teaching, scholarship and community, the new generation of scholars, campus diversity, and the mosaic of talent among today's faculty. Cross listed under Faculty Development and Evaluation.

Cross, Patricia and Mimi Harris Steadman. Classroom Research: Implementing the Scholarship of Teaching. San Francisco: Jossey Bass, 1996.

*Donald, Janet G. and Arthur M. Sullivan (eds.). Using Research to Improve Teaching. New Directions for Teaching and Learning. No. 23. San Francisco: Jossey-Bass, 1985.

Huber, Mary and Sherwyn Morreal. Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Washington, D.C.: AAHE, 2002.

Krueger, Richard. Focus Groups: A Practical Guide for Applied Research. Newbury Park, CA: Sage Press, 1988. Cross-listed under Educational Leadership.

McKeachie, Wilbert, Pintrich, Paul, Lin, Yi-Guang and David Smith. Teaching and Learning in the College Classroom: A Review of the Research Literature. Ann Arbor, MI: University of Michigan Press, 1986.

Menges, Robert and Maryellen Weimer. Teaching on Solid Ground: Using Scholarship to Improve Practice. San Francisco: Jossey Bass, 1996.

Menges, Robert and B. Claude Mathis. Key Resources on Teaching, Learning, Curriculum, and Faculty Development. San Francisco: Jossey Bass, 1988. Cross-listed under Faculty Evaluation.

Morgan, David L. Focus Groups: As Qualitative Research. Newbury Park, CA: Sage Press, 1988. Cross-listed under Educational Leadership.

Nelsen, William. Renewal of the Teaching Scholar. Washington D.C.: Association of American Colleges, 1981.

*Richlin, Laurie (ed.). Preparing Faculty for the New Conceptions of Scholarship. New Direction for Teaching and Learning. No. 54. San Francisco: Jossey-Bass, 1993.

Stewart, David and Prem Shamdasani. Focus Groups: Theory and Practice. Newbury Park, CA: Sage Press, 1990.

Faculty Development (General)

**Austin, Ann E. and Roger Baldwin. Enhancing the Quality of Scholarship and Teaching. ASHE-ERIC Educational Report. No. 7. Washington D.C.: George Washington University, 1991.

Baldwin, Roger, Brakemen, Louis, Edgerton, Russell, Hagberg, Janet, and Thomas Maher. Expanding Faculty Options: Career Development Projects at Colleges and Universities. Washington D.C.: American Association for Higher Education, 1981.

Bland, Carole and William Berquist. The Vitality of Senior Faculty Members: Snow on the Roof, Fires in the Furnace.

Canada, Mark, and Bruce Speck (eds.). Developing and Implementing Service-Learning Programs. New Directions in Higher Education. No. 114. San Francisco, Jossey-Bass, 2001.

**Creswell, John W. Faculty Rresearch Performance: Lessons from the Sciences and the Social Sciences. ASHE-ERIC Educational Report. No. 4. Washington D.C.: George Washington University, 1985.

Eble, Kenneth, and Wilbert McKeachie. Improving Undergraduate Education Through Faculty Development. San Francisco: Jossey Bass, 1985.

Ferber, Marianne and Jan Loeb (eds.). Academic Couples: Problems and Promises. Urbana, IL: University of Illinois Press, 1997.

*Finkelstein, Martin, and Mark LaCelle-Peterson (eds.). Developing Senior Faculty as Teachers. New Direction for Teaching and Learning. No. 55. San Francisco: Jossey-Bass, 1993. Cross-listed under Educational Leadership.

George, Pamela Gale. College Teaching Abroad: A Handbook of Strategies for Successful Cross-Cultural Exchanges. Boston: Allyn and Bacon, 1995.

Heydinger, Richard and Hasan Simsek. An Agenda for Reshaping Faculty Productivity: State Policy and College Learning. Denver: State Higher Education Executive Office, 1992. This study (which includes authors below) looks at ways state policies can encourage better teaching. Cross-listed under Educational Leadership.

Jordan, Stephen and Daniel Layzell. A Case Study of Faculty Workload Issues in Arizona: Implications for State Higher Education Policy. Denver: State Higher Education Executive Office, 1992. This study (which includes other authors listed in this bibliography) looks at ways state policies can encourage better teaching. Cross-listed under Educational Leadership.

Katz, Joseph and Mildred Henry. Turning Professors into Teachers: A New Approach to Faculty Development and Student Learning. Phoenix: Oryx Press, 1988. Cross-listed under Learning Theory

Learning Research Center. "Respect, Help, Status and Relationship; Themes in Faculty Descriptions of Being Mentored." Teaching-Learning Issues (1993)

Menges, Robert and B. Claude Mathis. Key Resources on Teaching, Learning, Curriculum, and Faculty Development. San Francisco: Jossey Bass, 1988. Cross listed under Scholarship of Teaching.

Nelsen, William and Michael Siegel (eds.). Effective Approaches to Faculty Development. Washington D.C.: Association of American Colleges, 1980.

**Olswang, Steven G. and Barbara A. Lee. Faculty Freedoms and Institutional Accountability: Interactions and Conflicts. ASHE-ERIC Educational Report. No. 5. Washington D.C.: George Washington University,1983. Cross-listed under Educational Leadership.

Professional and Organizational Development Network in Higher Education. To Improve the Academy, Volume 5. Stillwater, OK: New Forums Press, 1987. Cross listed under Educational Leadership.

Professional and Organizational Development Network in Higher Education. To Improve the Academy, Volume 8. Stillwater, OK: New Forums Press, 1989. Cross listed under Educational Leadership.

Rankin, Elizabeth. The Work of Writing: Insights and Strategies for Academics and Professionals. San Francisco: Jossey Bass, 2001.

Rice, Eugene. Faculty Lives: Vitality and Change. St. Paul: Northwest Area Foundation, 1987.

Rice, Eugene. Making a Place for the New American Scholar. Washington D.C.: American Association of Higher Education, 1996. Inquiry no. 1 of "New Pathways: Faculty Careers and Employment for the 21st Century. A Project of the American Association of Higher Education."

Russell, Alene Bycer. Faculty Workload: State and System Perspectives. State Policy and College Learning. Denver: State Higher Education Executive Office, 1992. This study (which includes other authors listed in this bibliography) looks at ways state policies can encourage better teaching. Cross-listed under Educational Leadership.

*Seldin, Peter (ed.). Coping with Faculty Stress. New Direction for Teaching and Learning. No. 29. San Francisco: Jossey-Bass, 1987.

Schuster, Jack and Daniel Wheeler. Enhancing Faculty Careers: Strategies for Development and Renewal. San Francisco: Jossey Bass, 1990.

*Svinicki, Marilla D. (ed.). The Changing Face of College Teaching. New Direction for Teaching and Learning. No. 42. San Francisco: Jossey-Bass, 1990. Cross-listed under Teaching: General Philosophy and Narrative.

**Tack, Martha W. and Carol I. Pattiu. Faculty Job Satisfaction: Women and Minorities in Peril. ASHE-ERIC Educational Report. No. 4. Washington D.C.: George Washington University, 1992.

**Tierney, William and Robert Rhoads. Enhancing Promotion, Tenure, and Beyond: Faculty Socialization as a Cultural Process. ASHE-ERIC Educational Report. No. 6.Washington D.C.: George Washington University, 1993.

Tobias, Sheila, Chubin, Daryl and Kevin Aylesworth. Rethinking Science as a Career: Perceptions and Realities in the Physical Sciences. Tuscon, AZ: Research Corporation, 1995. An Occasional Paper on Neglected Problems in Science Education. Cross-listed under General Education-Science and Math.

Toth, Emily. Ms. Mentor's Impeccable Advice for Women in Academia. Philadelphia: U. of Penn. Press, 1997.

*Universal Challenges In Faculty Work: Fresh Perspectives From Around The World. New Direction for Teaching and Learning. No. 72. San Francisco: Jossey-Bass, 1997.

*Young, Robert E., and Kenneth E. Elbe (eds.). College Teaching and Learning: Preparing for New Commitments. New Direction for Teaching and Learning. No. 33. San Francisco: Jossey-Bass, 1988. Cross-listed under Teaching: General Philosophy and Narrative.

Faculty Evaluation (General)

Andrews, Hans. Evaluating for Excellence. Stillwater, OK: New Forums Press, 1985.

*Baez, Benjamin & Gentra, J.A. Tenure, Promotion, and Reappointment: Legal and Administrative Implications. ASHE-ERIC Educational Report. No. 1. Washington D.C.: George Washington University, 1995. Cross-listed under Educational Leadership.

Diamond, Robert. Preparing for Promotion and Tenure Review: A Faculty Guide. Bolton, MA: Anker Publishing, 1995.

Diamond, Robert. Serving on Promotion and Tenure Committees. Bolton, MA: Anker Publishing, 1994.

Glassick, C., Taylor Huber, M. and G. Maeroff. Scholarship Assessed: Evaluation of the Professoriate. 1996.

Keig, Larry and Michael Waggoner. Collaborative Peer Review. ASHE-ERIC Educational Report. No. 2. Washington D.C.: George Washington University, 1994.

Miller, Richard. Evaluating Faculty for Promotion and Tenure. San Francisco, Jossey Bass, 1987.

Seldin, Peter. Changing Practices in Faculty Evaluation. San Francisco: Jossey Bass, 1984.

New Faculty

*Fink, L. Dee (ed.). The First Year of College Teaching. (2 copies). New Direction for Teaching and Learning. No. 17. San Francisco: Jossey-Bass, 1984.

Janes, Joseph and Diane Hauer. Now What?: Readings on Surviving (and even enjoying) Your First Experience at College Teaching. 2nd ed. Littleton, MA: Copley Publishing, 1988.

Menges, Robert and Associates. Faculty in New Jobs: Guide to Settling In, Becoming Established, and Building Institutional Support. San Francisco: Jossey Bass, 1999.

Nilson, Linda. Teaching at its Best: A Research-Based Resource for College Instructors. Bolton, MA: Anker Publishing, 1998. Cross-listed under Teaching: General-tips and Techniques.

*Sorcinelli, Mary Deane and Ann Austin (eds.). Developing New and Junior Faculty. New Direction for Teaching and Learning. No. 50. San Francisco: Jossey Bass, 1992. Cross-listed under Educational Leadership.

Weimer, Maryellen and Rose Ann Neff (eds.). Teaching College: Collected Readings for The New Instructor. (3 copies) Madison, WI: Magna Publishing, 1990. Cross-listed under Teaching: General-Tips and Techniques.

Part-Time or Adjunct Faculty

Greive, Donald. Teaching Strategies and Techniques for Adjunct Faculty. (2 copies). Cleveland: Info-Tech, Inc., 1984. Cross-listed under Teaching: Tips and Techniques.

Greive, Donald. Teaching Strategies and Techniques for Adjunct Faculty. Revised ed. (2 copies). Cleveland: Info-Tech, Inc., 1987. Cross-listed under Teaching: Tips and Techniques.

TAs

Allen, R.R., and Theodore Reuter. Teaching Assistant Strategies: An Introduction to College Teaching. Dubuque, IA: Kendall/Hunt Publishing, 1990. Cross-listed under Teacing: Tips and Techniques.

*Andrews, John D. W. Strengthening the Teaching Assistant Faculty. New Direction for Teaching and Learning. No. 22. San Francisco: Jossey-Bass, 1985.

Chism, Nancy Van Note (ed.). Employment and Education of Teaching Assistants: Readings from a National Conference. Columbus, OH: Ohio State University Center for Teaching Excellence, 1987. The papers from this conference are divided into six sections: the role of a teaching assistant; conditions of TA employment; TA development considerations; approaches to TA development; international teaching assistantships; and task force results and reflections on the conference.

Teaching Portfolios / Teaching Evaluation

American Association for Higher Education. (1995). From Idea to Prototype: The Peer Review of Teaching.

Centra, John, Froh, Robert, Gray, Peter and Leo Lambert. A Guide to Evaluating Teaching for Promotion and Tenure. Littleton, MA: Copley Publishing, 1987. This guide, issued by the Center for Instructional Development at Syracuse University, discusses how to evaluate teaching and how to collect data that illustrate good teaching.

Chism, Nancy Van Note. Peer Review of Teaching: A Sourcebook. 1999. This book has an overview of what peer review is, how to set up a system for peer review, and what the goals of such a system should be. It also contains resources for peer review (such as forms), for contributing to the scholarship of teaching and for constructing a teaching portfolio.

Chism, Nancy Van Note. Peer Review of Teaching: A Sourcebook. 1999. Chapter 8 deals with creating and evaluating teaching portfolios.

Edgerton, Russell, Hutchings, Patricia and Kathleen Quinlan. The Teaching Portfolio: Capturing the Scholarship in Teaching. Washington D.C.: American Association of Higher Education, 1995.

Hutchings, Patricia. Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review. Washington D.C.: American Association for Higher Education, 1996.

Seldin, Peter. Changing Practices in Evaluating Teaching: A Practical Guide to Improved Faculty Performance and Promotion/Tenure Decisions. San Francisco: Jossey Bass, 1999.

Seldin, Peter. Successful Use of Teaching Portfolios. Bolton, MA: Anker Publishing, 1993.

Seldin, Peter. The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Bolton, MA: Anker Publishing, 1991.

Seldin, Peter. The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. 2nd ed. Bolton, MA: Anker Publishing, 1997.

General & Professional Education

General

Andersen, Charles. International Studies for Undergraduates:1987 Operations and Opinions. Washington D.C.: American Council on Education, 1988.

*Armour, Robert A., and Barbara S. Fuhrman (eds.). Integrating Liberal Learning and Professional Education. 2 Copies. New Direction for Teaching and Learning. No. 40. Cross-listed under Teaching: Professional Education.

Boyer, Ernest. Campus Life: In Search of Community. Princeton, NJ: Princeton University Press, 1990. This study by the Carnegie Foundation for the Advancement of Teaching discusses the ways in which the university experience takes place not only in the classroom, but also in the campus community and suggests ways to improve that community.

Boyer, Ernest. College: The Undergraduate Experience in America. New York City: Harper and Row, 1987. This study was done by the Carnegie Foundation for the Advancement of Teaching. It has sections on college missions, academic program (including chapters on general education and majors) and campus life.

Boyer, Ernest. Tribal Colleges: Shaping the Future of Native America. Princeton, NJ: Princeton University Press, 1989. This report by the Carnegie Foundation for the Advancement of Teaching briefly tells the history of tribal colleges, surveys seven tribal colleges and makes recommendations for their future growth.

Gaff, Jerry. General Education Today. San Francisco: Jossey Bass, 1983.

Gaff, Jerry. New Life for the College Curriculum. San Francisco: Jossey Bass, 1991. This is an analysis of reforms in general education.

*Green III, Charles S., and Richard G. Salem (eds.). Liberal Learning and Careers. New Direction for Teaching and Learning. No. 6. San Francisco: Jossey-Bass, 1981.

Korn, Harold. Psychological Models of the Impact of College on Students. Ann Arbor, MI: University of Michigan Press, 1986.

Krumsieg, Karl and Marie Baehr. Foundations of Learning. Corvallis, OR: Pacific Crest Software, 1996. This book focuses on teaching students self-assessment skills. Cross-listed under Assessment: Students.

Leamnson, Robert. Thinking About Teaching and Learning: Developing Habits of Learning with First Year College and University Students. Sterling, VA: Stylus Press, 1999. Cross listed under Learning Theory.

Meacham, Jack. Assessing General Education: A Questionnaire to Initiate Campus Conversations. (3 copies). Washington D.C.: Association of American Colleges, 1993.

**Osterlind, Steven J. A National Review of Scholastic Achievement in General Education: How Are We Doing and Why Should We Care? ASHE-ERIC Education Reports. No. 8. Washington D.C.: George Washington University, 1997. Cross-listed under Assessment.

Stark, J. (1988). Strengthening the ties that bind: Integrating undergraduate liberal & professional study. cross-listed under professional education

Arts / Humanities

National Endowment for the Humanities. American Memory: A Report on the Humanities in the Nation's Public Schools. (1988). This report from the National Endowment for the Humanities examines and makes recommendations on the teaching of humanities (emphasis on history, literature and foreign languages) in the public school system.

Guroff, K. (1981). Quality in liberal learning: Curricular Innovations in Higher Education.

Kernan, Alvin, (ed.). (1997) What's happened to the humanities?

Math / Science

Albers, Donald, Anderson, Richard and Don Loftsgaarden. Undergraduate Programs in the Mathematical and Computer Sciences: The 1985-1986 Survey. Washington D.C.: Mathematics Association of America, 1987.

Connolly, Paul and Teresa Vilardi. Writing to Learn Mathematics and Science. New York City: Teachers College Press, 1989. Cross-listed with WAC.

International Association for the Evaluation of Education Achievement. The Underachieving Curriculum: Assessing U.S. School Mathematics from an International Perspective. (1987).

Tobias, Sheila. They're Not Dumb, They're Different: Stalking the Second Tier. Tuscon, AZ: Research Corporation, 1990. An Occasional Paper on Neglected Problems in Science Education.

Tobias, Sheila. Revitalizing Undergraduate Science: Why Some Things Work and Most Don't. Tuscon, AZ: Research Corporation, 1992. An Occasional Paper on Neglected Problems in Science Education.

Uno, Gordon. Handbook on Teaching Undergraduate Science Courses: A Survival Training Manual. Fort Worth, TX: Sunders College Publishing, 1999. This includes chapters on surviving your first year as a science professor, as well as a discussion of basics: how students learn, how to assess them, how to lead discussion, write a syllabus, etc.

Professional

Curry, Lynn, Wergin, Jon, et al. Educating Professionals: Responding to New Expectations for Competence and Accountability. San Francisco: Jossey-Bass, 1993. Cross-listed under Assessment.

Schon, Donald. Educating the Reflective Practitioner. San Francisco: Jossey Bass, 1986.

Stark, J. Strengthening the ties that bind: Integrating undergraduate liberal & professional study. (1988). cross-listed under general education

Great Books & Articles About Teaching

Nine Books Recommended by More Than One Person

Thomas A. Angelo & K. Patricia Cross
Classroom Assessment Techniques: A Handbook for College Teachers (Jossey-Bass, 1993).

As the title implies, this is about classroom assessment and provides a wealth of ideas and techniques (50, to be exact) to use in a wide variety of classroom settings. (Sonia Zimmerman, Occupational Therapy)
Also listed on a popular faculty development website as one of two "books that will almost certainly change your pedagogy." (See: php.indiana.edu/~nelson1/TCHNGBKS.html)

John Bean
Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (Jossey-Bass, 1996).

It's an inspiring book in the sense that it helps us as teachers become more self-aware and also expands our "bag of tricks." It has expanded my repertoire as a teacher and made real changes seem possible. If I find out that X, Y, and Z don't work, I can remember, `Ah, there's S too!" (Jeanne Anderegg, Honors)
Also recommended by Pat O'Neill (Economics), Sonia Zimmerman (Occupational Therapy), and used by Joan Hawthorne in the Extended WAC Workshop.

Stephen D. Brookfield
The Skillful Teacher: On Technique, Trust and Responsiveness in the Classroom. Jossey-Bass, 1990.

Described as a 'survival manual' with insight, inspiration, and down-to-earth advice to teachers, new and veteran; older, but holds its value well. (Sonia Zimmerman, OT)
Also recommended by Chuck Miller (Philosophy and Religion)

Barbara Gross Davis
Tools for Teaching. Jossey-Bass, 1993

There is nothing fancy about this book...it is literally a toolbox of suggestions/ideas about everything from preparing the course syllabus to discussion and lecture strategies, to homework assignments and tests/grading to evaluation and setting up office hours and advising students (and a few other things in between). Good for when you feel like you need to do something different. (Sonia Zimmerman, OT)
Also recommended by Chuck Miller (Philosophy and Religion), especially for "those just starting to teach."

Paulo Freire
Education for Critical Consciousness. New York: Continuum, 1989; and Pedagogy of the Oppressed (30th Anniversary Edition). Continuum Publishing Group, 2000.

These are two different titles mentioned by admirers of Freire. About Pedagogy of the Oppressed, Stanley Aronowitz wrote: "This book meets the single criterion of a 'classic': it has outlived its own time and its author's. For any teacher who links education to social change, this is required reading. Freire remains the most important writer on popular education and surely the virtual founder of the perspective known as Critical Pedagogy."
Recommended by Glinda Crawford (Sociology), Sara Hanhan (Teaching and Learning /Provost's Office), and Chuck Miller (Philosophy and Religion).

Parker Palmer
The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. (Jossey-Bass, 1998).

From the inside cover -- "This book builds on a simple premise: good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher". This is a 'thinker's book', guiding through the inner work of teaching. (Sonia Zimmerman, Occupational Therapy)
Also recommended by Margaret Zidon (Teaching and Learning) and by several faculty reading it as part of a faculty study seminar this semester.

Sheila Tobias
They're Not Dumb, They're Different: Stalking the Second Tier Research Corporation, 1990.

Tobias reports on a fascinating study of college science classes, conducted using a participant-observer methodology. Although her study and conclusions are applied specifically to the sciences, the same "outsider/insider" perspective could have important implications for courses across the curriculum. (Joan Hawthorne, WAC)
Also recommended by Evguenii Kozliak (Chemistry)

Jane Tompkins
A Life in School: What the Teacher Learned. Addison-Wesley, 1996.

From the book jacket: "In a memoir that begins with her earliest school days, proceeds through college and graduate school, and arrives at her hard-won professional successes, Tompkins shows how her education shaped her in the mold of a high achiever who could read five languages but had little knowledge of herself. As she slowly awakens to the needs of her body, heart, and spirit, she throws out the window all the conventions of classroom teaching and discovers what her students' lives are like." (Libby Rankin)
Also recommended by Joan Hawthorne (WAC)

Barbara Walvoord and Virginia Johnson Anderson
Effective Grading: A Tool for Learning and Assessment (Jossey-Bass, 1998).

This book presents a careful and thoughtful analysis of the ways in which teaching (as well as assessment) can be strengthened by a re conception of how we grade and what assessment means. (Joan Hawthorne, WAC)
Also recommended by several members of the faculty study group on grading and listed on a popular faculty development website as one of two "books that will almost certainly change your pedagogy" (See php.indiana.edu/~nelson1/TCHNGBKS.html)

Other Interesting Titles Recommended by Faculty

Vonoba Bhavem "Education or Manipulation"
From: Button, J. (1991). The Best of Resurgence. Hartland Bideford, Devon, UK: Ford House Green Books.

An article that has come to mean a great deal to me is the following. This article journeys into what for me is the heart of a critique of western models of education, with other (more indigenous) ideas given. It is likely to step on some toes. Some may want to go there and others not. (Glinda Crawford, Sociology)

Bligh, Donald
What is the Use of Lectures? 2000.

In a very approachable and thoughtful manner, this books examines the nature of teaching and learning in a classroom lecture (how do students learn, how much information do they retain, how to enhance their attention and motivation), and the "uses and abuses" of the lecture format. It is a practical guide for making lectures more engaging and effective so that they (as the back cover notes) "contribute maximally to student learning." (Anne Kelsch, History)

William Cronon
'Only Connect': The Goals of a Liberal Education," The Key Reporter (Phi Beta Kappa) Winter 1998-99 vol. 64, no. 2.

I like this brief philosophical piece because it brings me back to the ideals of teaching and reminds me of broader goals. Cronon also articulates abstract, seemingly amorphous ideas in a straight forward, meaningful way. For example, he defines a liberal education as one that "aspires to nurture the growth of human talent in the service of human freedom." (Anne Kelsch, History)

R.F. Delderfield
To Serve Them All My Days.

A novel, not a manual,which I find inspiring for its advocacy of human values and individual recognition in schooling. Dramatized on Masterpiece Theatre 15-20 years ago. (Gary Towne, Music) [It's available in the Grand Forks Public Library]

Peter Elbow
"Embracing Contraries in the Teaching Process," from Embracing Contraries: Explorations in Learning and Teaching. Oxford University Press, 1987.

"My argument is that good teaching seems a struggle because it calls on skills or mentalities that are actually contrary to each other and thus tend to interfere with each other." This is the first sentence of Elbow's essay (first published in College English in1983). Until I read this essay, I couldn't quite separate teaching and grading in my head. When I have trouble doing that (which I still do, nearly 20 years later), I always go back to Elbow, who is one of the wisest and smartest teachers I know. (Libby Rankin, English and OID)

Peter Elbow
Writing Without Teachers, 2nd ed. Oxford U Press, 1998.

It has wonderful suggestions for anyone who uses peer group critiques in their classrooms, regardless of their discipline. It is a "user-friendly" approach to writing for people who don't write much. In fact, Elbow talks about how he dropped out of grad school at one point because his writer's block was so bad he couldn't finish his dissertation. In the writing classroom the student gets all kinds of support, peer groups, teacher feedback, but in other disciplines a student is so often on his/her own. The freewriting would be a great tool to use at the end of a class to get the students writing about an upcoming research assignment. (Kathy King, English)

Mildred Sandison Fenner
How You Can Tell a Teacher From a Machine. Indianapolis: American Industrial Arts Association, 1963. (9 pages).

This was an address presented at the 25th anniversary convention of the American Industrial Arts Association in 1963. It is an articulate reminder of the powerful influence that teachers have on our students. Fenner underscores the importance of the "human element" in teaching. "No matter what impact technology has on schools of the future, boys and girls will still need teachers who understand, respect, and motivate them." . . . "Much teaching takes place across a sort of bridge of feelings, a bridge of relationships between teacher and pupil." As society becomes even more technologically oriented, this message is perhaps even more relevant than it was 38 years ago when Fenner wrote it. (Kathy Norman, Music)

Howard Gardner
"Educating the Unschooled Mind." Presented as a Science and Public Policy Seminar, Washington, D.C., 14 May, 1993.

Gardner argues that we have educated for facts and skills rather than understanding-- which is fine if our primary purpose is to prepare students for short-term success on standardized tests but is less satisfying if the aim is for students to be able to live, work, and think effectively throughout their adult lives. (Joan Hawthorne)

David W. Johnson, Roger, T. Johnson, Karl A. Smith
Active Learning: Cooperation in the College Classroom. Interaction Book Company, 1991.

Presents basic elements of cooperative learning, research supporting it, and practical techniques for implementation. (Sonia Zimmerman, OT)

Craig E. Nelson
"On the Persistence of Unicorns: The Trade-Off between Content and Critical Thinking Revisited." Content and Critical Thinking: Arguments from Inside. Vol. 86, Issue 31, pp. 168-184.

Nelson applies the Perry scheme for cognitive development to the teaching and learning of college students, offering strategies that teachers can use to help students think more critically. (Joan Hawthorne, WAC).
[Another version: "Skewered On The Unicorn's Horn: The Illusion Of A Tragic Tradeoff Between Content And Critical Thinking In The Teaching of Science. In L. Crowe, Ed.: Enhancing Critical Thinking in The Sciences , Society of College Science Teachers, 1989.]

Mary Rose O'Reilly
The Peaceable Classroom. Portsmouth, NH: Boynton/Cook Publishers, 1993.

Recommended by Glinda Crawford, Sociology.

James V. Schall
"What a Student Owes His Teacher" and "On Teaching the Political Thought of Plato," from Another Sort of Learning. San Francisco: Ignatius Press, 1988; and

"On Teachers and Teaching," from A Student's Guide to Liberal Learning. Intercollegiate Studies Institute, 2000.

I like these pieces because they challenge/inspire me to push myself (and my students) to become better learners. (Patrick O'Neill, Economics)

Higher Education

Complete List

Astin, A.W. (1993). What matters in college?

**Austin, A.E. and Z.F. Gamson. Academic Workplace: New Demands, Heightened Tensions. ASHE-ERIC Education Report. No. 10. Washington D.C.: George Washington University, 1983.

Chickering, Arthur. The Modern American College. San Francisco: Jossey Bass, 1981. This work centers on the idea that "the development of the student as a person is the central aim of education." It is divided into three sections: 1) Today's students and their needs 2) Implications for the curriculum-which is addressed at the level of departmental units, and 3) Consequences for teaching, student services and administration.

**Gardiner, Lion F. Redesigning Higher Education: Producing Dramatic Gains in Student Learning. ASHE-ERIC Education Report. No. 7. Washington D.C.: George Washington University, 1994.

Giamatti, A. Bartlett. A Free and Ordered Space: The Real World of the University. New York City: W.W. Norton & Company, 1988. This book explores the relationship of the university to government, industry and the private sector. The author defends the "essence of a liberal education, rooted in freedom, dedicated to learning for its own sake."

**Hensel, Nancy. Realizing Gender Equality in Higher Education: The Need to Integrate Work/Family Issues. ASHE-ERIC Education Report. No. 2. Washington D.C.: George Washington University, 1991.

Heydinger, Richard and Hasan Simsek. An Agenda for Reshaping Faculty Productivity: State Policy and College Learning. Denver: State Higher Education Office, 1992. This study (which includes other authors listed below) looks at ways state policies can encourage better teaching. Cross-listed under Educational Leadership.

Info-Tec Inc (ed.). Higher Education: Significant and Contemporary Concerns. Cleveland: Info Tech Inc., 1987.

Jordan, Stephen and Daniel Layzell. A Case Study of Faculty Workload Issues in Arizona: Implications for State Higher Education Policy. Denver: State Higher Education Office, 1992. This study (which includes other authors listed in this bibliography) looks at ways state policies can encourage better teaching. Cross-listed under Faculty Development.

Kennedy, Donald. Academic Duty. Cambridge, MA: Harvard University Press, 1997.

Knowles, Malcolm and Hulda Knowles. Introduction to Group Dynamics. Englewood Cliffs, NJ: Prentice Hall, 1972.

Kolodny, Annette. Failing the Future: A Dean Looks at Higher Education. Durham, NC: Duke University Press, 1998.

Mayhew, Lewis, Ford, Patrick and Dean Hubbard. The Quest for Quality: The Challenge for Undergraduate Education in the 1990s. San Francisco: Jossey Bass, 1990.

Matthews, Anne. Bright College Years: Inside the American Campus Today. New York City: Simon and Schuster, 1997. Cross listed under Teaching: General.

National Governors' Association. America in Transition: The International Frontier. Report of the Task Force on International Education (1989)

National Institute of Education. Involvement in Learning: Realizing the Potential in American Higher Education. Final Report of the Study Group on the Conditions of Excellence in American Higher Education. (1984)

Nussbaum, Martha. Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Cambridge, MA: Harvard University Press, 1997.

O'Brien, Dennis. All the Essential Half-Truths about Higher Education. Chicago: University of Chicago Press, 1998.

**Olswang, Steven G. and Barbara A. Lee. Faculty Freedoms and Institutional Accountability: Interactions and Conflicts. ASHE-ERIC Education Report. No. 5. Washington D.C.: George Washington University, 1983. Cross-listed under Faculty Development.

Pascarella, Ernest. How College Affects Students: Findings and Insights from Twenty Years of Research. San Francisco: Jossey Bass, 1991. Cross-listed under Assessment.

Pescosolido, Bernice and Ronald Aminzade. The Social Worlds of Higher Education: Handbook for Teaching in a New Century. 1999. Cross-listed under teaching-general-tips and techniques.

**Pickert, Sarah M. Preparing for a Global Community: Achieving an International Perspective in Higher Education. ASHE-ERIC Education Report. No. 2. Washington D.C.: George Washington University, 1992. Cross-listed under Teaching: Diversity.

**Poch, Robert K. Academic Freedom in American Higher Education: Rights, Responsibilities and Limitations. ASHE-ERIC Education Report. No. 4. Washington D.C.: George Washington University, 1993.

Professional and Organizational Development Network in Higher Education. To Improve the Academy, Volume 5. Stillwater, OK: New Forums Press, 1987. Cross listed under Faculty Development.

Professional and Organizational Development Network in Higher Education. To Improve the Academy, Volume 8. Stillwater, OK: New Forums Press, 1989. Cross listed under Faculty Development.

**Riggs, Robert, Murrel, Patricia H., and Joanne Cutting. Sexual Harassment in Higher Education. ASHE-ERIC Education Report. No. 2. Washington D.C.: George Washington University, 1993.

Russell, Alene Bycer. (1992). Faculty Workload: State and System Perspectives. State Policy and College Learning. This study (which includes Heydinger et al and Jordan et al above) looks at ways state policies can encourage better teaching. Cross-listed under faculty development

Schein, Edgar H. Organizational Culture and Leadership. San Francisco: Jossey Bass, 1985.

Seldin, Peter. How Administrators Can Improve Teaching: Moving from Talk to Action in Higher Education. San Francisco, Jossey Bass, 1990.

Senge, Peter. The Fifth Discipline: The Art and Practice of the Learning Organization. New York City: Currency Doubleday, 1994.

Smith, Barbara Leigh and John McCann (eds.). Reinventing Ourselves: Interdisciplinary Education, Collaborative Learning and Experimentation in Higher Education. Bolton, MA: Anker Publishing, 2001.

**Thelin, John and Lawrence Wiseman. The Old College Try: Balancing Academics and Athletics in Higher Education. ASHE-ERIC Education Report. No. 4. Washington D.C.: George Washington University, 1989.

**Tomlinson, Louise M. Postsecondary Developmental Programs: A Traditional Agenda with New Imperatives. ASHE-ERIC Education Report. No. 3. Washington D.C.: George Washington University, 1989.

**Townsend, Barbara K., Newell, L. Jackson, and Michael D. Wiese. Creating Distinctiveness: Lessons from Uncommon Colleges and Universities. ASHE-ERIC Education Report. No. 6. Washington D.C.: George Washington University, 1992.

Tuggle, Charlie. Media Relations During Crisis Coverage.

Wilbur, F. and Lambert, L. Linking America's Schools and Colleges: Guide to Partnerships & National Directory. 1991.

Young, Robert. No Neutral Ground: Standing by the Values We Prize in Higher Education. San Francisco: Jossey Bass, 1997. Cross-listed under Higher Education. Cross-listed under General Teaching: Philosophy.

Learning Theory

Complete List

**Claxton, Charles and Patricia Murrel. Learning Styles: Implications for Improving Educational Practices. ASHE-ERIC Education Reports. No. 4. Washington D.C.: George Washington University, 1987.

Dressel, Paul and Dora Marcus. On Teaching and Learning in College: Reemphasizing the Roles of Learners and the Disciplines. San Francisco: Jossey Bass, 1982. Cross-listed under Higher Education and Educational Leadership.

Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York City: Basic Books, 1993. Gardner argues that there are multiple intelligences and in this book introduces the theory. He also covers its application (from projects in schools to formal research) and assessing for multiple intelligences.

Grasha, Anthony. Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Pittsburgh: Alliance Publishing, 1996. Cross-listed under Teaching: Tips and Techniques.

Leamnson, Robert. Thinking about Teaching and Learning: Developing Habits of Learning with First Year College and University Students. Sterling, VA: Stylus Press, 1999. Cross listed under General Education

Katz, Joseph and Mildred Henry. Turning Professors into Teachers: A New Approach to Faculty Development and Student Learning. Phoenix: Oryx Press, 1988. Cross listed under Faculty Development.

Knowles, Malcolm. Self-directed Learning. New York City: Cambridge Adult Learning, 1975.

Knowles, Malcolm. Using Learning Contracts. San Francisco: Jossey Bass, 1981. Cross-listed under Course and Syllabus Design.

Kuh, George, Schuh, John, and Elizabeth Whitt. Involving Colleges: Successful Approaches to Fostering Student Learning and Development Outside the Classroom. San Francisco: Jossey Bass, 1991. Cross-listed under Teaching: Tips and Techniques

Levine, Daniel. Improving Student Achievement Through Mastery Learning Programs. San Francisco: Jossey Bass, 1985. "Mastery learning" refers to the method of using frequent feedback and reinforcement to help students systematically master units of material. Cross-listed under Teaching: Tips and Techniques.

*Martin, Warren Bryan. New Perspectives on Teaching and Learning. New Direction for Teaching and Learning. No. 7. San Francisco: Jossey-Bass, 1981. Cross-listed under Teaching: General-narrative.

*Menges, Robert J., and Marilla D. Suinicki (eds.). College Teaching: From Theory to Practice. New Direction for Teaching and Learning. No. 45. San Francisco: Jossey-Bass, 1991. Cross-listed under Teaching: General-narrative.

Sarasin, Lynne. Learning Styles Perspectives: Impact in the Classroom. Madison, WI: Atwood Publishing, 1998.

Stark, J. & Lowther, M. Designing the Learning Plan: A Review of Research and Theory Related to College Curricula. 1986. Cross-listed under Assessment: Curriculum Level

Periodicals Related to Teaching

Academia

Academe Online is a bimonthly publication of the American Association of University Professors. "It analyzes higher education issues from faculty members' perspectives. Feature articles examine tenure, affirmative action, part-time faculty appointments, distance education, intellectual property, and other timely academic issues. Investigative reports on violations of academic freedom and tenure are regular components. Columns cover legal trends, legislative developments, and new scholarly books."

Change Magazine of Higher Learning is a bimonthly publication by the Helen Dwight Reid Educational Foundation in conjunction with the American Association for Higher Education. The magazine provides an overview of information about higher education in the United States. Articles discuss issues such as student life, the changing politics of higher education, economics, management styles, and multiculturalism. The journal keeps readers aware of new movements in the world of academia.

The Chronicle of Higher Education is published weekly and is available in print or online. It's the number one news source for college and university faculty members and administrators in the United States. It provides information on news from campuses around the world, job opportunities, new books and resources, career information, and more.

*UG users consult the library catalogue at www.lib.uoguelph.ca for login and password information

Non-Discipline Teaching Journals in Higher Education

Academic Exchange Quarterly is a peer-reviewed print journal that welcomes research, commentary, and other manuscripts that contribute to effective instruction and learning regardless of level or subject. The editorial board welcomes faculty submissions or co-authored pieces by graduate students and professors. Each issue is theme based. See website for submission details and current issue information.

Not available from Trellis.

Active Learning in Higher Education is published three times annually for The Institute for Learning and Teaching. The journal focuses on international teaching and learning in higher education. Discussed are topic overviews, action research accounts, outputs from subject specific project teams, case studies, and theoretical perspectives. Academic practice throughout curriculum areas in higher education is prevalent in the journal. The target audience includes those involved in teaching and managing in higher education. See website for journal abstracts.

University of Guelph library catalogue

Assessment Update: Progress, Trends, and Practices in Higher Education is published bimonthly. This periodical discusses developments in the field of higher education assessment and is addressed towards academic leaders. Recent information and advice on conducting assessments is provided for areas such as student learning and outcomes, faculty instruction, academic programs and curricula, student services, and institutional functioning.

Available: University of Guelph, LB2331.63 A74

College Teaching is a Heldruf publication that is produced quarterly. It's a unique, crossdisciplinary journal that focuses on the teacher in the classroom, the core of the college. Each issue includes practical ideas and new programs for successful teaching/ learning across the curriculum. A lively page, THE QUICK FIX, presents a simple technique or tips that work. Annual special sections highlight the best and latest methods for teaching writing and teaching science and mathematics. For teachers and administrators concerned with enhancing the teaching/learning process--this journal brings ideas and inspiration back to college teaching!

Available: University of Guelph, L11.I4

Deliberations on Teaching and Learning in Higher Education is based in the Educational Development unit at London Guildhall University. It acts as both a resource and a forum for readers to discuss and develop ideas, and identify resources that will aid their work. Content includes: evaluated case studies of teaching and learning in subject discipline areas, contact lists of staff interested in similar work, extracts of related published articles, commentary on case studies and articles contributed by readers book reviews, annotated bibliographies, and links to related resources and relevant publishers.

Harvard Educational Review is published quarterly. The journal focuses on the teaching and practice of educational settings within national and international contexts. Discussions and reviews of research and theory are provided within an inter-disciplinary forum for thinking in education. Contributions from teachers, practitioners, policymakers, scholars, informed observers, and researchers in education and related fields are accepted. Manuscripts may be in the form of an article, Voices Inside Schools article, essay review, or book review.

Available: University of Guelph, L11.H3

Journal on Excellence in College Teaching is published three times annually at Miami University for university and college faculty. The journal's purpose is to "increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experience". A scholarly forum is provided for faculty discussions in areas affecting teaching and learning, innovative pedagogies, and insights about teaching. A selection of full text articles are available at

Sparse holdings available via Trellis at University of Guelph, LB2331 .J68

The Journal of Scholarship of Teaching and Learning (JoSoTL) "is designed to encourage all instructors to engage in the discussion of the Scholarship of Teaching and Learning (SoTL), and to become involved in the sharing of knowledge and learning about the teaching-learning process. Any report about an investigation into what works (or doesn't work) for a particular teaching-learning context will be considered for publication. Those submissions that include reflective commentary about the result of the investigation will be considered of greater value to our readership and more appealing for publication. The journal shall also consider submissions that offer opinion, thoughtful reflection, commentary, or theoretical ideas related to SoTL."

New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers. Each issue is theme based.

Available Trellis: Paper copies catalogued individually by title. Electronic version available via the library catalogue at LB1025.2.N456

Positive Pedagogy: Successful and Innovative Practices in Higher Education (PosPed) is an online journal initiated by the Ontario 3M fellows. Published quarterly, it is designed to promote discussion and exchange of useful teaching practices and experiences among teachers in Canadian institutions of higher education, provide descriptive summaries of exemplary teaching practices, raise the profile of post-secondary teaching, and recognize the work of those who have achieved excellence in teaching.

Simulation and Gaming is the official journal of the ABSEL, ISAGA, JASAG, and NASAGA. Published on a quarterly basis, this journal includes "theoretical and empirical papers related to simulations of social processes". Papers examine simulations in research and teaching, empirical studies, and new gaming techniques. Areas of focus highlight role-play, computerized simulation, experiential learning, and game design. The scope of the journal is inter-disciplinary.

Available: University of Guelph H62.S477

The Teaching Professor is published 10 times per year by Magna Publications and is devoted to providing educational strategies and tactics for faculty and teaching staff in colleges and universities. "The newsletter offers a combination of concise information and inspiration to help faculty members teach more effectively." Topics commonly addressed include: facilitating lively class discussion, overcoming student apathy, working with graduate assistants, testing and grading techniques, and working in groups

Available: University of Guelph library LB2331.T416 and the Teaching Resource Centre
* back issues are available at the TRC on a first come first serve basis

Discipline-Specific Teaching Journals in Higher Education

Agriculture

Journal of Natural Resources and Life Sciences Education is published annually by the American Society of Agronomy. The journal covers all disciplines in the life sciences, natural resources, and agriculture. Educators in extension, universities, industry, administration, and grades K to 12 contribute concepts, ideas, and techniques. The journal is written by and for educators therefore articles presenting original teaching methods are encouraged.

Available University of Guelph S1.J65

Anthropology

Anthropology and Education Quarterly is the official journal of the Council on Anthropology and Education. Qualitative articles are published which discuss anthropological applications to research and development in education. Educational issues and successes evident in minority cultures and developing countries are emphasized.

Available: Trellis, GN2 .C68x

Architecture

Journal of Architectural Education is a quarterly publication of the Association of Collegiate Schools of Architecture. Articles in JAE discuss architectural history, theory, practice, and design. The journal provides a forum for architects and architectural educators to exchange ideas about architecture and the education of architects. JAE will consider publishing written articles and architectural design work (both built and un-built) from a critical inquiry perspective.

Available: Trellis, NA1 .J77

Biology

American Biology Teacher - The National Association of Biology Teachers publishes this journal nine times a year. The journal applies both conceptual and practical approaches for use by science teachers in general. The "Articles" section reviews recent discoveries, concepts and developments, as well as educational theories and trends in biology teaching. "How-To-Do-It" includes practical articles for classroom procedures, experiments, and demonstrations. "Departments" offers letters to the editor; reviews of books, computer software, and audiovisual materials; awards and conference notices; and an opinion column.

Available: University of Guelph, QH301.A65

Journal of Biological Education is an international journal published quarterly by the Society of Biology. Main articles discuss recent research in biological education and the practical and theoretical aspects of teaching the biological sciences. The journal includes commentary regarding topical issues, practical biology, school project work, book reviews, audio-visual aids, and computer software.

Available: University of Guelph, QH315.A1 J6

Chemistry

Biochemistry and Molecular Biology Education is a quarterly publication by the International Union of Biochemistry and Molecular Biology. The journal's purpose is to "assist in the teaching of biochemistry to science and medical students throughout the world". The audience consists of university, college, and medical faculties teaching biochemistry, molecular biology, microbiology, and cell biology. Articles on teaching techniques and practice, methods of assessment, and classroom experiment ideas are encouraged.

Available: University of Guelph, online.

Journal of Chemical Education (JCE) is a publication of the American Chemical Society. JCE aims "to provide chemistry teachers (middle school to graduate level) with information, ideas, and materials for improving and updating their background and their understanding of the science, and for helping them in their teaching and in their effectiveness in developing the talents of students. The central idea here is that this should be not only a 'living textbook of chemistry' as one of the early editors put it, but a perpetual and dependable learning source for chemists who teach."

http://jchemed.chem.wisc.edu/

Available: University of Guelph QD1.J93 and online.

Economics

Journal of Economic Education is a quarterly publication that discusses innovations and evaluations in terms of teaching techniques, materials, and programs in economics. Articles cover content and pedagogy for introductory to graduate-level instructors. Manuscripts for submission should fall under one of the following categories: research in economic education; economic content; economic instruction; and online material for teaching and learning economics.

Available: University of Guelph, H62.5.U5 J6

Education

Journal of Teacher Education is published five times a year in cooperation with the American Association of Colleges for Teacher Education (AACTE). The journal's purpose is to "stimulate discussion, study, and experimentation amongst educators". Themes presented in the journal are cognitive science and critical thinking, field experiences and teacher education, professional ethics, and restructuring teacher education.

Available University of Guelph: LB1705.N27

Engineering

Journal of Engineering Education is published quarterly by the American Society for Engineering Education. Articles discuss engineering and technology education, the development of new ideas, and issues appealing to engineering educators and others. Manuscripts for publication focus on the following areas: the present and changing field of engineering education; the history of engineering education and its current influence; recent and future trends; interdisciplinary and inter-institutional efforts for the development of engineering education; outreach beyond engineering education; and the improvement of technical literacy.

Available: University of Guelph, TA1.J6

Geography

Journal of Geography in Higher Education is devoted to the teaching of geography in international institutions of higher education. It provides "a forum for geographers and others to discuss educational interests, present educational research results, and advocate ideas." Three issues of the journal are published per year in conjunction with University College, Northampton, UK.

Available: University of Guelph, G72.J6

Mathematics

Journal for Research in Mathematics Education is the official journal of the National Council of Teachers of Mathematics and is published five times per year. JRME focuses on the interests of mathematics teachers and education from pre-school through to adult education. JRME is a forum for the teaching and learning of mathematics. The variety of manuscripts encouraged are: research reports - experiments, surveys, and case studies; philosophical studies; articles about research - literature reviews, theoretical analyses; critiques of articles and books; and brief commentaries on research articles.

Available: Trellis, QA11.A1 J68

Teaching Mathematics and Its Applications is published quarterly by the Institute of Mathematics. This journal is designed for the teaching of mathematics at the secondary and tertiary levels - specifically first year undergraduate courses. Articles demonstrate the applications of mathematics and improvements for its teaching.

Available online in Trellis

Philosophy

Teaching Philosophy is a quarterly publication of the Philosophy Documentation Center. It focuses on the relationship between philosophy and teaching, curricula, courses, methods, and problems faced by philosophy teachers. Ideas are exchanged regarding the practical and theoretical elements of teaching and learning philosophy. The journal publishes articles, discussions, reports, case studies, and reviews.

Available: University of Guelph, B52.T4

Physical Education

European Physical Education Review is published three times a year in association with the North West Counties Physical Education Association. This journal is international and interdisciplinary in focus. Articles explore the field of physical education, including sport and leisure activities and research. Theoretical and research-based articles are from the natural sciences, humanities, and social sciences.

http://www.sagepub.co.uk (see sidebar – Journals - Education)

Available online via Trellis

Physics

Physics Education is designed for those involved with the teaching of physics in schools and first year undergraduate courses. The Institute of Physics publishes the journal six times per year. Ideas outline new ways of teaching and presenting experimental and theoretical aspects of physics. Teachers are provided with recent information on new developments, applications, curricula, courses, textbooks, software, and equipment in the field.

Available: University of Guelph, QC30.P45

The Physics Teacher is designed for those teaching introductory physics courses at any educational level. Articles discuss physics research, the history and philosophy of physics, applied physics, curriculum developments, pedagogy, lab equipment, and book reviews. The American Association of Physics Teachers publishes the journal nine times a year.

Available: Trellis, PER QC30 P48

Psychology

Teaching of Psychology is the official journal of the Society for Teaching of Psychology, and is published quarterly. The journal is devoted to the improvement of the teaching and learning of psychology at all educational levels. Articles are divided into four areas: topical articles on teaching-related issues; methods and techniques learning and teaching activities; faculty forum diverse issues in teaching with commentary, criticism, and opinion; and computers in teaching use of classroom computers, innovative approaches, software reviews, and teaching techniques.

Available: University of Guelph, BF77.T43

Science

Journal of Chemical Education is a monthly publication and learning source for chemists who are teachers. Articles provide information, ideas, and materials specific to the understanding of chemistry, and offer ideas for both teaching and effective development of students' knowledge and skills. Articles are published in the following main areas: "Chemical Education Today", "Chemistry Every Day for Everyone", "In the Classroom", "In the Laboratory", "Information, Textbooks, Media, Resources", and "Research: Science and Education."

Available: University of Guelph, QD1.J93

Journal of College Science Teaching (JCST) is published by the National Science Teachers Association. The journal explores innovative techniques to improve interdisciplinary teaching methods. Strategies are included for the teaching of science and non-science majors, and articles are designed for instructors in a variety of disciplines. Objectives for the JCST: to teach about the nature of science and the relationship of science and society; to exchange instructional ideas and experiences; to discuss innovative media and other teaching materials; and to publish general interest articles for teachers of undergraduate courses.

Available: Trellis, Q181.A1 J57x

Journal of Research in Science Teaching is a Wiley-Interscience publication on behalf of the National Association for Research in Science Teaching. This monthly journal "publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy." The science education articles discuss philosophy, historical perspectives, teaching strategies, and curriculum development.

Available: University of Guelph, Q 181.A1 J6

Teaching

General Article Collections

DeZure, Deborah, (ed.). Learning from Change: Landmarks in Teaching and Learning in Higher Education from Change Magazine 1969-1999. Sterling, VA: Stylus Publishing, 2000.

Shea, M.A. On Teaching. (2 copies.) Boulder, CO: University of Colorado Press, 1987. This is a collection of articles from the Faculty Teaching Excellence Program at the University of Colorado.

Weimer, Maryellen and Rose Ann Neff (eds.). Teaching College: Collected Readings for The New Instructor. (3 copies) Madison, WI: Magna Publishing, 1990. Cross-listed under Faculty Development.

General Philosophy, Narrative

*Beidler, Peter G. (ed.). Distinguished Teachers on Effective Teaching. New Direction for Teaching and Learning. No. 28. (4 Copies). San Francisco: Jossey-Bass, 1986.

*Collins, Michael J. (ed.). Teaching Values and Ethics in College. New Direction for Teaching and Learning. No. 13. San Francisco: Jossey-Bass, 1983.

**Davis, Todd M., and Patricia H. Murrell. The Role of Student Responsibility in the Collegiate Experience. ASHE-ERIC Education Reports. No. 8. Washington D.C.: George Washington University, 1993.

Goodlad, John, Soder, Roger and Kenneth Sirotnik. The Moral Dimensions of Teaching. San Francisco: Jossey Bass, 1990.

Hirsch Jr., E.D. Cultural Literacy: What Every American Needs to Know. Boston: Houghton-Mifflin, 1987.

Hutchings, Patricia. Using Cases to Improve College Teaching: A Guide to More Reflective Practices. AAHE Teaching Initiative. Washington D.C.: American Association of Higher Education, 1993.

*Jussawalla, Feroza (ed.). Excellent Teaching in a Changing Academy: Essays in Honor of Kenneth Eble. New Direction for Teaching and Learning. No. 44. San Francisco: Jossey-Bass, 1990.

Katchadourian, Herant and John Boli. Cream of the Crop: The Impact of Elite Education in the Decade after College. New York City: Basic Books, 1994. Cross-listed under Educational Leadership.

*Katz, Joseph (ed.). Teaching as Though Students Mattered. New Direction for Teaching and Learning. No. 21. San Francisco: Jossey-Bass, 1985.

*Knapper, Christopher, and Sergio Piccinin (eds.). Using Consultants to Improve Teaching. New Direction for Teaching and Learning. No. 79. (2 Copies). San Francisco: Jossey-Bass, 1999.

Kozol, Jonathon. Amazing Grace: The Lives of Children and the Conscience of a Nation. New York City: Crown Publishing, 1995.

Lewis, Hunter. A Question of Values: Six Ways That We make the Personal Choices that Shape Our Lives. 1990.

**Love, Patrick G., and Anne G. Love. Enhancing Student Learning: Intellectual, Social, and Emotional Integration. ASHE-ERIC Education Reports. No. 4. Washington D.C.: George Washington University, 1995.

*Martin, Warren Bryan (ed.). New Perspectives on Teaching and Learning. New Direction for Teaching and Learning. No. 7. (2 Copies). San Francisco: Jossey-Bass, 1981. Cross-listed under Learning Theory.

Matthews, Anne. Bright College Years: Inside the American Campus Today. New York City: Simon and Schuster, 1997. Cross listed under Higher Education.

Mehrotra, Chandra M. N. (ed.). Teaching and Aging. New Direction for Teaching and Learning. No. 19. San Francisco: Jossey-Bass, 1984.

*Menges, Robert J., and Marilla D. Svinicki (eds.). College Teaching: From Theory to Practice. New Direction for Teaching and Learning. No. 45. San Francisco: Jossey-Bass, 1991. Cross-listed under Learning Theory.

*Menges, Robert J., and Marilla D. Svinicki (eds.). Honoring Exemplary Teaching. New Direction for Teaching and Learning. No. 65. San Francisco: Jossey-Bass, 1996.

*Noonan, John F. (ed.). Learning About Teaching. New Direction for Teaching and Learning. No. 4. San Francisco: Jossey-Bass, 1980.

Ortman, Patricia. Not for Teachers Only: Creating a Context of Joy for Learning and Growth. Washington D.C.: American Association of Higher Education, 1988.

Palmer, Parker. (1983). To know as we are known: A spirituality of education.

Postman, Neil. The End of Education: Redefining the Value of School. New York City: Vintage Books, 1996.

*Richardson, Steven M. (ed.). Promoting Civility: A Teaching Challenge. New Direction for Teaching and Learning. No. 77. San Francisco: Jossey-Bass, 1999.

*Svinicki, Marilla. (ed.). The Changing Face of College Teaching. New Direction for Teaching and Learning. No. 42. San Francisco: Jossey-Bass, 1990. Cross-listed under Faculty Development.

*Svinicki, Marilla (ed.). Looking Back, Looking Forward: New Directions at the Edge of the Millennium. New Direction for Teaching and Learning. No. 80. San Francisco: Jossey-Bass, 1999.

*Theall, Michael (ed.). Motivation from Within: Approaches for Encouraging Faculty and Students to Excel. New Direction for Teaching and Learning. No. 78. San Francisco: Jossey-Bass, 1999.

Tomlinson, Tommy and Herbert Walberg (ed.). Academic Work and Educational Excellence: Raising Student Productivity. berkeley, CA: McCutchan Press, 1986.

*Young, Robert. No Neutral Ground: Standing by the Values We Prize in Higher Education. San Francisco: Jossey Bass, 1997. Cross-listed under Higher Education.

Young, Robert E., and Kenneth E. Elbe (eds.). College Teaching and Learning: Preparing for New Commitments. New Direction for Teaching and Learning. No. 33. San Francisco: Jossey-Bass, 1988. Cross-listed under Faculty Development.

General Tips and Techniques

Allen, R.R., and Theodore Reuter. Teaching Assistant Strategies: An Introduction to College Teaching. Dubuque, IA: Kendall/Hunt Publishing, 1990. Cross-listed under Faculty Development.

Brookfield, Stephen. Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass, 1995.

Brookfield, Stephen. The Skillful Teacher: Technique, Trust, and Responsiveness in the Classroom. San Francisco: Jossey Bass, 1990. This book focuses on developing a personal vision of teaching, teaching responsively and overcoming student resistance. There are chapters on lecturing creatively, preparing for discussion and simulations/role playing.

*Chickering, Arthur W., and Zelda F. Gamson (eds.). Applying the Seven Principles for Good Practice in Undergraduate Education. New Direction for Teaching and Learning. No. 47. San Francisco: Jossey-Bass, 1991.

Eble, Kenneth. The Craft of Teaching: A Guide to Mastering the Professor's Art. San Francisco: Jossey Bass, 1976. This book provides concrete strategies for improving teaching skills, arguing that teaching is a craft that needs to be honed.

Eble, Kenneth. The Craft of Teaching: A Guide to Mastering the Professor's Art. 2nd ed. San Francisco: Jossey Bass, 1976. This book provides concrete strategies for improving teaching skills, arguing that teaching is a craft that needs to be honed.

Erickson, B.L. & Strommer, D.W. (1991). Teaching College Freshmen.

Fallows, Stephen and Kemal Ahmet. Inspiring Students: Case Studies in Motivating the Learner. London: Kogan-Page Press, 1999. This book discusses how to motivate and inspire students to become independent learners in required courses. There are chapters on problem-based learning and experiential learning.

Faculty Teaching Excellence Program. Compendium of Good Ideas on Teaching and Learning. Revised ed. Boulder, CO: University of Colorado Press, 1988.

Gedalof, Allan. Teaching Large Classes. Halifax, Nova Scotia: Society for Teaching and Learning in Higher Education, 1998. Cross-listed under Teaching: Lectures and Large Classes.

Greive, Donald. Teaching Strategies and Techniques for Adjunct Faculty. Revised ed. (2 copies). Cleveland: Info-Tech, Inc., 1987. Cross-listed under Faculty Development.

Johnson, Glenn Ross. First Steps to Excellence in College Teaching. Madison, WI: Magna Publishing, 1995.

Johnson, Glenn Ross. Taking Teaching Seriously: A Faculty Handbook. College Station, TX: Texas A&M University Press, 1988.

*Kreber, Carolin (ed.). Scholarship Revisited: Perspectives on the Scholarship of Teaching. New Directions for Teaching and Learning. No. 86. San Francisco: Jossey Bass, 2001.

Lowman, Joseph. Mastering the Techniques of Teaching. San Francisco: Jossey Bass, 1984.

Lowman, Joseph. Mastering the Techniques of Teaching, 2nd Edition. San Francisco: Jossey Bass, 1995.

Magnan, Robert (ed.). 147 Teaching Practical Tips for Teaching Professors. Madison, WI: Atwood Publishing, 1990.

McKeachie, Wilbert. Teaching Tips: A Guidebook for the Beginning College Teacher. 8th ed. Lexington, MA: D.C. Health & Company, 1986. This witty and well-written guide has the "nuts and bolts" basics and is a popular classic that many refer to.

Miller, W.R. and Marie Miller. Handbook for College Teaching. Sautee-Nacouche, GA: Pinecrest Publishing, 1997.

Nilson, Linda. Teaching at its Best: A Research-Based Resource for College Instructors. Bolton, MA: Anker Publishing, 1998. Cross-listed under Faculty Development.

Pescosolido, Bernice and Aminzade, Ronald. The Social Worlds of Higher Education: Handbook for Teaching in a New Century (1999) Note: this is a not the full edition but a "sampler" edition. Cross-listed under Higher Education.

*Spear, Karen I. (ed.). Rejuvenating Introductory Courses. New Direction for Teaching and Learning. No. 20. San Francisco: Jossey-Bass, 1984. Cross-listed under Teaching: Lecture and large classes.

*Theall, Michael, and Jennifer Franklin (eds.). Effective Practices for Improving Teaching. New Direction for Teaching and Learning. No. 48. San Francisco: Jossey-Bass, 1991.

Weimer, M. Improving College teaching strategies for developing instructional effectiveness. 1990.

**Whitman, Neal, Spendlove, David C., and Claire H. Clark. Increasing Students' Learning: A Faculty Guide to Reducing Stress Among Students. ASHE-ERIC Education Reports. No. 4. Washington D.C.: George Washington University, 1986.

**Wolverton, Mimi. A New Alliance: Continuous Quality and Classroom Effectiveness. ASHE-ERIC Education Reports. No. 6. Washington D.C.: George Washington University, 1994.

*Improving Teaching Styles. New Direction for Teaching and Learning. No. 1. San Francisco: Jossey-Bass, 1980.

*Teaching to Promote Intellectual and Personal Maturity: Incorporating Students' Worldviews and Identities into the Learning Process. New Direction for Teaching and Learning. No. 82. San Francisco: Jossey-Bass, 2000. Cross-listed under Teaching: Diversity

Active Learning

**Bonwell, Charles and James Eison. Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Education Reports. No. 1. Washington D.C.: George Washington University, 1991.

Cameron, Beverly. Active Learning. Green Guide #2. Society for teaching and Learning in Higher Education. (1999)

Meyers, Chet and Thomas B. Jones. Promoting Active Learning: Strategies for the College Classroom. San Francisco: Jossey-Bass, 1993. This book is a practical guide to successful strategies for active learning, in which students talk and listen, read, write and reflect as the become directly involved in the instructional process. The author presents a wide range of teaching tools, including problem solving exercises, student projects, informal group work, simulations, case studies and role-playing.

*Sutherland, Tracy and Charles Bonwell (eds.). Using Active Learning in College Classrooms: A Range of Options for Faculty. New Direction in Teaching and Learning. No. 67. San Francisco: Jossey-Bass, 1996.

Adult Learners

Draves, William. How to Teach Adults. 2nd ed. Manhatten, KS: Learning Resource Network, 1997.

Slotnick, Henry B., Pelton, Mary Helen, Fuller, Mary Lou and Lilia Tabor. Adult Learners on Campus. Washington D.C.: The Falmer Press, 1993.

Case and Problem-Based Learning (PBL)

Barnes, Louis, Christianson, C. Roland, and Abby Hansen. Teaching and the Case Method. 3rd Ed. Cambridge, MA: Harvard Business School Press, 1994. (Earlier editions also available: 1986, 1981.)

Fallows, Stephen and Kemal Ahmet. Inspiring Students: Case Studies in Motivating the Learner. London: Kogan Page, 1999. This book discusses how to motivate and inspire students to become independent learners in required courses. One chapter deals with problem-based learning.

*Weaver, Frederick Stirton. Promoting Inquiry in Undergraduate Learning. New Direction for Teaching and Learning. No. 38. San Francisco: Jossey-Bass, 1989. Cross-listed under Teaching: Problem-based Learning.

*Wilkerson, LuAnn and Wim H. Gijselaers (eds.). Bringing Problem-Based Learning to Higher Education: Theory and Practice New Direction for Teaching and Learning. No. 68. San Francisco: Jossey-Bass, 1996.

Cooperative Learning and Peer Mentoring

Barry, Lois. The Busy Professor's Travel Guide to Writing Across the Curriculum. La Grande, OR: Eastern Oregon State College, 1989. Chapter IX deals with collaborative learning and peer response. Cross-listed under Teaching: Writing Across the Curriculum

*Bouton, Clark and Russel Y. Garth (eds.). Learning in Groups. (3 copies). New Direction for Teaching and Learning. No. 14. San Francisco: Jossey-Bass, 1983.

*Bosworth, Kris and Sharon J. Hamilton (eds.). Collaborative Learning. New Direction for Teaching and Learning. No. 59. San Francisco: Jossey-Bass, 1994.

**Johnson, David W., Johnson, Roger T., and Edyth Johnson Holubec. Circles of Learning: Cooperation in the Classroom. Rev. Ed. Edina, MN: Interaction Book Company, 1986.

Johnson, David. Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Education Reports. No. 4. Washington D.C.: George Washington University,1991.

NCTE Committee on Classroom Practices in Teaching English. (1988). Focus on collaborative learning.

Stein, Ruth Federman and Sandra Hurd. Using Student Teams in the Classroom: A Faculty Guide. Bolton, MA: Anker Publishing, 2000. This guide discusses theories of cooperative learning as well as a number of strategies to incorporate it into courses. It also includes 20 case studies of how student team work was used in different disciplines.

**Whitman, Neal. Peer Teaching: To Teach is to Learn Twice. ASHE-ERIC Education Reports. No. 4. Washington D.C.: George Washington University,1988.

Course and Syllabus Design

Coscarelli, William and Gregory White. The Guided Design Guidebook: Patterns in Implementation. Morgantown, WV: National Center for Guided Design, 1986. This book has a step-by-step approach to creating a course, which utilizes the "guided design" method.

Diamond, Robert. Designing and Assessing Courses and Curricula: A Practical Guide. 2nd ed. San Francisco: Jossey-Bass, 1998. Cross-listed under Assessment and Educational Leadership.

Diamond, Robert. Designing and Improving Courses and Curricula in Higher Education. San Francisco: Jossey-Bass, 1989. The author offers guidelines for every phase of designing and planning a curriculum: analyzing and improving existing programs as well as developing, implementing and evaluating new ones. Detailed case studies are included. Cross-listed under Educational Leadership.

Duffy, Donna Killian and Janet Wright Jones. Teaching Within the Rhythms of the Semester. San Francisco: Jossey-Bass, 1995. This book offers vignettes of different problems that are associated with a semester's progress and suggests ways to "get off to a good beginning, maintain motivation in the mid-semester doldrums, and achieve successful closure at the end."

Grunert, Judith. The Course Syllabus: A Learning Centered Approach. Bolton, MA: Anker Publishing, 1997. This is a practical, how-to manual that helps teachers shift from what they will cover (a traditional syllabus) to one that reflects what tools and information you can provide students to help them learn (a learning-center syllabus).

Knowles, Malcolm. Using Learning Contracts. San Francisco: Jossey-Bass, 1981. Cross-listed under Learning Theory.

Lovell-Troy, L. & Eickmann, P. Course design for college teachers. 1992.

National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL). Reflections on course planning: Faculty and students consider influences and goals.

Critical Thinking

Chaffee, John. Thinking Critically. Boston: Houghton-Mifflin,1985. This is a textbook that presents the fundamental skills of critical thinking and offers exercises to help students develop reading, writing, speaking and listening abilities in the context of critical thinking.

Meyers, Chet. Teaching Students to Think Critically. San Francisco: Jossey-Bass, 1986.

*Young, Robert (ed.). Fostering Critical Thinking. New Direction for Teaching and Learning. No. 3. San Francisco: Jossey-Bass, 1980.

*Stice, James E. (ed.). Developing Critical Thinking and Problem-solving Abilities. (2 copies). New Direction for Teaching and Learning. No. 30. San Francisco: Jossey-Bass, 1987.

**Johnson et al. (1996) Academic Controversy: Enriching College Instruction through Intellectual Conflict Vol. 25 No. 3.

Discussion

Brookfield, Stephen and Stephen Preskill. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass, 1999. This book suggests ways to prepare for discussion, how to keep it going, how to foster discussion in light of cultural and gender differences and how to balance students' and teachers' voices in classroom discussions.

Neff, R. & Weimer, M. Classroom communication: Collected readings for effective discussion and questioning. (1989).

Diversity

*Adams, Maurianne (eds.). Promoting Diversity in College Classrooms: Innovative Responses for the Curriculum, Faculty, and Institutions. New Direction for Teaching and Learning. No. 52. San Francisco: Jossey-Bass, 1992.

*Border, Laura and Nancy Van Note Chism (eds.). Teaching for Diversity. New Direction for Teaching and Learning. No. 49 San Francisco: Jossey-Bass, 1992.

*Cones III, James H., Jahna, Denise and John F. Noonan (eds.). Teaching Minority Students. New Direction for Teaching and Learning. No. 16. San Francisco: Jossey-Bass, 1983.

Pemberton, Gayle. On Teaching the Minority Student: Problems and Strategies. Lewistown, ME: Penmore Lithographers, 1988.

**Pickert, Sarah M. Preparing for a Global Community: Achieving an International Perspective in Higher Education. ASHE-ERIC Educational Reports. No. 2. Washington D.C.: George Washington University, 1992. Cross-listed under Higher Education.

*Sigsbee, David L., Speck, Bruce W., and Bruce Maylath (eds.). Approaches To Teaching Nonnative English Speakers Across The Curriculum. New Direction for Teaching and Learning. No. 70. San Francisco: Jossey-Bass, 1997.

Learning Communities

*Gabelnick, Faith, MacGregor, Jean, Matthews, Roberta S., and Barbara Leigh Smith (eds.). Learning Communities: Creating Connections Among Students, Faculty, and Disciplines. New Direction for Teaching and Learning. No. 41. San Francisco: Jossey-Bass, 1990.

*Levine, Jodi (ed.). Learning Communities: New Structures, New Partnerships for Learning. Columbia, SC: University of South Carolina, National Resource Center for the First Year Experience and Students in Transition, 1999.

*MacGregor, Jean, Cooper, James L., Smith, Karl A., and Pamela Robinson (eds.). Strategies for Energizing Large Classes: From Small Groups to Learning Communities. New Direction for Teaching and Learning. No. 81. San Francisco: Jossey-Bass, 2000. Cross-listed under Teaching: Lectures and Large classes.

Shapiro, Nancy and Jodi Levine. Creating Learning Communities: A Practical Guide to Winning Support, Organizing for Change, and Implementing Programs. San Francisco: Jossey-Bass, 1999.

Lectures and Large Classes

Bligh, Donald. What's the Use of Lectures? San Francisco: Jossey-Bass, 2000. In a very approachable and thoughtful manner, this books examines the nature of teaching and learning in a classroom lecture (how do students learn, how much information do they retain, how to enhance their attention and motivation), and the "uses and abuses" of the lecture format. It is a practical guide for making lectures more engaging and effective so that they (as the back cover notes) "contribute maximally to student learning."

Civikly, Jean M. (ed.). Communicating in College Classrooms. (2 copies). New Direction for Teaching and Learning. No. 26. San Francisco: Jossey-Bass, 1986.

Gedalof, Allan. Teaching Large Classes. Halifax, Nova Scotia: Society for Teaching and Learning in Higher Education, 1998. Cross-listed under Teaching: Lectures and Large Classes.

MacGregor, Jean, Cooper, James L., Smith, Karl A., and Pamela Robinson (eds.). Strategies for Energizing Large Classes: From Small Groups to Learning Communities. New Direction for Teaching and Learning. No. 81. San Francisco: Jossey-Bass, 2000. Cross-listed under Teaching: Lectures and Large classes.

Spear, Karen I. (ed.). Rejuvenating Introductory Courses. New Direction for Teaching and Learning. No. 20. San Francisco: Jossey-Bass, 1984. Cross-listed under Teaching: General-tips and Techniques.

Weimer, Maryellen Gleason (ed.). Teaching Large Classes Well. New Direction for Teaching and Learning. No. 32 San Francisco: Jossey-Bass, 1987.

Mentoring / Advision (Faculty mentoring students)

*Fisch, Linc (ed.). Ethical Dimensions of College and University Teaching: Understanding and Honoring the Special Relationship Between Teachers and Students. New Direction for Teaching and Learning. No. 66. San Francisco: Jossey-Bass, 1996.

**Luna, Gaye and Cullen, Deborah. Empowering the Faculty: Mentoring Redirected and Renewed. (2 copies). ASHE-ERIC Education Report. No. 3. Washington D.C.: George Washington University, 1995.

*Reinarz, Alice G. and Eric R. White (eds.). Teaching Through Academic Advising: A Faculty Perspective. New Direction for Teaching and Learning. No. 62. San Francisco: Jossey-Bass, 1995.

*Reinarz, Alice G. and Eric R. White (eds.). Beyond Teaching to Mentoring. New Direction for Teaching and Learning. No. 85. San Francisco: Jossey-Bass, 2001.

*Wunsch, Marie A. (ed.). Mentoring Revisited: Making an Impact on Individuals and Institutions. New Direction for Teaching and Learning. No. 57. San Francisco: Jossey-Bass, 1993.

Zachary, Lois. The Mentor's Guide: Facilitating Effective Learning Relationships. San Francisco: Jossey-Bass, 2000.

Service Learning and Experiential Learning

Eyler, Janet and Dwight Giles. Where is the Learning in Service Learning? San Francisco: Jossey-Bass,1999. The National Society for Experimental Education awarded the research this book is based on the 1998 Outstanding Research Award. The authors discuss the ways in which service learning improves student learning.

Green, Doris. Community service: An agenda for the 90's.

*Hutchings, Patricia and Allen Wutzdorff (eds.). Knowing and Doing: Learning Through Experience. New Direction for Teaching and Learning. No. 35. San Francisco: Jossey-Bass, 1988.

*Rhodes, Robert A. and Jeffrey P.F Howard (eds.). Academic Service Learning: A Pedagogy of Action and Reflection. New Direction for Teaching and Learning. No. 73. San Francisco: Jossey-Bass, 1998.

Special Programs (Honors, Interdisciplinary Studies)

*Friedman, Paul G. and Reva C. Jenkins-Friedman (eds.). Fostering Academic Excellence Through Honors Programs. New Direction for Teaching and Learning. No. 25. San Francisco: Jossey-Bass, 1986.

*White, Alvin M. (ed.). Interdisciplinary Teaching. New Direction for Teaching and Learning. No. 8. San Francisco: Jossey-Bass, 1981.

Teaching With Technology

*Albright, Michael J. and David L. Graf (eds.). Teaching in the Information Age: The Role of Educational Technology. New Direction for Teaching and Learning. No. 51. San Francisco: Jossey-Bass, 1992.

Brown, David. Teaching with Technology: Seventy-five Professors from Eight Universities Tell their Stories. Bolton, MA: Anker Publishing, 2000. This book discusses the benefits of teaching with technology, and then provides overviews of "the computing environment" at eight universities. The final section of the book contains 52 vignettes (divided by subject matter) in which faculty from those eight universities describe how they utilized technology in teaching their courses.

*Gillespie, Kay Herr (ed.). The Impact of Technology on Faculty Development, Life, and Work. New Direction for Teaching and Learning. No. 76. San Francisco: Jossey-Bass, 1998.

Hanna, Donald E. et al. 147 Practical Tips for Teaching On-Line Groups. Madison, WI: Atwood Publishing, 2000.

Heermann, Barry. Teaching and Learning with Computers. San Francisco: Jossey-Bass,1988.

Johnston, Jerome. Electronic Information: Literacy Skills for a Computer Age. Ann Arbor, MI: University of Michigan, 1986.

*Knappes, Christopher K. (ed.). Expanding Learning Through New Communications Technologies. New Direction for Teaching and Learning. No. 9. San Francisco: Jossey-Bass, 1982.

Kozma, R. & Bangert-Drowns, R. Design in Context: A Conceptual Framework for the Study of Computer Software in Higher Education. Ann Arbor, MI: University of Michigan, 1986

**Van Dusen, Gerald C. The Virtual Campus: Technology and Reform in Higher Education. ASHE-ERIC Education Report. No. 5. Washington D.C.: George Washington University, 1997.

*Weiss, Renee, Knowlton, Dave S., and Bruce W. Speck (eds.). Principles of Effective Teaching in the Online Classroom. New Direction for Teaching and Learning. No. 84. San Francisco: Jossey-Bass, 2000.

Writing Across the Curriculum

Visit the WAC/Writing Center Library webpage for WAC resources.

KEY

* = Jossey-Bass Higher Education Series: New Directions for Teaching and Learning. Under the appropriate subject headings, they are listed by volume title and are the second to last entry in each category. They are located on the shelf as a series, and are ordered according to the volume number.

** = ASHE-ERIC Higher Education Reports. Under the appropriate subject headings, they are listed by editor, title, year and volume. They are the second to last entry in each category. These titles are located on the shelf as a series and are ordered chronologically and by volume number.

Please let us know if you have trouble finding items or if there are titles you would like us to order. The books are available at the Office of Instructional Development and may be checked out by faculty at any time.