Montclair State University: Teaching and Learning Resource Center

An Annotated Bibliography on a Variety of Teaching and Learning Issues: Books

All of These Resources Are Available from the Center for Teaching Excellence

Active/Cooperative Learning · Adjunct Faculty · College Teaching: Methods
College Teaching: Perspectives · College Teaching: Science & Math
Ethics · Faculty Development · Grading and Assessment
Large Classes · Miscellaneous · Problem-Based Learning · TAs
Teaching Evaluation and Improvement · Teaching Portfolios
Technology

Active/Cooperative Learning

What the Best College Teachers Do. Ken Bain. (2004). Harvard University Press.

From Booklist.
"With the strong conviction that good teaching can be learned, and after 15 years of observing teachers in action, Bain undertook an exploration of the essentials of effective teaching. The result is an insightful look at what makes a great teacher, based on a study of three dozen teachers from a cross section of disciplines from medical-school faculties to undergraduate departments. After interviewing students and colleagues, observing classrooms and laboratories, and examining course materials from syllabi to lecture notes, Bain concludes that the quality of teaching is measured not by whether students pass exams but whether they retain the material to such an extent that it influences their thoughts and actions. Bain focuses on what the best teachers know and understand about their subject matter as well as the learning process; how they prepare; what they expect of their students; how they treat students; and how they evaluate student progress. Although this book is aimed at teachers, it is a thoughtful and valuable resource for students and parents as well." Vanessa Bush. Winner of the Virginia and Warren Stone Prize for an outstanding book on education and society.

Active Learning: 101 Strategies to Teach any Subject. (1996). Mel Silberman. Boston: Allyn and Bacon.

In a simple and clear format, Silberman presents ways of involving students in class work so that they are doing most of the work rather than sitting passively. Some strategies incorporate team-building activities that help students get to know each other and to create a climate of cooperation and interdependence. Others require paired interaction among students. Some involve the whole class as an entity. Many are easy to implement and can be adapted to almost any instructor's teaching style.

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

Part handbook, part workbook, this densely packed manuscript gives very detailed and specific instructions for creating a cooperative college classroom. Includes examples of syllabi, course activities, and templates for specific types of in-class exercises.

Cooperative Learning for Higher Education Faculty. (1998). Barbara J. Millis & Philip G. Cottell, Jr. Phoenix, AZ: American Council on Education & Oryx Press.

Millis and Cottell have written a clear how-to and why-to book on cooperative learning. After going over the theoretical and research base for cooperative learning, and defining the component parts of cooperative learning, the authors address many of the objections faculty make for not using cooperative learning in their classrooms. The bulk of the book focuses on describing in depth how to structure, manage and assess cooperative learning. Millis and Cottell assert that this type of learning requires both positive interdependence among students and individual accountability. In addition, they recommend that faculty structure groups that are heterogeneous, that they teach students how to reflect on their own small group dynamics, and that they help them develop cooperative social skills.
The book is filled with practical (and tested) strategies for achieving success with this approach to learning. It is a solidly written, highly useful book.

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

In a totally readable way, Bean does exactly what his subtitle says he will do—give guidance on how to integrate writing, critical thinking and active learning into the classroom. He uses different college disciplines in his examples, including science, math and engineering. His titles of the book’s four parts give a good sense of what Bean aims to accomplish: Understanding Connections between Thinking and Writing; Designing Problem-Based Assignments; Coaching Students as Learners, Thinkers, and Writers; Reading, Commenting On, and Grading Student Writing. Highly practical. Gets at key issues for learning across many disciplines.

Promoting Active Learning: Strategies for the College Classroom. (1993). Chet Meyers and Thomas Jones. San Francisco: Jossey-Bass.

This book is a primer on active learning. It describes what active learning is, why it should be used and how to create a classroom environment that supports active learning. It also describes standard active learning techniques: informal small groups, cooperative student projects, simulations and case studies. Finally, the book outlines resources that encourage active learning.

Using Active Learning in College Classes: A Range of Options for Faculty. (1996). Tracey Sutherland & Charles Bonwell. (Eds.) New Directions for Teaching and Learning, Vol. 67, San Francisco: Jossey-Bass.

This volume of New Directions contains several highly useful articles describing strategies for promoting active learning. Three stand out: In “The Active Learning Continuum: Choosing Activities to Engage Students in the Classroom” Bonwell and Sutherland present a good introduction to the topic and address the various fears instructors have about active learning. They describe a number of continua by which teachers can assess the kinds of activities that would best fit with their goals for student learning, personal style, and students’ experience with active learning.
In “Providing Structure: The Critical Element,” Judith E. Miller and her colleagues describe how lack of the appropriate structure can undermine attempts to develop active learning classrooms. “A common mistake of teachers in first adopting an active learning strategy is to relinquish structure along with control, and the common result is for students to feel frustrated and disoriented. Actually, course design, up-front organization, and integrated transitions are more demanding and crucial in an active learning course…”(p, 17). Miller et al. build on research and practice to advise how to match structure with the needs of the course, students and teacher.
“Enhancing the Lecture: Revitalizing a Traditional Format” is Bonwell’s now classic description of simple strategies lecturers can use to create highly controlled, but nevertheless active, learning experiences.

101 Ways to Make Training Active. (1995). Mel Silberman with Karen Lawson. Jossey Bass Pfeiffer, San Francisco.

Adjunct Faculty

The Adjunct Faculty Handbook. (1996). Virginia Bianco-Mathis & Neal Chalofsky. (Eds.). Thousand Oaks, CA: Sage Publications.

A generic handbook introducing part-time instructors to aspects of academic policies and administration, and aspects of adult learning--how to develop courses and syllabi, teaching methods and different ways to facilitate learning. Also includes a thoughtful chapter on assessing students' work. Some chapters are comprehensive. The teaching methods chapter is extensive.

The Adjunct Professor’s Guide to Success: Surviving and Thriving in the College Classroom. (1999). Richard E. Lyons, Marcella L. Kysilka, & George E. Pawlas. Boston: Allyn and Bacon.

This book is addressed to the potential or beginning adjunct faculty member who has never taught before. It addresses how to get an adjunct position, what department chairs look for in an adjunct faculty member’s teaching, a profile of the diversity of undergraduate students these days. The chapters on preparing the course, conducting an effective first class meeting and managing the course environment are particularly strong. The authors include two chapters on learning methods—one focused on student-directed methods and one on teacher-directed. Each of the chapters is filled with practical suggestions for instructors—how to create a positive learning environment, tips for making sure guest speakers are effective, how to structure effective cooperative learning activities, etc.
       The chapter on building and scoring exams is a crash course on the topic. The authors are somewhat ambitious in their expectations but remind the reader to go to the department chair or their mentor for assistance. The chapter is a good introduction. A subsequent chapter describes methods for “alternative assessment,” including portfolios, student presentations, writing assignments built and assessed over the course of the semester.
       A useful chapter describes ways to get formative and summative evaluations of one’s teaching. The book ends with a chapter called, “Building your part-time teaching career.”
       One potential turn off for some readers is that the authors frame much of the book in management and marketing concepts: students are customers, etc. Nevertheless the content is good, and some of it is nowhere else to be found.

College Teaching: Methods

What the Best College Teachers Do. Ken Bain. (2004). Harvard University Press.

"Dealing with Troublesome Behaviors in the Classroom." Mary Deane Sorcinelli. (1994). In K.W. Prichard & R.M. Sawyer (Eds.), Handbook of College Teaching: Theory and Applications, 365-373. Westport, CT: Greenwood Press.

One of the best articles on promoting civility in the classroom. Sorcinelli suggests prevention of troublesome behaviors by spending time early in the semester to set a supportive learning environment. She believes instructors can do this by defining their expectations of students, decreasing anonymity, seeking feedback from students and creating a community within the classroom. She elaborates on each.

Discussion as a Way of Teaching. (1999). Stephen D. Brookfield & Steven Preskill. San Francisco: Jossey-Bass.

While committed to a strong political and moral rationale for using discussion, the authors aim to present a practical guide to instructors in the pedagogical use of discussion. Written in a colloquial tone, the book outlines and addresses common objections to discussion and describes what discussion can do for learning and classrooms. The book has chapters that address planning for discussion, getting it started, and keeping it going through different strategies and configurations of groups. There is a chapter on discussion in culturally diverse classes and one on discussion across gender differences. There is also a chapter on getting students to speak more or less and one on getting the instructor to speak more or less. Finally, there are ideas for evaluating discussion. The book is practical and accessible for the serious student of discussion.

Education for Judgment: the Artistry of Discussion Leadership. (1991). C. Roland Christensen, David A. Garvin, & Ann Sweet. Boston: Harvard Business School Press.

All the chapters address discussion leading, from how to do it to reflections on the first time one tried to do it. One chapter focuses on listening and questioning; another on the implicit teaching/learning contract in a discussion class. There is an excellent chapter on classroom observation—“To See Ourselves as Others See Us”—that is more discursive than prescriptive. There is a chapter on using the discussion approach in teaching technical material. Another chapter focuses on student participation—the argument is that three things are important in student participation—what students say (content), what is happening in class when they say it and how they connect to what others say (process), and frequency of participation. The chapter describes each concept and how to track each student’s participation.

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

Improving Your Classroom Teaching. (1993). Maryellen Weimer. Survival Skills for Scholars, Vol. l, Thousand Oaks, CA: Sage Publishing.

The first volume of the multi-volume Survival Skills for Scholars, this is a short, practical, readable book to help the reflective teacher teach better. Weimer defines an excellent teacher from the research—which both faculty and students generally agree on—as one who knows and loves the subject matter, is enthusiastic, stimulates student interest and thinking, plans and organizes classes well, and who explains clearly. Most of the book is how individuals can develop these characteristics within their own personal style. Thus, an introverted person’s enthusiasm would look different from an extrovert’s, but it would still be recognized as enthusiasm.

The Social Worlds of Higher Education: Handbook for Teaching in a New Century, Fieldguide. (CD-ROM) (1999). Bernice A,. Pescosolido & Ronald Aminzade (Eds.). Thousand Oaks, CA: Pine Forge Press.

This companion Fieldguide is a CD-ROM filled with mostly short articles and excerpts related to teaching reprinted from various publications—College Teaching, The Teaching Professor, University teaching newsletters, IDEA papers, classic texts. There are several articles under each of the following sections: Thinking about the Enterprise of Teaching; Developing an “Effective” Approach; Preparing the Curriculum; Planning what to Do on the first Day; Lectures; Discussion; Using Technology; Creative Ways of Engaging Students; Interactions in the Classroom; Student Motivation; Academic Dishonesty; General Strategies for Dealing with Diversity; Race/Ethnicity Issues; Learning Disability Issues; General Strategies for Evaluation and Grading; Tests and Exams; Writing Assignments and Research Papers; Course Closure; Evaluation and Documentation of Teaching.

Teaching College Freshmen. (1991). Bette LaSere Erickson & Diane Weltner Strommer, San Francisco: Jossey Bass.

This is a useful book for anyone who teaches college freshman and for anyone who is teaching for the first time. This book is for the educator who wants to do more than “cover the topic.” The book is organized into three main sections: Section one focuses on the freshmen themselves and their context—who they are demographically, what attitudes they have and why, what pressures they feel, what the transition from high school entails, what the research says about college students’ cognitive development and learning styles.
       The second section describes teaching practices that instructors will find most effective in helping freshmen learn. It also guides the instructor in developing a course, course syllabus and planning for the first session of class. A couple of chapters address grading and assessment, useful because these issues are difficult for all teachers, but also because of the special needs of freshmen. A fine chapter in this section is called, “Knowing, Understanding and Thinking: The Goals of Freshman Instruction.” In it Erickson and Strommer guide the reader in how to go beyond getting freshmen merely to memorize basic information. The authors use recent research on learning to demonstrate what teachers can do to get students to understand and to think. In this same chapter the authors remind readers how they can assist freshmen in developing skills of learning how to learn. There are chapters outlining ways to encourage active learning in and outside the classroom, the latter focused on designing effective assignments.
       The third section is really about socializing freshmen so that they can succeed and be happy in college. Teaching Large Classes is a useful chapter for any instructor in that situation. The issues in this section concern decreasing the anonymity freshmen feel, increasing their involvement in the academic side of college, offering them useful and personal advising, and building and reinforcing their basic skills.
       Although it is several years old, the book is highly relevant today (except for the specific computer allusions). It pulls together information from disparate sources. It is highly readable and very practical. The book aims to help the instructor help freshmen make sense of their experience in the larger context and to benefit from their academic experience.

Teaching Tips. (10th ed., 1998). Wilbert McKeachie. Lexington, MA: D.C. Heath.

This is a classic. The first edition came out in 1951, and all 10 editions are useful. McKeachie reviews the research in teaching and learning in higher education for each topic he covers. The book includes practical suggestions based on the research. It starts with a section on preparing the course and meeting the class for the first time. Topics include: discussion methods, making a distinction between student-centered and instructor-centered discussions; reducing student aggression related to tests and exams; assigning grades; constructing tests and quizzes; getting students active in their learning; laboratory teaching; experience based methods; teaching students how to learn; taking student diversity into account while teaching; dealing with difficult students; motivating students; improving one’s teaching; appraising one’s teaching. In recent editions McKeachie has called on other experts to supply chapters on newer teaching issues, e.g., new technology and teaching.

Tools for Teaching. (1993). Barbara Gross Davis. San Francisco: Jossey-Bass.

A great book for beginning teachers because it has many useful strategies for all sorts of classroom goals in an easy-to-use format. Good sections on developing a course, the first class meeting, presenting information clearly, getting students actively involved in their learning, handling one's own and students' questions, grading practices, diversity, etc. Extensive excerpts are at: http://uga.berkeley.edu/sled/bgd/teaching.html

147 Practical Tips for Teaching Professors. (1990). Bob Magnan. Magna Publications, Inc., Madison, WI

Applying Cognitive Learning Theory to Adult Learning. (1993). #59 Daniel D. Flannery. New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

The Bright Idea Compilation: Annual Conf. '87-'93. (1996). David Graf. POD Network in Higher Education, Stillwater OK

The Chalk Dust Collection: Thoughts and Reflection on Teaching in Colleges and Universities. (1997). Linc Fisch. New Forums Fac. Dev. Series, Still Water, OK

Classroom Communication: Collected Readings... (1989). Rose Ann Neff & Mary Ann Weimer. Magna Publications, Inc., Madison, WI

The Course Syllabus: A Learning Center Approach. (1996). Judith Grunert. Anker Publishing Co., Bolton, MA

Developing Critical Thinking and Problem Solving Abilities. (1987). #30 James E. Stice. New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

Effective Classroom Questioning. Office of Instructional Resources, U. of Illinois & Urbana-Champaign

First Steps to Excellence in College Teaching. (1990). Glenn R. Johnson. Magna Publications, Inc., Madison, WI

First-Order Principles for College Teachers. (1996). Robert Boice. Anker Publishing Co., Bolton, MA

Handbook for College Teaching. (1997). Miller & Miller. Pine Crest Publications, Sautee-Nacoochee, GA

Quick Hits: Succesful Strategies by Award Winning Teachers. (1994). Eileen Bender, Millard Dunn, etc. Indiana University Press, Bloomington, IN

Small Group Teaching: A Trouble-Shooting Guide. (1990). Richard Tiberius. The Ontario Institute for Studies in Education, Ontario

Teaching and Learning on the Edge of the Millennium. (1999). Marilla Svinicki (ed.) New Directions for Teaching and Learning, vol. 80, San Francisco: Jossey Bass.

Teaching College: Collected Readings for the New Instructor. Mary Ellen Weimer & Rose Ann Neff. Magna Publications, Inc., Madison, WI

Teaching With Style. (1994).Anthony F. Grasha. Alliance Publishers

What’s the Use of Lectures? (2000). Donald L. Bligh. San Francisco: Jossey Bass.

College Teaching: Perspectives

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

Palmer explores the inner life of teaching. His first chapter, entitled, "We teach who we are," sets the tone. Many people find the book extremely powerful, affirming, and thought provoking. His premise, Parker says, is that "...good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher" (p. 10, emphasis in original). It is really a meditation on knowing oneself as a person and as a teacher. It is about being authentic as a teacher.

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

This book aims to reproduce the “conversation” about teaching and learning that has been going on within the pages of Change since it started, in 1969. Editor Deborah DeZure chose subeditors to read and choose excerpts from Change and to introduce and contextualize their sections of the book. Taken together the 13 sections and 160 articles and excerpts cover a lot of the history of key issues in teaching and learning in higher education during the 30 years of the publication of Change.
The thirteen sections and their editors are: Promoting a Culture of Teaching and Learning, Pat Hutchings; Students: Portraits of Students—A Gallery Tour, K. Patricia Cross; Curriculum, Jerry G. Gaff; The Origins of Contemporary Learning Communities: Residential Colleges, Experimental Colleges, and Living-Learning Communities, Zelda F. Gamson; Work Service, and Community Connections, Alfredo G. de los Santos Jr.; Philosophy, Psychology, and Methods of Teaching, Wilbert J. McKeachie; Visiting Across the Disciplines: Change and the National Teaching Project, James Wilkinson; Science Education Reform: Getting out the Word, Daniel L. Goroff; Professional, Graduate, and Teacher Education: Criticism and Reform, Joan S. Stark and Malcolm A. Lowther; Assessing Student Learning, Barbara D. Wright; Evaluating College Teaching: Myth and Reality, Peter Seldin; Teacher Narratives, Diane Gillespie; Media and Technology: Plus ca change, Kenneth C. Green.
Two topics, Diversity Issues and Faculty Issues do not have sections of their own. Rather they are interwoven among throughout the book.

New Perspectives on Teaching and Learning. (1981).Warren Bryan Martin (Ed.). New Directions for Teaching and Learning. Vol.7, San Francisco: Jossey-Bass.

This issue of New Directions is old, but the content is very fresh. Martin excerpts descriptions of incidents, experiences that college teachers wrote for a conference on teaching and learning which was designed to focus on actual experiences in the classrooms. Teachers describe successes and failures in their own teaching and in their own learning. Thirty-eight excerpts are included, and each one could be the basis for a discussion among committed instructors. One instructor questions his “aggressive” teaching style—he cold calls, challenges impersonally and “forces” students to actively engage with the material. Another describes a problem with a student for whom the motivation for a good grade interfered badly with his learning and how the instructor, much to her own surprise, solved the problem. Another teacher muses about specific incidents of plagiarism. Each of the descriptions can be helpful to new and experienced college instructors. As a group the excerpts make the reader feel less isolated in teaching.

Pedagogy of the Distressed. (1990). Jane Tompkins. College English 52(6), pp 653-560.

Tompkins describes her change in the classroom from an instructor using the “performance model” of teaching to a more student-focused model. She claims the performance model stems from fear and is geared toward, not learning, but self-protection and glorification of the instructor. The new way requires students to take responsibility for their learning and attempts to create real connections between the material to be learned and the students’ lives. Tompkins’s new way of teaching is more humane, she says, to herself and to her students; it’s messier but much more satisfying; and it engages the whole person—both teacher and student—in the learning process.
Tompkins expanded this theme in her memoir: A Life in School: What the Teacher Learned (1996, Reading, MA: Addison-Wesley).

Seven Principles for Good Practice in Undergraduate Education. (1987). Arthur W. Chickering & Zelda F. Gamson AAHE Bulletin 39.7 , pp.5- 10. Reprinted at: www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

The authors outline what they have called the Seven Principles, which have become important guidelines for many thinking about teaching college students. According to the seven principles, good practice in undergraduate education:
      1. encourages contact between students and faculty,
      2. develops reciprocity and cooperation among students,
      3. encourages active learning,
      4. gives prompt feedback,
      5. emphasizes time on task,
      6. communicates high expectations, and
      7. respects diverse talents and ways of learning.

The Social Worlds of Higher Education: Handbook for Teaching in a New Century. (1999). Bernice A,. Pescosolido & Ronald Aminzade (Eds.). Thousand Oaks, CA: Pine Forge Press.

Fifty-five chapters on key issues facing academia now: e.g., How the character of college is changing, how the academic profession is changing, the uses of liberal education, multiculturalism, the tenure debate, exploitation of part-time faculty, Affirmative Action, focus on teaching versus learning, etc.

Teaching and Learning in the College Classroom. (1998, 2nd ed.) Kenneth A. Feldman & Michael B. Paulsen (Eds.) ASHE Reader Series. Needham Heights, MA: Simon & Schuster.

An enormous book, filled with reprints of important articles related to college teaching and learning. It includes classic articles, histories, key research articles.

To Know as We are Known: Education as a Spiritual Journey. (1983/1993). Parker J. Palmer. San Francisco: Harper Collins.

Philosophical thinking about spirituality, community and authenticity in education.

Beyond Teaching to Mentoring. (2001). Alice G. Reinarz & Eric R.White, (eds.) New Directions for Teaching and Learning, vol. 85, San Francisco: Jossey Bass.

The Chalk Dust Collection: Thoughts and Reflection on Teaching in Colleges and Universities. (1997). Linc Fisch. New Forums Fac. Dev. Series, Still Water OK

Disciplinary Differences in Teaching and Learning: Implications for Practice. (1996). Tracey E. & Charles L. Bonwell. New Directions For Teaching and Learning, vol. 64, Jossey-Bass, San Francisco, CA

First-Order Principles for College Teachers. (1996). Robert Boice. Anker Publishing Co., Bolton, MA

No Angel in the Classroom: Teaching through Feminist Discourse. (2001).
Berenice Malka Fisher. Lanham, MD: Rowman & Littlefield.

Teaching and Learning on the Edge of the Millennium. (1999). Marilla Svinicki (ed.) New Directions for Teaching and Learning, vol. 80, San Francisco: Jossey Bass.

College Teaching: Science & Math

What the Best College Teachers Do. Ken Bain. (2004). Harvard University Press.

Fostering Student Success in Quantitative Gateway Courses. (1995). Joanne Gainen & Eleanor Willemsen, (Eds.) New Directions for Teaching and Learning, Vol. 61, San Francisco: Jossey-Bass.

Several chapters explore why so many students, particularly women and minority group members, drop out of science, math and engineering courses and majors. Other chapters describe ways of changing pedagogical approaches to the material, without sacrificing rigor, to increase student involvement and success.

The New Professor’s Handbook. (1994). Cliff I. Davidson and Susan A. Ambrose. Bolton, MA: Anker Publishing Company.

Although the subtitle is A Guide to Teaching and Research in Engineering and Science, the book is useful to instructors in other fields as well. It includes a wonderful discussion of expertise, student learning and educational goals. In describing how to plan a course, the authors compare the process to planning a research project.
       “Conducting Discussions” is a very strong chapter: The authors divide the chapter into three main parts: preparing for the discussion, leading the discussion, and evaluation after the discussion. They outline what a discussion leader needs to think about BEFORE the discussion—in terms of students and their knowledge and backgrounds, and in terms of the physical setting. They describe how to plan the strategy for the discussion, taking into account the goals for the discussion as they relate to course objectives. They also remind the instructor to prepare the students for the discussion and describe different ways to do that. LEADING the discussion entails filling the various functions of the discussion leader, e.g., synthesizer, clarifier, timekeeper, etc. The authors also describe several behaviors of the effective discussion leader: effective questioning, active listening, peripheral vision, sense of timing, self-disclosure, etc. They offer strategies for dealing with students’ potentially difficult behavior, students who attempt to monopolize the discussion or those who ask inappropriate distracting questions, for example. The authors suggest ways of EVALUATING the success of discussion.
       The book’s particular strengths are that it is well written, short, highly practical, and the authors evidence a keen understanding of the needs of the new professor. Throughout the book there are suggested exercises for the reader to reflect on teaching practices he or she has experienced. One drawback is that it has little about student writing.
       The second half of the book is about doing research, getting funding for research projects, writing research papers, making presentations at professional conferences, and working with graduate students.

Peer Instruction: A User's Manual. (1997). Eric Mazur. Upper Saddle River, NJ: Prentice Hall.

Mazur demonstrates how to make a large introductory physics course interactive. Includes tested materials (in print and on disk) for use in class. One of the chapters is a step-by-step guide to preparing for a peer instruction lecture. Mazur includes a sample lecture. Much of the material in the book can be accessed through Project Galileo: (innovative science teaching methods) http://galileo.harvard.edu/

Handbook for Mathematics Teaching Assistants. (1999). Thomas Rishel. Ithaca: Cornell University, Dept. of Mathematics.

Science Teaching Reconsidered. (1997). Committee on Undergraduate Sci. Ed. National Academy Press, Washington D.C.

Diversity

What the Best College Teachers Do. Ken Bain. (2004). Harvard University Press.

Diversity and Motivation: Culturally Responsive Teaching. (1995). Raymond J. Wlodkowski & Margery B. Ginsberg. San Francisco: Jossey-Bass.

A wide-ranging book, reflective and practical, on teaching in diverse settings. Not a quick read, but worth the effort. Table of Contents:
1. Understanding Relationships Between Culture and Motivation to Learn
2. Establishing Inclusion
3. Developing Attitude
4. Enhancing Meaning
5. Engendering Competence
6. Implementing a Culturally Responsive Pedagogy

Multiculturalism in the College Curriculum: A Handbook of Strategies and Resources for Faculty. (1995). Marilyn Lutzker. The Greenwood Educators' Reference Collection. Westport, CN: Greenwood Press.

Looking through this book is like talking with a smart librarian who has a thousand ideas for innovative classroom use of newspapers, videos, standard classroom technology, e.g., the blackboard, maps and globes, photographs and posters. A rich resource.

Teaching American Students: A Guide for International Faculty and Teaching Assistants in Colleges and Universities. (Rev. Ed.) (1997). Ellen Sarkisian. Cambridge, MA: Harvard Printing.

A practical, short book for international instructors. Gives the reader appropriate information about U.S. college students and higher education expectations in the U.S. Has concrete advice on making presentations understandable and interesting and on creating opportunities for interaction in the classroom. (There is a companion video.)

Teaching for Diversity. (1992). Laura Border & Nancy V. N. Chism (Eds.). New Directions for Teaching and Learning, no. 49. San Francisco, CA: Jossey-Bass.

There are many good chapters in this issue of New Directions. Two articles are particularly useful:
James A. Anderson and Maurianne Adams’s “Acknowledging the Learning Styles of Diverse Student Populations: Implications for Instructional Design” is a thoughtful article describing research on learning styles and suggesting the kind of instructional strategies that students with different learning styles would tend to prefer. At New York University, the faculty development unit has used this document in several productive workshops on other topics to incorporate diversity into the discussion.
In “Ensuring Equitable Participation in College Classes” Myra and David Sadker
outline some of the faulty assumptions faculty often make about student learning and classroom climate and suggest strategies for making the classroom more inclusive, for promoting equality of participation.

Teaching from a Multicultural Perspective. (1994). Helen Roberts, Juan C. Gonzales, Olita D. Harris, Delores J. Huff, Ann M. Johns, Ray Lou, & Otis L. Scott. Survival Skills for Scholars, vol. 12, Thousand Oaks, CA: SAGE Publications.

As all the Survival Skills for Scholars volumes aim to be, this book is short and practical. The authors assume the good will and motivation of the reader to want to teach from a multicultural perspective (which seems to be defined here to include race, nationality, ethnicity, class, gender and sexual orientation). They write from both a personal perspective as well as a research base.
The authors offer reasonable activities and processes for improving the learning experiences for all students. Much of what they suggest can be summarized as focusing on on-going assessment and self-assessment by instructor and students, within contexts that make sense to all of them. The authors discuss different classroom teaching methods, learning and assessment projects, ways of revising the curriculum, and linguistically diverse students’ needs. The book concludes with a moving chapter on being a mentor to nontraditional students.

“Walking on Eggs: Mastering the Dreaded Diversity Discussion.” (1995). Peter Frederick . College Teaching, 43(3): 83-92. Reprinted in The Social Worlds of Higher Education: Fieldguide. (1999). Bernice A. Pescosolido & Ronald Aminzade (Eds.). Thousand Oaks, CA: Pine Forge Press.

Aimed at helping teachers help themselves and students to work with multicultural content in the classroom, Frederick’s focus is on nine strategies to engage students with each other and with multicultural issues. He describes these strategies, e.g., using powerful evocative quotations, and gives examples of how they might be used. He also describes strategies to create a climate conducive to such discussion—e.g., establishing
guidelines for discussion early on in the course, grounding discussion in a close reading of a text. Similarly, he also offers strategies for dealing with classroom crises arising from discussion of such issues.

Approaches to Teaching Non-Native English Speakers. (1995). #70 Paul R. Pintrich. (ed.) New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

Confronting Diversity Issues on Campus. (1993). Benjamin P. Bowser, Gale S. Auletta and Terry Jones. Sage Publications, Newbury Park, CA

Leveling the Playing Field: Promoting Academic Success for Students of Color. (1996). #65 Irene Harris Johnson and Allen J. Ottens. New Directions For Teaching and Learning. Jossey Bass, San Francisco, CA

Multicultural Ed. Strategies for Implementation v3. (1993). J.Q. Adams and Janice R. Welsch, ill. Staff and Curric. Dev. Assoc. HECAF

Multicultural Ed. Strategies for Implementation v4. (1995). J.Q. Adams and Janice R. Welsch, ill. Staff and Curric. Dev. Assoc. HECAF

Race in the Classroom: A Facilitator’s Guide. (1992). Derek Bok Center. Cambridge, MA: Harvard University. (goes w/ video)

Teaching for Diversity and Social Justice. (1997). Maureen Adams, Lee Anne Bell and Pat Griffin. Routledge, Florence, KY

Teaching to Promote Intellectual and Personal Maturity: Incorporating Students Worldviews and Identities Into Learning Process. (2000). Marcia B. Baxter Magolda, (ed.) New Directions for Teaching and Learning, vol. 82, San Francisco: Jossey Bass.

White Lies: Race and the Myths of Whiteness. (1999). Maurice Berger. Farrar, Straus and Giroux, NY, NY

Annotated Bibliography on Multicultural Teaching and Learning,
Center for Research on Learning and Teaching, University of Michigan.

Ethics

Saints and Scamps: Ethics in Academia. (Rev. Ed., 1994). Steven M. Cahn. Lanham, MD: Rowman & Littlefield Publishers, Inc.

Steven Cahn has strong opinions about what is appropriate and what is not in the academy. This little, readable book outlines his prescriptions for the three aspects of a professor's duties: teaching, service and research. He includes a chapter on personnel decisions focused on tenure and one on graduate education.

Ethical Dimensions of Teaching: Understanding and Honoring the Special Relationship Between Teachers and Students. (1996). #66 Linc Fisch. New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

The Ethics of Teaching: A Casebook. (1996). Patricia Keith-Spiegel, Arno F. Wittig, David V. Perkins, etc. Ball State University, Muncie Indiana

Faculty Development

“Experiences of Newly Hired Faculty.” (1996). Robert J. Menges. To Improve the Academy. Vol. 15, pp 169-182.

The POD Network's annual journal, To Improve the Academy, is a key resource for faculty developers. As an example of the kind of articles in the journal, in the 1996 volume, Menges describes a study of new faculty at five colleges and universities. He found that new faculty felt considerable stress, in part because of the uncertainty they felt about what was expected of them. Menges ends the article with a recommendation to faculty development units to research the experiences of new faculty on their campuses, and to get new faculty and administrators together to discuss the data with the ultimate goal to support new faculty in their developmental needs.

“Guidelines for Classroom Observation.” (1986). Mary Deane Sorcinelli. Evaluation of Teaching Handbook. Bloomington IN: Dean of the Faculties Office. Reprinted in M. Weimer (1991). Improving College Teaching. San Francisco: Jossey-Bass.

New York University’s unit for teaching effectiveness uses this short, succinct paper in their training program for new faculty development consultants. Sorcinelli describes the three-step consultation process and the kinds of questions the consultant might want to focus on at each step.

A Handbook for New Practitioners. (1988). Emily C. Wadsworth (Ed.) Professional & Organizational Development (POD) in Higher Education (Stillwater, OK: New Forums Press).

This is a very rich resource for beginners in the field or for people who have some of the knowledge and skills to do faculty development and need to learn the basics about other parts of the job. There are four sections in the Handbook: Professional and Organizational Development: An Overview; Tools for the Practitioner; Working with Individuals; Working with People as Members of Groups.
       The articles in the Overview define the terms Faculty, Instructional and Organizational Development and describe the various approaches that different practitioners use.
       The Tools section addresses the basic competencies and resources one needs and strategies one can use when learning how to do Faculty, Instructional and Organizational Development. So, for example, there are articles on setting up a faculty development program, marketing so people will come to your programs, organizing and leading workshops, publishing a newsletter, etc.
       The core of the handbook is the third section, Working with Individuals. The title is a bit of a misnomer. Although it does have articles on the one-on-one consultation process and class observation as well as on self-instructional material for individual faculty members, it also describes teaching workshops for small groups of faculty. There is a chapter on the career development of faculty members and one on how to do small group instructional diagnosis (SGID), and several others.
       Working with People as Members of Groups includes articles addressed to working with department chairs, and planning and managing change within academia.

Practically Speaking: A Sourcebook for Instructional Consultants in Higher Education. (1997). Kathleen T. Brinko & Robert J. Menges (Eds.). Stillwater, OK: New Forums Press.

This is a wonderful book to learn how to be a consultant to faculty members or to learn how to design and develop a consultation service in a college or university. But there are such riches in this book, where does a new consultant or new faculty development administrator start? Probably everyone should read the first several chapters: Kathleen
Brinko’s initial chapter, “The interactions of teaching improvement,” presents a diagram of the phases of the teacher/consultant interaction, presents several models the relationship can take, e.g., consultant as expert, consultant as collaborator, and describes when it might be adaptive to take on specific roles.
       In the next chapter, Dee Fink presents “A guide for developing professional knowledge.” He gives the reader a conceptual framework for the act of teaching, in order to analyze a teacher’s problems or concerns. This model posits four dimensions or levels of teaching, each succeeding dimension on a deeper level. Thus, skills are the most surface dimension, with decisions, philosophies and attitudes going successively deeper, ostensibly more rooted in the instructor’s core being. Essentially the model helps the consultant make decisions about what level to intervene with an instructor. It’s a useful and creative framework.
       Laura Border’s chapter follows next. She mentions basic literature a new teaching consultant will want to become familiar with. She defines consulting as a “helping relationship” and distinguishes it from advising, supervising, and therapy. Border describes how consultants can establish trust with their instructor clients and how to help those clients clarify their goals related to teaching.
       Once you’ve read the first three foundation chapters in Practically Speaking, you can read almost anything in the book and benefit, depending on what your immediate needs are. The table of contents is quite descriptive; so it is easy to find what you need.

Dilemmas in Teaching: Cases for Collaborative Faculty Reflection. (1998). Chris M. Anson; Cafarelli; Rutz; Weis. Mendota Press, Madison, Wisconsin

Face to Face: A Sourcebook of Individual Consultation Techniques for Faculty/Instructional Developers. (1988). Karron Lewis, ed. New Forums Press, Stillwater, OK

Preparing Faculty for the New Conceptions of Scholarship. (1993). #54 Laurie Richlin. New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

The Skilled Facilitator: Practical Wisdom for Developing Effective Groups. (1994). Roger M. Schwarz. Jossey-Bass, San Francisco, CA

Teaching and the Case Method. (1994). Louis Barnes, Roland C. Christensen and Abby J. Hansen. Harvard Business School Press, Cambridge, MA

Using Consultants to Improve Teaching. (1999). Christopher Knapper and Sergio Piccinin. (ed.) New Directions for Teaching and Learning, vol. 79, San Francisco: Jossey Bass.

Grading and Assessment

What the Best College Teachers Do. Ken Bain. (2004). Harvard University Press.

Classroom Assessment and Research: An Update on Uses, Approaches, and Research Findings. (1998). Thomas A. Angelo. (Ed.). New Directions for Teaching and Learning, Vol. 75, San Francisco: Jossey-Bass.

This volume assumes readers are familiar with the concepts of Classroom Assessment Techniques (CATs) and Classroom Research as Angelo and Cross and Steadman (see other listings) use the terms. However, Angelo includes an introductory chapter by Cross who describes the logic behind the concepts and their promise for raising the visibility of the scholarship of teaching. It's a useful volume for the serious student of classroom assessment. Three chapters in particular stand out for breaking new ground:
         In a short, creative chapter, Laurie Richlin describes how she helps new instructors develop their skills. She claims that having new instructors use CATs in their classes or sections is the best way to facilitate development from a focus of self-concern to putting their studentsâ learning first.
         Margaret Tebo-Messina and Chris Van Aller describe how Winthrop University, a public university in South Carolina, incorporated Classroom Research into its long-term, dynamic Learning Research (assessment) Project and place the activities and the project in the larger assessment context.
         In a final chapter, Charles Walker and Thomas Angelo describe the development and the use of the Collective Effort Classroom Assessment Technique÷designed to promote and to assess the development of student working groups.

Classroom Assessment Techniques: A Handbook for College Teachers. (2nd Ed., 1993.) Thomas A. Angelo & K. Patricia Cross. San Francisco: Jossey-Bass.

Classroom Assessment Techniques (CATs) are simple and quick tools for collecting data on student learning in order to improve learning. They are feedback instruments for instructors to find out how much and how well students are learning what they are trying to teach. The book describes 50 CATs in detail, and they are categorized according to the instructional goals involved. In addition the book provides examples of how instructors have used CATs in many different disciplines.

Classroom Research: Implementing the Scholarship of Teaching. (1993). K. Patricia Cross and Mimi H. Steadman, San Francisco: Jossey-Bass.

Focused around four learning case studies (as opposed to teaching cases), which illustrate students experiences and perceptions in the process of learning. After each case there is an analysis, including some hypotheses as to what is occurring, and a brief synthesis of the relevant research on the issues raised in the case. Each chapter ends with an annotated reference list for further exploration of the learning issues raised.
Essentially, this book extends the concept of Classroom Assessment Techniques (see reference above). Classroom Assessment Techniques (CATs) are quick and simple techniques for finding out what students are learning and how well they are learning. Classroom Research attempts to answer how students are learning. The book shows instructors how to find out.

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

These authors have developed a highly useful system for faculty to incorporate grading into their course planning process. One can use as much or as little of the system as one wants. The book helps instructors rethink their assignments and their grading practices to ensure they grade what they actually want students to learn. A substantial portion of the book concerns how grading can serve broader assessment purposes, e.g., departmental and institutional assessment.

Changing the Way We Grade Student Performance: Classroom Assessment and The New Learning Paradigm. (1998). #74 Rebecca S. Anderson & Bruce W. Speck (eds.) New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

Tips for Improving Testing and Grading. (1993). John C. Ory & Katherine E. Ryan. Survival Skills for Scholars, vol. 4, Thousand Oaks, CA: SAGE Publications.

Large Classes

What the Best College Teachers Do. Ken Bain. (2004). Harvard University Press.

Strategies for Energizing Large Classes. (2000). Jean MacGregor, James Cooper, Karl. Smith & Pamela Robinson.(eds.) New Directions for Teaching and Learning, vol. 81, San Francisco: Jossey Bass.

Teaching Large Classes: Tools and Strategies. (1998). Elisa Carbone. Survival Skills for Scholars. Vol. 19, Thousand Oaks, CA: SAGE Publications.

Miscellaneous

Honoring Exemplary Teaching. (1996). Marilla D. Svinicki, & Robert J. Menges, (Eds.) New Directions for Teaching and Learning, Vol. 65. San Francisco: Jossey-Bass.

There are three basic parts to the issue: 1/ Paradigms for examining and honoring teaching awards to individuals, groups and teaching certificates, teaching academies. 2/Data and criteria for exemplary teaching: characteristics of exemplary teachers, and where and how data are collected. 3/ Different settings of teaching award programs: research universities, community colleges, liberal arts colleges, the U.S. Military Academy, etc.

Understanding Self-Regulated Learning. (1995). Paul R. Pintrich. (Ed.) New Directions for Teaching and Learning, Vol. 63, San Francisco: Jossey-Bass.

Pintrich describes self-regulated learning as involving the active, goal-directed, self-control of behavior, motivation, and cognition for academic tasks by an individual student (Chapter 1, p. 5). Other chapters analyze ways to increase self-regulated learning.

Academic Controversy. (1996). David W. Johnson, R. Johnson, & K. Smith.
Washington DC: The George Washington University Press.

Academic Service Learning: A Pedagogy of Action and Reflection. (1997). #73 Robert A. Rhoads & Jeffrey P.F. Howard. New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

Best Practices for Department Chairs Handbook. BYU Faculty Center.

Chairing the Academic Department: Leadership Among Peers. (1993). Allan Tucker. Onyx Press, Phoenix, AZ

Coping with Misconduct in the College Classroom: A Practical Model. (1999). Gerald Amada. College Administration Publications. Asheville, NC.

Foundations of Learning. (1996). Karl Krunsieg & Marie Baehr. Pacific Crest Software.

How Administrators Can Improve Teaching. (1990). Peter Selden. Jossey-Bass, San Francisco, CA

Learning Assessment Journal. (1996). Sarah M. Carroll & Steven W. Beyerlein. Pacific Crest Software.

Learning Style Perspectives: Impact in the Classroom. (1998). Lynne C. Sarasin. Atwood Publishing

Motivating From Within: Approaches for Encouraging Faculty and Students to Excel. (1999). #78 Michael Theall. New Directions For Teaching and Learning. Jossey Bass, San Francisco, CA

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

Teaching through Academic Advising: A Faculty Perspective. (1995). #62 Nira Hativa & Michele Marincovich, eds. New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

Universal Challenges in Faculty Work: Fresh Perspectives from Around the World. (1997). #72 Patricia Cranton, ed. New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines. (1995). #69 Mary Deane Sorcinelli & Peter Elbow, eds. New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

Problem-Based Learning

What the Best College Teachers Do. Ken Bain. (2004). Harvard University Press.

Bringing Problem-Based Learning to Higher Education: Theory and Practice. (1996). LuAnn Wilkerson & Wim Gijselaers. (Eds.) New Directions for Teaching and Learning, Vol. 68, San Francisco: Jossey-Bass.

Barrows (Chapter 1) defines problem-based learning (PBL) as having six characteristics: Learning is student-centered; learning occurs in small student groups; instructors are facilitators or guides (not lecturers); problems form the organizing focus and stimulus for learning; problems are a vehicle for the development of clinical problem-solving skills, and new information is acquired through self-directed learning.
Several chapters explore the relationships among theory, research and practice. Others explore the application of PBL to general education, calculus, architecture, business education, biology, chemistry, physics, and educational leadership.

Problem-Based Learning (PBL): Especially in the Context of Large Classes,
McMaster University.

Teaching Assistants

What the Best College Teachers Do. Ken Bain. (2004). Harvard University Press.

Handbook for New College Teachers and Teaching Assistants. (1992). Charles A. Davis. Kalamazoo, Michigan: Western Michigan University.

A 60 page pamphlet that presents basic information about teaching and being a professor in a college or university. Particularly useful for the newcomer to American higher education.

The Professional Development of Graduate Teaching Assistants. (1998). Michele Marincovich, Jack Prostko, & Frederic Stout (Eds.). Bolton, MA: Anker Publishing.

If your job involves working with Teaching Assistants, this book will give you useful guidance. The 16 chapters are wide-ranging and include a historical look at TA development in the U.S., getting started in TA training, descriptions of disciplinary and departmentally focused programs and centrally organized programs. It has a chapter on helping TAs improve undergraduate student writing, one on evaluating TAs’ teaching, one on evaluating programs for TAs. Pat Hutchings’s chapter on Teaching Portfolios as a developmental tool for TAs also offers a clear brief history and description of Teaching Portfolios. There is a useful chapter on the developmental progression of TAs as teachers. Marilla Svinicki’s “Creating a Foundation for Instructional Decisions” is a must read for every beginning teacher since it succinctly condenses relatively new theories and research on learning and describes the implications for teaching. Matthew Ouellett and Mary Deane Sorcinelli’s “TA Training: Strategies for Responding to Diversity in the Classroom” is a thoughtful and broad discussion, taking the issue of a diversity as a process in a historical context rather than a “thing” to be dealt with once. They describe research, various practices, and lessons learned. There is a chapter on International TA training.
Although the 16 chapters are not organized into specific sub-sections of the book, and there is overlap in some of them, the comprehensiveness of the book is impressive and useful.

Working Effectively with Graduate Assistants. (1995). Jody D. Nyquist and Donald H. Wulff. SAGE Publications, Thousand Oaks, CA

Preparing Future Faculty, Association of American Colleges and Universities.

Teaching Evaluation and Improvement

What the Best College Teachers Do. Ken Bain. (2004). Harvard University Press.

Improving a College/University Teaching Evaluation System: A Comprehensive, Developmental Curriculum for Faculty and Administrators. (1995). Laurie Richlin & Brenda Manning. Pittburgh: Alliance Publishers.

A series of four ten-week programs in a three-ring binder. The first two programs help faculty to build a course portfolio and a teaching portfolio, respectively. A single faculty member could use the first two programs on his or her own. All the steps to building the portfolios are spelled out. The second program builds from the first. The last two programs focus on developing relationships and processes for peer review among faculty.

Changing Practices in Evaluating Teaching. (1999). Peter Selden. Bolton, MA: Anker Publishing.

Effective Practices for Improving Teaching. (1991). Michael Theall & Jennifer Franklin. Jossey-Bass, San Francisco, CA

How Am I Teaching? (1988). Maryellen Weimer. Magna Publications, Inc., Madison, WI

Student Ratings of Instruction: Issues for Improving Practice. (1990). #43 Michael Theall & Jennifer Franklin. New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA

Teaching Portfolios

The Teaching Portfolio. (1991). Peter Seldin. Bolton, MA: Anker Publishing.

Peter Seldin is a prolific and influential writer about teaching portfolios. He has recently revised this book (see next book), but this edition is more readily available in libraries. It is a popular and practical guide, and includes many examples.

The Teaching Portfolio. (2nd ed., 1997). Peter Seldin. Bolton, MA: Anker Publishing.

Seldin's newest edition includes a short discussion of how teaching portfolios are used, the research findings related to use of portfolios, answers to commonly asked questions about teaching portfolios; even has a discussion of the "electronically augmented teaching portfolio." Most useful are the 23 sample teaching portfolios across disciplines, including economics, education, English, finance, music, philosophy, political science, psychology, and speech communication.

The Teaching Portfolio: Capturing the Scholarship in Teaching. (1991). Russell Edgerton, Patricia Hutchings, & Kathleen Quinlan. AAHE Teaching Initiative. Washington, D.C.:AAHE.

The American Association for Higher Education’s Teaching Initiative’s first call to use teaching portfolios to further the “scholarship in teaching.” This is a gracefully written, non-prescriptive document, and the authors have a broad conception of what a teaching portfolio can be.

Campus Use of the Teaching Portfolio: 25 Profiles. (1993). Erin Anderson. Washington, D.C.

This booklet describes how 25 universities and colleges got started on teaching portfolios, how teaching portfolios are used, and the organizations' plans for future use of teaching portfolios. There are useful addenda to many of the campus profiles.

Technology

Interactive Learning: Vignettes from America’s Most Wired Campuses. (2000). David G. Brown. (Ed.). Bolton, MA: Anker Publishing.

This is a useful book for faculty developers and for instructors who want to get a sense of how instructors use new technology in specific courses. The main body of the book consists of 93 vignettes, categorized broadly by discipline, describing the educational ideas underlying the course or the teaching/learning philosophy of the instructor, a brief course description, and a description of the technology and how it helped meet the course goals. Most vignettes include sections on “measured results” and “lessons learned” from the experience of teaching with the technology. For the most part the writing is straightforward and doesn’t require a vast knowledge of a discipline’s or technological jargon for understanding.
Several short introductory chapters give an overview of the educational beliefs the vignette contributors subscribe to, the technological tools and techniques they used, and general “lessons learned” from instructors’ experiences. Finally, in addition to the broad disciplinary categories the vignettes are sorted into, they are also indexed by author, by institution, by computer tool or technique, and by the instructors’ stated educational beliefs.

“Teaching with Technology.” (1997). From Chapter III of the Penn State Teacher II: Learning to Teach: Teaching to Learn. Center for Excellence in Learning and Teaching, Pennsylvania State University.
Reprinted at http://www.psu.edu/celt/PST/tech.html.

Framed as the “stories” Penn State faculty told in a survey about teaching with technology, this two-and-a-half page excerpt succinctly addresses important questions, such as: What ways have computers been best used in teaching? What are the pros and cons of teaching with various technology? One of the most important findings of the survey is that faculty often found that the best use of technology was often not the one they originally planned. The article asserts that the best use of technology is that which reduces the psychological distance between student and teacher. It concludes with the advice that the best way to proceed is to start with a pedagogical problem, not simply a desire to use technology.

The Wired Professor. (1999). Anne B. Keating with Joseph Hargitai. New York: New York University Press.

All about incorporating the World Wide Web into one's college classroom. Includes a short history on communication networks and the Internet; definitions of parts of the Internet: e.g., UNIX, FTP, Archie, Gopher, etc.; Faculty experiences at New York University, with web pages in their courses--with the web addresses (urls); basic information for putting together a website; more advanced website ideas; a discussion of distance learning and some distance learning colleges. The appendix has tips for using HTML (hypertext markup language).

Impact of Technology on Faculty Development. (1998). Kay H. Gillespie. (ed.) New Directions for Teaching and Learning, vol. 76, San Francisco: Jossey Bass.

Interactive Learning: Vignettes from America’s Most Wired Campuses. (2000). David G. Brown. (ed.) Bolton, MA: Anker Publishing.

Principles of Effective Teaching in the Online Classroom. (2000). Renee E. Weiss, Dave S. Knowlton, Bruce W. Speck. New Direction for Teaching and Learning, vol. 84, San Francisco: Jossey-Bass.

Teaching and Learning at a Distance: What it Takes to Effecively Design, Deliver and Evaluate Programs. (1997). #71 Thomas E. Cyrs. New Directions For Teaching and Learning. Jossey-Bass, San Francisco, CA