Teaching & Learning Resource Center

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A sample of the works available in the TLRC collection are listed below.

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147 Practical Tips for Teaching Professors

Compiled & Edited by: Robert Magnan
Copyright 1990

500 Tips for Getting Published: A Guide for Educators, Researchers and Professionals

Authors: Dolores Black, Sally Brown, Abby Day, and Phil Race
Copyright 1998 (Kogan Page Limited)

Getting published is -- as the old cliche' goes -- 90 percent perspiration and 10 per cent inspiration. Almost everyone believes that he or she can write for publication, yet most people don't do it. This book is all about helping prospective authors move from being unpublished to breaking into print.

This invaluable guide offers more than 500 tips covering all aspects of publishing non-fiction books and journal papers -- from deciding what to write on and what style to write in -- to finding the right publisher and helping to maximize your book's sales. Several topics covered include:

clarifying why you want or need to get published planning time to write and writing collaboratively preparing good book proposals and targeting publishers book contracts and money matters targeting the right journals
the advantages and disadvantages of electronic publishing.

500 Tips for Getting Published will provide a valuable source of information to the growing number of academics and researchers under pressure to publish, and to all people with a specific technical, vocational or professional skills or subject area who wish to write on their particular field.

A Guide for Planning & Implementing Instruction for Adults: A Theme-Based Approach

Authors: John M. Dirkx and Suzanne M. Prenger
Copyright: 1997

A Practical Guide to Academic Research

Authors: Graham Biarley and Neil Moreland
Copyright 1998 (Kogan Page Limited)

Academic research needs to be carefully planned if it is to reach conclusion and gain the recognition it deserves. This book illustrates how to manage a research project successfully and details the wide array of research techniques available (both qualitative and quantitative).

Covering the practical aspects of research in a user-friendly and comprehensive manner, this vital research tool has valuable advice for researchers and academics on:

obtaining funding and access to conduct research research methodologies using literature sources researching within organizations, and
getting published.

Active Learning: 101 Strategies to Teach Any Subject

Author: Mel Silberman
Copyright 1996

Active Learning: Creating Excitement in the Classroom

ASHE-ERIC Higher Education Research Report No. 1, 1991
by: Charles C. Bonwell and James A. Eison

Aligning Faculty Rewards with Institutional Mission: Statements, Policies, and Guidelines

Author: Robert M. Diamond
Copyright 1999 (Anker Publishing Company)

Aligning Faculty Rewards with Institutional Mission provides guidelines for developing a coherent faculty rewards system, starting with the articulation of institutional priorities and following the process through the development of department guidelines and union contracts. It also includes abundant samples of actual documents in use at a wide range of institutions that have matched their policies with their practices.

Contents, with sample documents include:

developing an appropriate and effective faculty rewards system: characteristics and necessary conditions getting the need for a revised faculty rewards system on the institutional agenda developing an institutional mission statement developing institutional and school/college guidelines developing department guidelines
developing a union contract that supports a quality faculty awards system.

This book is designed for individuals at all levels of the institution who are charged with developing a coordinated faculty rewards system: from trustee to president to department chair to faculty member serving on relevant committees.

Applying the Seven Principles for Good Practice in Undergraduate Education

Number 47, Fall 1991
Editors: Arthur W. Chickering & Zelda F. Gamson

Assess Your Own Teaching Quality

Authors: Sally Brown & Phil Race
Copyright 1995 (Kogan Page Limited)

Teaching quality assessment and appraisal are now commonplace throughout the education sector. Very little guidance is provided, however, in how best to meet the demands made by these procedures.
This book is a creative response to that shortcoming, providing a swift and simple system for teachers and lecturers who wish to establish a snapshot of their own teaching quality.
A series of over 50 performance-indicator grids can be used in any order or quantity, combining tick-boxes and short-answer panels to cover the complete range of professional skills. Respondig to the lists of statements produces an outline of those areas already successfully covered and those where professional expertise may need to be expanded or developed.

This system can be used:

for personal appraisal as a peer-feedback and team resource for problem identification as a framework for formal appraisal
in preparing a portfolio

Assessing Faculty Work: Enhancing Individual and Institutional Performance

Authors: Larry A. Braskamp & John C. Roy
Copyright 1994 (Jossey-Bass)
Today's faculty members, like other professionals, find themselves caught between the pursuit of individual gain and the common good. Society is increasingly demanding that faculty demonstrate social responsibility toward both the institution and the larger community. This book is a practical resource for fostering and assessing faculty achievements in all aspects of their work: teaching, research, practice, and citizenship.

The authors show that the assessment process can and must be tied to faculty development. They identify three major elements of faculty assessment:

setting expectations collecting and organizing evidence
using evidence

The authors also show how multiple perspectives enhance the credibility of assessment, and describe sources of evidence, including faculty members themselves, faculty colleagues, students, and experts. Specific techniques used to collect evidence are provided, as well as summaries of research on the effectiveness of each procedure.

Assessing Learners in Higher Education

Authors: Sally Brown and Peter Knight
Copyright 1994 (Kogan Page Limited)
New systems of course delivery require new methods of assessment. The shift in focus to competence-based learning and the consideration of students' transferable personal skills demands assessment that is both more flexible and more searching.
Brown and Knight explore the key issues and highlight the central position of assessment in learning, showing how, through feedback, it enables students to develop and extend themselves. The authors describe a wide variety of assessment techniques and give guidance on how to use them, while at the same time preparing the reader for the potential pitfalls.

Topics covered in detail include:

principles of sound assessment purposes of assessment assessment on and off the page assessment and quality changing assessment systems
constraints to innovation in assessment.

Assessing Students' Learning

Editor: James H. McMillan
Copyright 1988

Assessment in Practice

Authors: Trudy W. Banta, Jon P. Lund, Karen E. Black, & Frances W. Oblander
Copyright 1996

Better Teaching, More Learning (Strategies for Success in Postsecondary Settings)

Author: James R. Davis
Copyright 1993

Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom

Authors: Rena M. Palloff & Keith Pratt
Copyright 1999 (Jossey-Bass)

Written for faculty, instructors, and trainers in any distance learning environment, Building Learning Communities in Cyberspace shows how to create a virtual classroom environment that helps students excel academically, while fostering a sense of community. The authors offer proven strategies for handling challenges that include:

Engaging students with subject matter Accounting for attendance and participation Working with students who do no participate Understanding the signs of when a student is in trouble
Building online communities that accommodate personal interaction.

Based on many years of work in information systems and over five years of experience in online distance education, Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of computer-mediated course design and implementation.

Challenge of Problem Based Learning (The)

Edited by David Boud and Grahame Feletti
Copyright 1997 2nd Edition (Kogan Page Limited)

Problem-based learning (PBL) is grounded in the belief that learning is most effective when students are actively involved and learn in the context in which the knowledge is to be used. Problem-based learning is not simply the addition of problem solving activities to otherwise discipline-centered curricula, but a way of shaping the learning programme of professional practice.

The Challenge of Problem-Based Learning examines approaches to this method both systematically and critically, to highlight its significance, its uses, its strengths and limitations. Contributors, drawn from nearly 30 different institutions, bring their experience to bear on issues such as:

conversion to PBL; organizational and institutional hostility; accreditation and assessment; issues of implementation;
the future of PBL.

Changing the Process of Teaching & Learning: Essays by Notre Dame Faculty

by: Notre Dame Faculty
Copyright 1994 (9 paperback copies)

Classroom Assessment Techniques: A Handbook for College Teachers

Authors: K. Patricia Cross & Thomas A. Angelo
Copyright 1993 (Jossey-Bass)

In Classroom Assessment Techniques the authors provide a practical handbook to help college faculty - - and teachers in other settings - - develop a better understanding of the learning process in their own classrooms and assess the impact of their teaching upon it. They have included a self-contained self-assessment device - - the Teaching Goals Inventory - - for identifying and clarifying instructional goals. Detailed, how-to-advice on Classroom Assessment - - from what it is and how it works to how to plan, implement, and analyze assessment projects is also included.
The book features fifty valuable Classroom Assessment Techniques, each presented in a format that provides an estimate of the ease of use, a concise description, step-by-step procedures for adapting and administering the technique, practical advice on how to analyze the data, pros, cons, caveats, and other useful information. These fifty Classroom Assessment Techniques are cross-indexed so that teachers can easily locate the appropriate techniques for assessing their particular teaching goals in their academic disciplines.

Classroom Communication: Collected Readings for Effective Discussion and Questioning

Edited by: Rose Ann Neff & Maryellen Weimer
Copyright 1989 (Magna Publications)

Is discussion one of your teaching strategies? Do you try to encourage active learning by involving students in classroom dialogue? Do you aim to cultivate critical thinking by asking thought-provoking questions?
Do your discussion and questioning strategies work as well as you wish?

Most faculty find the first three questions easy; it's the last one that causes us to sigh, hesitate, and then admit we have trouble getting students to participate in classroom interactions.
This is why the authors drew upon their training and experience in instructional development to select 10 of the best articles about asking questions and conducting discussions. The 10 articles selected most effectively address problems in classroom communication.

Classroom Research

Authors: K. Patricia Cross & Mimi Harris Steadman
Copyright 1996

Classroom Research: Early Lessons from Success

Editor: Thomas A. Angelo
New Directions for Teaching and Learning
Number 46, Summer 1991
Copyright 1991 (Jossey-Bass)

Collaborative Learning: Underlying Processes and Effective Techniques

Editors: Kris Bosworth & Sharon Hamilton
New Directions for Teaching and Learning
Number 59, Fall 1994
Copyright 1994 (Jossey-Bass)

College Teaching and Learning: Preparing for New Commitments

Editors: Robert E. Young & Kenneth E. Eble
New Directions for Teaching and Learning
Number 33, Spring 1998
Copyright 1988 (Jossey-Bass)

College Teaching: From Theory to Practice

Editors: Robert J. Menges & Marilla D. Svinicki
New Directions for Teaching and Learning
Number 45, Spring 1991
Copyright 1991 (Jossey-Bass)

Communication Skills for Department Chairs

Arthur: Mary Lou Higgerson
Copyright 1996 (Anker Publishing Company)

Developed from the author's extensive background in administration, organizational communication, and conducting training sessions, this book presents communication strategies tailored to specific responsibilities and contexts of department chair's position. The strategies are applied in rea1 life case studies that develop critical thinking and communication skills. Practices, questions, prompts, and analyses walk the reader through the case situations to possible solutions to problems.
The text is organized into three parts which represent different communications contexts: Cultivating the Department Culture; Working with Faculty; and Interfacing with External Publics .

Each chapter includes four cases which focus on typical issues and tasks facing department chairs, including:

Academic dishonesty Faculty grievances Instructional quality Affirmative action Crisis management Teaching improvement Promotion/tenure
Merit pay

Termination Alumni relations Delegation of duties Student complaints Workload management Development/fundraising Legal liability
Assessment

Cooperative Learning for Higher Education Faculty

Authors: Barbara J. Millis & Philip T. Cottell, Jr.
American Council on Education: Series on Higher Education
Copyright 1998 (Oryx Press)

This definitive "how-to" book on cooperative learning at the postsecondary level is designed to serve as a vital resource for faculty who use a collaborative approach to education. It offers an overview of the cooperative learning process, including its rationale, research base, value, and practical implementation.
The book begins with a basic structure for implementing a cooperative learning program, and then moves progressively through more complex activities. Numerous examples of actual cooperative learning structures are included which encompass a wide variety if disciplines. These examples underscore how a successful program can bolster student achievement, increase self-esteem, and foster the spirit of teamwork. This book will appeal to those new to the cooperative learning process as well as to established practitioners in the field.

Coping with Faculty Stress

Editor: Peter Seldin
New Directions for Teaching and Learning
Number 29, Spring 1987
Copyright 1987 (Jossey-Bass)

Course Syllabus (The): A Learning-Centered Approach

by: Judith Grunert
Copyright 1997 (Anker Publishing Company)

This practical manual presents why and how to construct a syllabus that shifts from what you will cover (the traditional syllabus) to one that reflects what tools and information you can provide students to help them learn (the learning-centered syllabus). The book's goal is to assist anyone interested in designing a learning-centered syllabus to plan and construct one.

Contents include:

definition of a learning-centered syllabus eight principles of designing a course that fosters critical thinking checklist for the content of a learning-centered syllabus using e-mail, listservs, and the WWW samples of contents of a learning-centered syllabus
- letter to students; purpose of course; course descriptions, goals, and objectives resources for students; evaluation and self-evaluation; learning contract form and learning style inventory; purpose of syllabus;
- how to study for this course
- samples from successful syllabi
- helpful references and suggested readings

Critical Thinking: Basic Theory and Instructional Structures Foundation for Critical Thinking

Wye Mills, MD

Critical Thinking: How to Prepare Students for a Rapidly Changing World

Author: Richard Paul
Copyright 1995 (Foundation for Critical Thinking)

In a world of shallow values, instant gratification, and quick fixes, this book is for those readers who see the benefit of intellectual traits, standards, and abilities that will enable them to cut through the propaganda, the information blitz, and make sense of the world.
Richard Paul, an international leader in the Critical Thinking movement, explains how to become intellectually fit, how to build the intellectual muscle to overcome inherent self-deceptive tendencies and rise to the challenges of a rapidly changing world.

Critical Thinking: Transparency Masters

Foundation for Critical Thinking
Wye Mills, MD

Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner

Author: James McKernan
Copyright 1998 (Jossey-Bass)

This fully revised and updated edition of James McKernan's popular handbook addresses issues such as:

the evolution and status of curriculum action research data-collection strategies modes of organizing and analyzing data
teaching action research

This book also outlines 47 research techniques and resources. Some are traditional, but many are new, for example, problem surveys, discourse evaluation, episode analysis, quadrangulation and critical trialling. A completely new chapter looks at teaching action research, with case studies on new and international initiatives.

Department Chairperson's Role in Enhancing College Teaching (The)

Editor: Ann F. Lucus
New Directions for Teaching and Learning
Number 37, Spring 1989
Copyright 1989 (Jossey-Bass)

Designing & Assessing Courses & Curricula

Author: Robert M. Diamond
Copyright 1998

Developing Critical Thinking and Problem-solving Abilities

Editor: James E. Stice
New Directions for Teaching and Learning
Number 30, Summer 1987
Copyright 1987 (Jossey-Bass)

Developing and Using Tests Effectively: A Guide for Faculty

Authors: Lucy Chester Jacobs & Clinton I. Chase
Copyright 1992

Developing New and Junior Faculty

Editors: Mary Deane Sorcinelli & Ann E. Austin
New Directions for Teaching and Learning
Number 50, Summer 1992
Copyright 1992 (Jossey-Bass)

Developing Senior Faculty as Teachers

Editors: Martin J. Finkelstein & Mark W. LaCelle-Peterson
New Directions for Teaching and Learning
Number 55, Fall 1993
Copyright 1993 (Jossey-Bass)

Developing Thinking Abilities Within Pharmacy Education

Produced as part of a CAPS Grant: 1995

Distinguished Teachers on Effective Teaching

Editor: Peter G. Beidler
New Directions for Teaching and Learning
Number 28, Fall 1993
Copyright 1993 (Jossey-Bass)

Diversity & Motivation: Culturally Responsive Teaching

Authors: Raymond J. Wlodkowski and Margery B. Ginsberg
Copyright 1995 (Jossey-Bass)

This book provides teachers and trainers with sensitive and practical help in working with sensitive and practical help in working effectively with groups of culturally diverse learners. The authors combine their respective expertise in motivation and multiculturalism to go beyond the usual rhetoric on promoting diversity, offering real-world guidance and suggestions for successful teaching in today's changing classroom environment.

Using a motivational framework for culturally responsive teaching complete with extensive examples and illustrations, the authors describe the values, learning strategies, and structures necessary to establish inclusion, develop attitude, enhance meaning, and engender competence. By considering a set of eight guidelines, teachers and trainers can learn how to revise syllabus and assessment formats, form cooperative collegial groups, and create action plans for implementing a culturally responsive pedagogy.
Diversity and Motivation shows all postsecondary faculty, instructors, trainers, and administrators how to create safe and respectful learning environments with teaching practices that cross disciplines and cultures to engage the motivation and honor the integrity of all learners.

Doing Faculty Development by Committee

Authors: Joyce Povlacs Lunde & Madelyn Meir Healy
October 1991

Designing and Improving Courses and Curricula Higher Education

Author: Robert M. Diamond
Copyright 1989

Effective Practices for Improving Teaching

Editors: Michael Theall & Jennifer Franklin
New Directions for Teaching and Learning
Number 48, Winter 1991
Copyright 1991 (Jossey-Bass)

Engaging Ideas: the Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom

Author: John C Bean
Copyright 1996 (Jossey-Bass)

Face to Face: A Source book of Individual Consultation Techniques for Faculty/Instructional Developers

Editor: Karron G. Lewis
Copyright 1988 (New Fourms Press)

First-Order Principles for College Teachers: Ten Basic Ways to Improve the Teaching Process

Author: Robert Boice
Copyright 1996 (Anker Publishing Company)

Based on his many years of teaching, training, and writing, the author has developed ten basic principles that together form a foundation for effective teaching. Practicing these empirically tested principles can bring faster success to classroom performances, can generalize to other tasks such as scholarly writing, and can provide a basis for making better use of traditional advice about teaching improvement. Boice's principles instruct teachers in the effective teaching process, rather than narrowly describing products. With the first-order principles, teachers learn to relax and manage their jobs and their own growth as teachers.

The first-order principles, each building on the last, are:

Moderate classroom incivilities with prosocial immediacies Wait Begin before feeling ready Work and teach in brief, regular sessions Stop Moderate over attachment to content and over reaction to criticism Moderate negative thinking and strong emotions Let other do some of the work Welcome learning and change
Build resilience by limiting wasted efforts

First Steps to Excellence in College Teaching

by: Glenn Ross Johnson
Copyright 1995

Good Start: A Guidebook for New Faculty in Liberal Arts Colleges

Author: Gerald W. Gibson
Copyright 1992 (Anker Publishing)

Fostering Critical Thinking

by: Robert E. Young
Copyright 1980

Games That Teach: Experiential Activities for Reinforcing Training

You want bright smiles, not bored sighs. You want them to have fun, but you want them to learn as well. GAMES are your answer!

Games aren't just for kids. Games can help people learn business ideas: games can teach. In this book you'll get:

...an abundance of unique and playful games. Those content-reinforcing designs will increase the "smile quotient" of even the most hard-to-please audience. ...a handy selection matrix. This tool helps you choose the games that suit your specific training needs.
...a simple seven-step game implementation model. This plan shows you how to customize these designs for your own use.

Handbook for College Teaching

Authors: W. R. Miller and Marie F. Miller
Copyright 1998 (PineCrest Publications)

This handbook is designed for individuals with limited teaching experience at the post-secondary level. The primary premise for effective instruction is that the instructor must have a thorough knowledge and understanding of the subject matter to be taught. However, knowledge of subject matter alone is an insufficient base for effective instruction. Effective instructors must understand the principles of learning and the pedagogy that relate to instructional planning, instructional delivery, and instructional evaluation.

A Handbook for Teachers in Universities & Colleges: A Guide to Improving Teaching Methods

Authors: David Newble & Robert Cannon
Copyright 1995 (Third Edition) (Kogan Page Limited)

Lecturers in teaching posts in universities and collages have often had no teacher training and frequently lack practical knowledge about how lecturers, seminars, or tutorials should be approached and organized. Many also require guidance on planning course contents, preparing teaching materials, using teaching aids and assessing students' work.

This fully updated third edition of A Handbook for Teachers in Universities and Colleges covers all these areas in a clear, down to earth and entertaining manner, offering practical advice and guidance. The information is made easily assessable to the busy lecturer by the inclusion of tables, examples of teaching material and the extensive use of illustrations that support the topics covered in each chapter. A guided reading section at the end of each chapter evaluates further reading material that will be of interest.

Helpful Hints for the Large Class Instructor

How to Plan and Implement a Peer Coaching Program

The "How To" Grants Manual

Author: David G. Bauer
Copyright 1999 (The American Council on Education and The Oryx Press)

Grantseeking is big business for the more than one million organizations and nonprofits that will compete with one another for the billions of grant dollars available every year. But applying for and securing funding can be a daunting and complicated process - - as the competitive market increases, funders must be assured that their money will be put to good use, and so it is becoming increasingly important for grantseekers to understand and follow the steps that will increase their success.

The "How To" Grants Manual takes the mystery and intimidation out of the grantseeking process by providing proven, step-by-step techniques for improving the chances of winning government, corporate, and foundation grants.

The "How To" Grants Manual is divided into three clear and concise sections:

Part I: Getting Ready to Seek Grant Support for Your Organization discusses organizing the tools and methods necessary for grantseeking and proposal writing as well as the differences between private and federal funding.
Part II: Government Funding Sources examines the trends in government giving and highlights necessary steps to follow when approaching federal funding sources.
Part III: Private Funding Sources discusses the difference between foundation and corporate giving, and provides instructions for how to approach private funders.

Inspiring Students: Case Studies in Motivating the Learner

SEDA (Staff and Educational Development Series)
Authors: Stephen Fallows & Kemal Ahmet
Copyright 1999 (Kogan Page Limited)

The issues associated with teaching required courses, or put more bluntly, teaching students with little or no interest in the subject in question, are traditionally linked with courses in mathematics, statistics, and quantitative methods. However, with increasing modularity and the implementation of key skills into higher education courses, these problems are now an issue for large numbers of staff, in all disciplines, and in all institutions.
This practical and stimulating book explores in detail the issues and approaches to inspiring and motivating students on required courses. Using a wide range of case studies from around the world, it presents the ideas, approaches and proven solutions to problems faced by many, with the goal of enabling readers to develop approaches to inspiring their own students to become independent and well-motivated students.

Inspiring Students covers a wide range of approaches and subjects, including:

experiential learning; problem-based learning; science for non-scientists; mathematics and statistics; computing and IT; communication skills; esearch and information skills;
interdisciplinary studies.

Integrity in the College Curriculum

Interdisciplinary Courses and Team Teaching

Improving College Teaching

Inspiring Teaching (Carnegie Professors of the Year Speak)

Key Resources on Teaching, Learning, Curriculum, and Faculty Development

Leading Academic Change: Essential Roles for Department Chairs

Demands for change in higher education are both powerful and compelling. However, in order for change to have any meaningful and lasting effect, academic department members must work as a cohesive team in leading transition and innovation. This visionary yet practical book shows how to manage academic change at the department level. It provides useful ideas and strategies on handling resistance to change, transforming departments into productive learning communities, and improving educational quality for students.
Readers will also find concrete guidelines for developing structure and policy that will shape the way departments view themselves and set priorities. For new faculty members, a well-crafted promotion and tenure statement can not only communicate the department's priorities, but promote conduct that will contribute to long-term personal growth and productivity.

In twelve incisive chapters, top academic scholars, authors, and consultants address topics and trends as diverse as service learning, technological change, curriculum renewal, faculty reward systems, and post-tenure review. They offer effective models to help department chairs and administrators work through the change process, including recommendations based on real-world experiences.

Learner-Centered Classroom and School: (The) Strategies for Increasing Student Motivation and Achievement

The Learner-Centered Classroom and School shows educators and administrators how they can create classrooms and schools that foster student motivation, learning, and achievement. The learner-centered approach provides a dual focus on both learner and learning:

It focuses on learners by respecting them, trusting them to be responsible for their own learning, and designing practices that are sensitive to individual needs, abilities, and interests.
It focuses on learning by designing practices that help students meet high academic standards in challenging, personally relevant, and important content areas.

The book is filled with useful examples and practical suggestions for implementing learner- centered concepts in any school or classroom. It will help educators examine beliefs and assumptions related to learner-centered practices and make changes that enhance student motivation and achievement.

Learning and Change in the Adult Years: A Developmental Perspective

In this book, Mark Tennant and Philip Pogson draw on the field of developmental psychology to provide new insights into the critical connections between experience and learning in all areas of adult education and training. Integrating findings from both adult developmental psychology and adult teaching and learning, the authors examine how to experience generates developmental change.

Learning and Change in the Adult Years thoroughly explores the role of psychological developmental in adult learning, the investment of "self" in learning, and the link between social development and personal development, to give teachers and trainers both the concepts and the tools for promoting autonomy and self direction in learners.

Making a Difference: Outcomes of a Decade of Assessment in Higher Education

More than 90 percent of U.S. colleges and universities currently conduct or plan to conduct assessment activities. While assessment practices have been described in numerous books and journals, no one has yet attempted to report systematically on the outcomes of this decade of assessment activity.

Based on a survey of assessment coordinators at 115 institutions widely known for their work in outcomes assessment, Making a Difference presents a comprehensive account of both the best practices and the important and sometimes difficult, lessons learned in outcomes assessment. The book brings together detailed first-person accounts by some of the most successful practitioners in the field to show how assessment findings have been used to improve programs, student services, and student learning.

Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review

American Association for Higher Education (AAHE)
Author: Pat Hutchings (Director, AAHE Teaching Initiative
Copyright 1996

AAHE's Teaching Initiative is a program dedicated to the idea of creating a "culture of teaching and learning," and Making Teaching Community Property is about ways to do that. This volume comes out of a particular context of work - - a twelve-university project, entitled From Idea to Prototype: The Peer Review of Teaching - - and it was the experience of faculty participating in that project that led to the publication of it. Teaching is a matter not simply of method and technique (those these are the aspects of teaching that have received the most attention) but of lecturing, organizing, and transforming one's field so that ti can be engaged and understood at a deep level by students.

The Mentor's Guide: Facilitating Effective Learning Relationships

Thoughtful and rich with advice, The Mentor's Guide explores the critical process of mentoring and presents practical tools for facilitating the experience from beginning to end. It is based on Laurent A. Daloz's popular and widely used concept that mentoring is a learning journey in which the mentor and mentee serve as companions along the way. Now managers, teachers, and leaders from any career, professional, or educational setting can successfully navigate the learning journey by using the hands-on worksheets and exercises in this unique resource. Readers will learn how to:

Assess their readiness to become a mentor Establish the relationship Set appropriate goals Monitor progress and achievement Avoid common pitfalls
Bring the relationship to a natural conclusion

Motivating Students

Staff and Educational Developmental Series (SEDA)
Authors: Sally Brown, Steve Armstrong, & Gail Thompson
Copyright 1998 (Kogan Page Limited)

Well-motivated students have always succeeded in Higher Education and will continue to do so: the challenge has always been to stimulate, engender and enhance the motivation of those students whose enthusiasm for learning cannot be taken for granted. Under-motivated students are hard to teach, gain little benefit from their studies and drain the resources of the institutions in which they study. The authors explore ways of motivating these students, balancing theoretical approaches with practical ideas and case studies.
The aim of this book is to increase awareness of the factors that influence student motivation, with the explicit purpose of using this understanding to bring about improvements in curriculum design and delivery and assessment in Higher Education.

The chapters are organized in four sections:

the impact of teaching on student motivation motivating diverse students the impact of university practices on motivation
the impact of assessment on motivation

New Professor's Handbook (The): A Guide to Teaching and Research in Engineering and Science

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Resource List

Books | Book Series | Program Handouts | Journals & Magazines Pamphlets | Videos | New TRLC Arrivals

Books | Book Series | Program Handouts | Journals & Magazines

Pamphlets | Videos | New TRLC Arrivals