A very comprehensive, alphabetized bank of teaching
National Survey of Student Engagement 2001
http://www.iub.edu/~nsse/html/report-2001.shtml. This report discusses
the factors that are key to student learning: reading and writing,
preparing for class, interacting with instructors, collaborating with
peers, doing community service, etc.
Carnegie Foundation for the Advancement of Education, Higher Education
Issuesin particular, see the Scholarship of Teaching and Learning
FacDevCom/guidebk/teachtip/teachtip.htm from Honolulu Community College
provides links to resources on topics covering many of the basics of teaching:
assessment techniques, communication, course design, dealing with
stress, how people learn, preparing a course syllabus, preparing a lesson
plan, human development, motivating students, effective questioning
Nine Principles of Good Practice for Assessing Student
http://cms.suny.edu/assessment.htm , from the Teaching, Learning
and Technology Center at the State University of New York.
For a handy checklist of evaluation techniques, visit the online “Evaluation
"The Case for Authentic Assessment"
defines, gives examples, and anticipates arguments against the use
of authentic assessment.
"Authentic Assessment Toolbox" http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
is Jon Mueller's comprehensive site on the subject, explaining what authentic
assessment is, the step-by-step design of authentic assessments (including
rubrics), defining terms, and much more!
"Fair Assessment Practices: Giving Students Equitable Opportunities
to Demonstrate Learning"
lists and defines 18 different assessment techniques
"Authentic Assessment of Teaching in Context"
This paper addresses authentic teaching assessment practices in pre-service
teacher education programs and particularly those practices supporting
contextual teaching and learning.
"Integration of Disciplines: Assessing Student Performance and Understanding"
briefly covers authentic assessment, performance assessment, criterion-referenced
assessment, systematic observation, portfolios and process folios, and
"Assessments that Promote Learning"
http://www.psu.edu/celt/Lowe.html by John Lowe explains how to build
student self-assessment (reflection on their own learning) into a course.
The Field-tested Learning Assessment Guide (FLAG)
http://www.flaguide.org/cat/cat.htm offers tried-and-true classroom
assessment techniques (CATs) with case studieseach written by college
or university instructor who currently uses the technique.
University of Northern Iowa's authentic assessment resources
http://www.uni.edu/profdev/assess.html includes rationale for authentic
assessment and various strategies, including the use of electronic portfolios.
A selected and annotated bibliography of fifteen sources from 1984 to
1999, developed by Penn State's Center for Excellence in Learning and
An interactive site from the National Institute for Science Education
that allows for access to many different caveats of collaborative learning.
Gives ideas, tips, structure and knowledge. Also includes additional references.
Four page guide for teachers who want to incorporate successful group
learning into their classrooms. Published in 1998 as an ERIC Digest, this
article covers the critical attributes of group learning, instructional
phases of collaborative learning, and references.
This site gives links to five collaborative learning sites that offer
cooperative and collaborative learning techniques, background information,
technical courses, and evaluation issues.
Professor Michael Goldberg's "Guidelines and Criteria for Small Group/Cooperative
Learning Projects." Published in 1994.
A site that links to articles about using cooperative learning in mathematics
classes by Cape Cod Community College's Dr. Theodore Panitz.
Twenty-three pages describing collaborative classrooms, including information
on teacher & student roles, and challenges and conflicts. Also discusses
research base for collaborative learning. Gives examples of how collaborative
learning can be and has been applied in schools.
Explains difference between collaborative learning and cooperative learning.
Article about a study conducted to examine the effectiveness of individual
learning vs. collaborative learning in enhancing drill-and-practice skills
and critical thinking.
Richard M. Felder's web site that gives links to most of his cooperative
and collaborative learning papers as well as links to other web sites.
Paper by Donald R. Paulson and Jennifer L. Faust of California State University,
L.A., that offers techniques for cooperative learning for individuals
and for groups.
University of Colorado at Denver's Constructivism
links to a comprehensive list of readings on the educational theory of
constructivism and its main proponents.
"Contextual Teaching and Learning"
highlightzone/highlight05/index.asp by Robert Berns and Patricia Erickson
provides an overview of contextual teaching and learning and various approaches
to implementing it.
CROSS REFERENCE MAJOR CTL SECTION
Summary of chapter two of Palloff and Pratt's 1999 "Defining and Redefining
Community." Covers online learning communities and online classrooms.
This site is for the Association of American Colleges and Universities,
is updated quarterly, and explores challenges faced by learning communities
and presents the current best practices.
The Learning Communities site at Temple University, featuring a general
discussion of learning communities and how they are applied to higher
education, articles, faculty handbooks, and tools for student teams.
Index of Learning Styles, developed by Barabara Soloman
and Richard Felder at North Carolina State University. An online
assessment tool that will provide you with immediate feedback:
The VARK Questionnaire - an online tool designed to help you
identify your preferred learning style: http://www.vark-learn.com/english/page.asp?p=questionnaire
Indiana State University provides a brief overview of learning styles
“Index of Learning Styles”
, an online learning styles inventory developed by Barbara A. Soloman
and Richard M. Felder of North Carolina State University
“Teaching Styles Inventory”
by Daniel Pratt and John Collins.
How People Learn: Brain, Mind, Experience, and School
http://www.nap.edu/html/howpeople1/ The National Academy of
Science's research provides a deep understanding of complex reasoning
and performance on problem-solving tasks and how skill and understanding
in key subjects are acquired.
Adult Multiple Intelligences http://pzweb.harvard.edu/ami/
shares results of an AMI study and looks at the application of multiple
intelligence-informed instruction and assessment in Adult Basic Education
(ABE), Adult Secondary Education (ASE) and English for Speakers of Other
"Malcolm Knowles: Apostle of Andragogy"
http://www.nl.edu/ace/Resources/Knowles.html . Brief bio of
the man best known for developing a comprehensive theory of adult-education
practice, a summary of its tenets, and discussion of its social implications.
http://www.funderstanding.com/about_learning.cfm explains 12
different theories about how people learn, from Behaviorism to Vygotsky
ERIC Clearinghouse for Community Colleges:
ERIC is a national information system dedicated to the dissemination of
educational research reports, practitioner-oriented materials, and other
documentary sources of information that can be used to develop more effective
educational methods and programs.
Journal on Excellence in College Teaching - A peer-reviewed
journal published at Miami University by and for faculty at universities
and two- and four-year colleges to increase student learning,
National Council for Staff, Program and Organizational Development (NCSPOD)
Tools and Tips,
http://www.ncspod.org/onlinepublications.htm . A collection of practical
staff development opportunities and ideas, including guides for developing
and delivering your own retreats and programs.
Adjunctnation.com - A useful site for adjunct
faculty, featuring tools, books, professional development and other resources:
The American Chemical Society's "A Guide to Classroom Instruction for
Adjunct Faculty" is a 50-page book designed just for adjunct faculty at
community colleges -
101 Things You Can Do the First Three Weeks of Class - A great resource
from the University of Nebraska-Lincoln's Teaching and Learning Center:
“The Most Important Day: Starting Well” by Delivee Wright
and “Getting Started”
[Richard Felder and Rebecca Brent, Chem. Engr. Education, 29(3),
166-167] provide helpful hints on how to prepare for the first day
Rubric generators for many subjects
http://www.teach-nology.com/web_tools/rubrics/or try the customizeable
An introduction to rubricshttp://www.stedwards.edu/cte/evaluation/rubric1.htm
Programs in the Community College," a topical bibliography from the ERIC
Clearinghouse for Community Colleges, Fall, 2000
Developmental Students in the Community College," a topical bibliography
from the ERIC Clearinghouse for Community Colleges, Fall 2001
- An A to Z retention/attrition reference list for those interested in
finding information about student retention.
- Quick facts on student retention in the community college from the Community
College Survey of Student Engagement initiative at the University of Texas.
- Links to articles on community college student retention from a variety
of sources, including the Education Commission of the States and the National
Center for Education Statistics.
Best Practices in College Teaching, by Tom Drummond,
North Seattle Community College:
Best Practices - A selection of teaching resources that emphasize proven
methods. From the Virginia Community College System's Regional Centers
for Teaching Excellence:
Puzzles galore from
www.puzzlemaker.com - contains several different types
of puzzles (crosswords, word searches etc.), mazes, and more. (From the
Discovery Channel’s educational resource bank.)
Question Types from the University of Nebraska's Teaching and Learning
http://www.unl.edu/teaching/teachquestions.html . What kind of questions
do you ask most frequently: probing, factual, divergent, higher order,
affective, or structuring questions? Find out what types of questions
you can use to analyze your questioning strategies and develop a variety
of questions to help students think.
Teaching Tips and Strategies from the University
of Kansas Center for Teaching Excellence,
Teaching and Learning Articles and Templates from Albuquerque Technical
http://planet.tvi.cc.nm.us/idc/articles/Index.htm . Includes a sample
daily lesson plan form, faculty guide book, input/output template, learning
objectives and theories, mapping activity, PDSA examples and styles, and
The Teaching Goals Inventory,
http://www.uiowa.edu/%7Ecenteach/tgi/background.html , developed by
Thomas Angelo and Patricia Cross, is a self-assessment of instructional
goals. Its purpose is threefold: (1) to help college teachers become more
aware of what they want to accomplish in individual courses; (2) to help
faculty locate Classroom Assessment Techniques they can adapt and use
to assess how well they are achieving their teaching and learning goals;
and (3) to provide a starting point for discussion of teaching and learning
goals among colleagues.
Teaching and Learning Center at Del Mar College:
Instructional Technology and Faculty Developmentat Austin Community College:
An annotated bibliography on teaching methods in the community college
from the ERIC Clearinghouse for Community Colleges.
- Online resources from the Teaching Effectiveness program at the
University of Oregon, including strategies for new teachers, instructional
technology tools, and methods for improving instruction.
- The Maricopa Center for Learning and Instruction at the Maricopa
Community Colleges maintains valuable resources on teaching and learning
strategies, problem-based learning, and using technology in the classroom.
National Teaching and Learning Forum’s college and university teaching
"Summary of Five Perspectives on Good Teaching" by Dan Pratt and
John Collins. Their research reveals that effective teaching requires
commitment to the academic discipline, socializes students into new ways
of working, is designed and conducted from the learner's point of view,
assumes that students' motivation to learn comes from within, and seeks
to change society by creating an atmosphere in which students are challenged
to think about how that academic discipline interfaces with society.
"Anti-Plagiarism Strategies for Research Papers"
"Mind-mapping in 8 Easy Steps"
Center for Critical Thinking Library
readings (such as one on asking powerful questions) designed to help instructors
foster the growth of critical thinking skills in their students.
Executive Summary of a research summary of 38 public
and 28 private universities to determine faculty emphasis on critical
thinking skills in their classroom instruction http://www.criticalthinking.org/schoolstudy.htm