<html><head></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; color: rgb(0, 0, 0); font-size: 14px; font-family: Calibri, sans-serif;"><div><div>Hello Graduates:</div><div><br></div><div>This is a great resource for teaching and learning!</div><div><br></div><div>Dr. Franklin</div><div><br></div><div><br></div><div><br></div><div><div dir="ltr"><font style="color:rgb(51,51,255)"><i style="font-family:arial,helvetica,sans-serif"><span style="color: rgb(102, 0, 102);"><span style="color:rgb(56,118,29)">"A teacher affects eternity; [she]he can never tell where the influence stops." - Henry Adams</span><br><br></span></i></font><span style="font-family: arial, helvetica, sans-serif;">Dr. Teresa Franklin</span></div><div dir="ltr"><span style="font-family: arial, helvetica, sans-serif;">Director, Global Services Program</span></div><div dir="ltr"><span style="font-family: arial, helvetica, sans-serif;"><font face="tahoma">Prof</font></span><font style="font-family:arial,helvetica,sans-serif">essor, Instructional
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1389. Major New Ideas that Can Empower College Teaching</p><table width="630" border="0" cellspacing="0" cellpadding="0"><tbody><tr><td width="429" valign="top"><table width="429" border="0" cellspacing="0" cellpadding="0"><tbody><tr><!--Folks section--><td align="justify" style="font-family:Lucida Grande,Lucida Sans,Lucida Sans Unicode,Arial,Helvetica,Verdana,sans-serif;font-size:12px;line-height:1.34em;color:#333333;padding:0px 18px 1px 0px;"><p><b>Folks:</b></p><p></p><p><img src="http://www.stanford.edu/dept/CTL/Tomprof/images/newsletter/images/rickimg.jpg" width="80" height="120" style="border-width: 1px; border-style: solid; margin: 5px 5px 0px 0px; float: left;" alt="Rick Reis">The posting below is a list of major ideas
on college teaching that have been introduced by books on college-level teaching published since 1990. It was compiled by L. Dee Fink, Ph.D., national & international consultant in higher education, former president, POD Network in Higher Education and former
director, Instructional Development Program, University of Oklahoma. Reprinted with permission.<br><br>
Regards,<br><br>
Rick Reis<br><a href="mailto:reis@stanford.edu">reis@stanford.edu</a></p></td></tr></tbody></table></td><td width="1" bgcolor="#dadada"></td><td width="200" valign="top"><table width="200" border="0" cellspacing="0" cellpadding="0"><tbody><tr><td width="200" height="170" align="center"><img src="http://www.stanford.edu/dept/CTL/Tomprof/images/newsletter/images/add29.jpg" width="180" height="150" style="display:block;margin:0" border="1"></td></tr><tr><td height="1" bgcolor="#dadada"></td></tr><tr><td width="200" valign="top" align="center"><!--Right box button section one - subscribe--><table width="200" border="0" cellspacing="0" cellpadding="0"><tbody><tr><td width="200" align="center" valign="top" style="font-family:Lucida Grande,Lucida Sans,Lucida Sans Unicode,Arial,Helvetica,Verdana,sans-serif;font-size:12px;line-height:1.34em;padding:10px 5px 5px 5px;">
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UP NEXT: Guidelines for Inquiry-Based Project Work
<p></p><p style="text-align: center;">Tomorrow's Teaching and Learning<br><br>
---------- 2,700 words ---------- <br><br>
Major New Ideas That Can Empower College Teaching</p><p style="text-align: center;"> </p><p>Below is a list of major ideas on college teaching that have been introduced by books on college-level teaching published since 1990.</p><p>The point of this list is to illustrate that the scholars of teaching and learning are continuing to generate powerful new ideas year after year, thereby creating the possibility of enhancing the capabilities of college teachers everywhere - IF faculty members
can learn about these ideas and incorporate them into their teaching.</p><p>These ideas are shown in this document in two ways:</p><p>First, starting on this page, the ideas are shown in relation to four general <strong>
themes</strong> and several sub-themes.</p><p>Second, on page 3 of this document, the same ideas are shown as annotated bibliographies in
<strong>chronological</strong> order.</p><p>Also, at the end of the themes section, is a list of books and one website that contain collections of ideas on college-level teaching.</p><p align="center"><strong><span style="text-decoration: underline;">Four Themes and Sub-Themes</span></strong></p><p>The four themes shown in this section are:</p><p>I. General Perspectives on Teaching & Learning</p><p>II. Basic Tasks of Teaching</p><p>III. Dealing with Specific Teaching/Learning Situations</p><p>IV. Getting Better at Teaching</p><p>Under each sub-theme are internal links to the brief description of a book with an important idea related to that sub-theme. The links are in
<strong>blue</strong>. Put your cursor on the <strong>blue</strong> link, and press "Ctrl" and the "enter" key on your keyboard (or left-click on mouse) - and you will be taken to the annotated description and citation. Note: Some items are listed more than
once.</p><p><strong>I. </strong><strong><span style="text-decoration: underline;">GENERAL PERSPECTIVES ON TEACHING & LEARNING</span></strong></p><ul class="unIndentedList"><li><strong>Understanding students</strong>: <a href="#Learning_Styles">Learning_Styles</a></li><li><strong>Understanding how learning occurs</strong>: <a href="#How_the_Brain_Works">
How_the_Brain_Works</a>; <a href="#How_Students_Learn_7_Principles">How_Students_Learn_7_Principles</a> ;
<a href="#The_Science_of_Learning">The_Science_of_Learning</a> </li><li><strong>Understanding oneself</strong>: <a href="#Critically_Reflecting_On_Own_Teaching">
Critically_Reflecting_On_Own_Teaching</a>; <a href="#Understanding_Oneself_as_Teacher">
Understanding_Oneself_as_Teacher</a> ; <a href="#Teaching_Portfolio">Teaching_Portfolio</a></li><li><strong>Understanding general perspectives on teaching:</strong> <a href="#Paradigm_Shift_in_Undergrad_Education">
Paradigm_Shift_in_Undergrad_Education</a>; <a href="#Learner_Centered_Teaching">Learner_Centered_Teaching</a> ;
<a href="#What_Best_Teachers_Do">What the Best College Teachers Do</a>; <a href="#Joy_in_Teaching">
Finding_Joy_in_Teaching</a> ; <a href="#Learner_Centered_Teaching_Guide">Learner_Centered_Teaching_Guide</a></li></ul><p><strong>II. </strong><strong><span style="text-decoration: underline;">BASIC TASKS OF TEACHING</span></strong></p><p>A. <strong>Designing learning experiences</strong>: <a href="#Integrated_Course_Design">
Integrated_Course_Design</a> ; <a href="#Examples_of_Integrated_Course_Design">Examples_of_Integrated_Course_Design</a> ;
<a href="#Constructive_Alignment">Constructive_Alignment</a> ; <a href="#Understanding_by_Design">
Understanding_by_Design</a> ; <a href="#Constructing_College_Courses">Constructing_College_Courses</a></p><p>B. <strong>Identifying <em>what</em> students might learn</strong>: <a href="#Taxonomy_of_Significant_Learning">
Taxonomy_of_Significant_Learning</a> ; <a href="#Emotional_Intelligence">Emotional_Intelligence</a>;
<a href="#Students_Engage_Ideas_1996">Students_Engage_Ideas</a> ; <a href="#Deep_Learning">
Deep_Learning</a> ; <a href="#Teaching_Critical_Thinking">Teaching for Critical Thinking</a></p><p>C. <strong>Using active learning</strong>: <a href="#Active_Learning">Active_Learning</a> ;
<a href="#Service_Learning">Service_Learning</a> ; <a href="#Leading_Discussions">
Leading_Discussions</a> ; <a href="#Skillful_Teaching">Skillful_Teaching</a> ; <a href="#Student_Egngagement_Techniques">
Student_Engagement_Techniques</a></p><p>D. <strong>Using small groups: </strong><a href="#Cooperative_Learning">Cooperative_Learning</a> ;
<a href="#Collaborative_Learning_Techniques">Collaborative_Learning_Techniques</a> ;
<a href="#Team_Based_Learning">Team_Based_Learning</a> ; <a href="#Assignments_for_Small_Groups">
Assignments_for_Small_Groups</a> ; <a href="#Varied_Uses_of_Small_Groups">Varied Uses of Small Groups</a></p><p>E. <strong>Assessing student learning:</strong> <a href="#Classroom_Assessment_Techniques">
Classroom_Assessment_Techniques</a> ; <a href="#Grading_Rubrics">Grading_Rubrics</a> ;
<a href="#Educative_Assessment">Educative_Assessment</a> ; <a href="#Formative_Feedback">
Formative_Feedback</a> ; <a href="#Learning_Portfolios">Learning_Portfolios</a></p><p>F. <strong>Motivating and enabling students to learn</strong>: <a href="#Emotional_Intelligence">
Emotional_Intelligence</a> ; <a href="#Theories_of_Learning_and_Motivation">Theories_of_Learning_and_Motivation</a> ;
<a href="#Learning_Portfolios">Learning_Portfolios</a> ; <a href="#Teaching_and_Student_Diversity">
Teaching_and_Student_Diversity</a> ; <a href="#Creating_Self_Regulated_Learners">
Creating_Self_Regulated_Learners</a></p><p>G. <strong>Using powerful teaching strategies</strong>: <a href="#Team_Based_Learning">
Team_Based_Learning</a> ; <a href="#Problem_Based_Learning">Problem_Based_Learning</a> ;
<a href="#Inquiry_Guided_Learning">Inquiry_Guided_Learning</a></p><p><strong>III. </strong><strong><span style="text-decoration: underline;">DEALING WITH SPECIFIC TEACHING/LEARNING SITUATIONS</span></strong></p><ul class="unIndentedList"><li><strong>Beginning college students</strong>: <a href="#Teaching_Beginning_College_Students">
Teaching_Beginning_College_Students</a> </li><li><strong>Large classes</strong>: <a href="#Engaging_Large_Classes">Engaging_Large_Classes</a> ;
<a href="#Large_Classes">Large_Classes</a> </li><li><strong>Teaching creativity</strong>: <a href="#Teaching_Creativity">Teaching_Creativity</a></li><li><strong>Using Instructional Technology:</strong> <a href="#Instructional_Technology">
Teaching with Technology</a> </li></ul><p><strong>IV. </strong><strong><span style="text-decoration: underline;">GETTING BETTER AT TEACHING</span></strong></p><ul class="unIndentedList"><li><strong>Learning about teaching & learning</strong>: <a href="#Learning_Communities">
Learning_Communities</a> </li><li><strong>Evaluating teaching</strong>: <a href="#Evaluating_Your_Own_Teaching">
Evaluating_Your_Own_Teaching</a> ; <a href="#Peer_Review_of_Teaching">Peer_Review_of_Teaching</a></li><li><strong>Reflecting on oneself as a teacher</strong>: <a href="#Critically_Reflecting_On_Own_Teaching">
Critically_Reflecting_On_Own_Teaching</a> ; <a href="#Understanding_Oneself_as_Teacher">
Understanding_Oneself_as_Teacher</a>; <a href="#Teaching_Portfolio">Teaching_Portfolio</a></li></ul><p><strong>COLLECTIONS OF GOOD IDEAS ON TEACHING:</strong></p><ul class="unIndentedList"><li><em>Teaching at Its Best, </em>by Linda B. Nilson. 3<sup>rd</sup> edition. Jossey-Bass, 2010.
</li><li><em>Tools for Teaching</em>, 2<sup>nd</sup> ed. by Barbara Davis. Jossey-Bass, 2009.
</li><li><em>McKeachie's Teaching Tips, </em>by Marilla Svinicki and Wilbert McKeachie. Wadsworth, (latest edition: 13<sup>th</sup>, 2010)
</li><li><em><a href="http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm">http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm</a></em></li></ul><p> </p><p> </p><p><img src="file://localhost/Users/richardreis/Library/Caches/TemporaryItems/msoclip/0/clip_image001.gif" alt="" width="481" height="8"> </p><p align="center"> </p><p> </p><p align="center"><strong><span style="text-decoration: underline;">Chronological List of Books with Major Ideas on College Teaching</span></strong></p><p> </p><p><strong><span style="text-decoration: underline;">1991 - 1995</span></strong></p><p><strong> 1991 - <a name="Active_Learning"></a></strong></p><ul class="unIndentedList"><li>Students learn better if teachers have them <em>do</em> something with what they learn and
<em>reflect</em> on the meaning of what they do </li><li>Source: Bonwell, C. and Eison, J. <span style="text-decoration: underline;">Active Learning</span>. ASHE-ERIC Higher Education Reports, #1.
</li></ul><p> <strong>1991 - <a name="Cooperative_Learning"></a></strong></p><ul class="unIndentedList"><li>Having students work in small groups can create powerful energy for learning.
</li><li>Source: Johnson, D., Johnson, R., and Smith, K. <span style="text-decoration: underline;">
Cooperative Learning</span>. ASHE-ERIC Higher Education Reports, #4. </li></ul><p><strong> 1992 - <a name="Learning_Styles"></a></strong></p><ul class="unIndentedList"><li>Different students learn in different ways. Knowing what those differences are can help us find ways to increase their success.
</li><li>Source: Multiple sources but an especially useful one is: Fleming, N.D. & Mills, C.
<em>Helping Students Understand How They Learn</em> in <span style="text-decoration: underline;">
The Teaching Professor</span>, Vol. 7 No. 4. </li></ul><p> <strong>1993 - <a name="Classroom_Assessment_Techniques"></a></strong></p><ul class="unIndentedList"><li>There are many easy-to-use techniques that can help teachers assess learning, teaching, and student characteristics.
</li><li>Source: Angelo, T. & Cross, P. <span style="text-decoration: underline;">Classroom Assessment Techniques</span>, 2<sup>nd</sup> ed. Jossey-Bass.
</li></ul><p><strong>1995 - <a name="Paradigm_Shift_in_Undergrad_Education"></a></strong></p><ul class="unIndentedList"><li>This classic article described a paradigm shift that is taking place in undergraduate education, where the focus changes from "teaching" to "learning." This article has had a major influence on conversations about higher education, globally as well as in
the US. </li><li>Source: R.B. Barr & J. Tagg, "From Teaching to Learning: A New Paradigm for Undergraduate Education,"
<span style="text-decoration: underline;">Change Magazine</span>, 27/6 (Nov/Dec 1995), pp. 13-25.
</li></ul><p><strong>1995 - <a name="Critically_Reflecting_On_Own_Teaching"></a></strong></p><ul class="unIndentedList"><li>If we systematically collect information about teaching in general and about ourselves, over time we can become more competent as a teacher.
</li><li>Source: Brookfield, S.D. <span style="text-decoration: underline;">Becoming a Critically Reflective Teacher</span>. Jossey-Bass.
</li></ul><p> <strong>1995 - <a name="Evaluating_Your_Own_Teaching"></a></strong></p><ul class="unIndentedList"><li>There are five basic sources of information all of which need to be used if we want to do a thorough job of evaluating our own teaching.
</li><li>Source: Fink. L.D. "Evaluating Your Own Teaching," in P. Seldin, <span style="text-decoration: underline;">
Improving College Teaching</span>. Anker. </li></ul><p> <strong>1995 - <a name="Emotional_Intelligence"></a></strong></p><ul class="unIndentedList"><li>There is a second kind of intelligence that teachers need to have and that they could help their students learn.
</li><li>Source: Goleman, D. <span style="text-decoration: underline;">Emotional Intelligence</span>. Bantam Books.
</li></ul><p><strong><span style="text-decoration: underline;">1996 - 2000</span></strong></p><p> <strong>1996 - <a name="Students_Engage_Ideas_1996"></a></strong></p><ul class="unIndentedList"><li>Knowing how to integrate good writing assignments, critical thinking exercises, and active learning will enable students to engage ideas more fully.
</li><li>Source: Bean, J.C. <span style="text-decoration: underline;">Engaging Ideas</span>. Jossey-Bass.
</li></ul><p> <strong>1997 - <a name="Teaching_Portfolio"></a></strong></p><ul class="unIndentedList"><li>Assembling a portfolio about oneself as a teacher can help us understand ourselves better and can communicate our teaching to others.
</li><li>Source: Seldin, P. <span style="text-decoration: underline;">The Teaching Portfolio</span>, 2<sup>nd</sup> ed. Anker.
<ul><li>Canadian professors have produced a number of excellent publications about the same idea, which they call the "teaching dossier."
</li></ul></li></ul><p> <a name="Deep_Learning"></a></p><ul class="unIndentedList"><li>Students become effective learners only when they understand and engage in deep learning.
</li><li>Source: Marton, F., Hounsell, D., and Entwistle, N. <span style="text-decoration: underline;">
The Experience of Learning</span>. 2<sup>nd</sup> ed. Scottish, Academic Press. </li></ul><p> <a name="Grading_Rubrics"></a></p><ul class="unIndentedList"><li>When assessing student work, teachers need to have clear criteria and standards, i.e., a clear and effective grading rubric.
</li><li>Source: Walvoord, B. and Anderson, V. <span style="text-decoration: underline;">
Effective Grading</span>. Jossey-Bass. </li></ul><p> <strong>1998 - <a name="Understanding_Oneself_as_Teacher"></a>AS A PERSON/TEACHER</strong></p><ul class="unIndentedList"><li>By doing some "inner work", teachers can understand what calls them to teach, what fears they have, and eventually how to engage students more fully.
</li><li>Source: Palmer, P. <span style="text-decoration: underline;">The Courage to Teach</span>. Jossey-Bass.
</li></ul><p> <a name="Educative_Assessment"></a><strong></strong></p><ul class="unIndentedList"><li>Assessment of student learning should do more than measure "whether they got it"; it should also enhance the learning itself, i.e., be educative.
</li><li>Source: Wiggins, G. <span style="text-decoration: underline;">Educative Assessment: Designing Assessments to Inform and Improve Student Performance</span><em>.</em> Jossey-Bass.
</li></ul><p> </p><p><a name="Service_Learning"></a></p><ul class="unIndentedList"><li>Having students engage in community-based service projects which are then related to classroom learning drives multiple kinds of powerful learning.
</li><li>Source: Zlotkowski, E. <span style="text-decoration: underline;">Successful Service Learning Programs</span>. Anker.
</li></ul><p> <a name="Assignments_for_Small_Groups"></a></p><ul class="unIndentedList"><li>Small group projects will work much better when they are carefully structured with specific kinds of learning in mind.
</li><li>Source: Millis, B. and Cottell, P. <span style="text-decoration: underline;">
Cooperative Learning for Higher Education Faculty</span>. Oryx. </li></ul><p><a name="Peer_Review_of_Teaching"></a><strong></strong></p><ul class="unIndentedList"><li>There are some principles that need to be observed when having our teaching reviewed by peers.
</li><li>Source: Chism, N.V.N. <span style="text-decoration: underline;">Peer Review of Teaching</span>. Anker.
</li></ul><p> <a name="Learning_Communities"></a></p><ul class="unIndentedList"><li>Learning communities, whether of students or of faculty, can lead to powerful forms of dialogue and growth.
</li><li>Source: Shapiro, N. & Levine, J. <span style="text-decoration: underline;">Creating Learning Communities</span>. Jossey-Bass.
</li></ul><p><strong><span style="text-decoration: underline;">2001 - 2004</span></strong></p><p><strong> 2001 - <a name="Problem_Based_Learning"></a></strong></p><ul class="unIndentedList"><li>This is a distinctive teaching strategy that teaches students how to solve complex problems, in groups, and how to learn on their own.
</li><li>Source: Duch, B., Groh, S. & Allen, D. <span style="text-decoration: underline;">
The Power of Problem-Based Learning</span>. Stylus. </li></ul><p> <strong>2002 - <a name="How_the_Brain_Works"></a></strong></p><ul class="unIndentedList"><li>An understanding of how learning occurs in the brain can inform can and should inform our actions as teachers.
</li><li>Source: Zull, J. <span style="text-decoration: underline;">The Art of Changing the Brain</span>. Stylus.
</li></ul><p> <strong>2002 - <a name="Learner_Centered_Teaching"></a></strong></p><ul class="unIndentedList"><li>By sharing our power and decision-making with students, we can involve them more fully in taking responsibility for their own learning.
</li><li>Source: Weimer, M. <span style="text-decoration: underline;">Learner-Centered Teaching</span>. Jossey-Bass.
</li></ul><p> <a name="Engaging_Large_Classes"></a></p><ul class="unIndentedList"><li>This contains a valuable collection of techniques and strategies for dealing with large classes.
</li><li>Source: C.M. Stanley & M.E. Porter, <span style="text-decoration: underline;">
Engaging Large Classes</span>. Jossey-Bass. </li></ul><p><strong>2003 - <a name="Taxonomy_of_Significant_Learning"></a></strong></p><ul class="unIndentedList"><li>This taxonomy, a possible successor to the Bloom taxonomy, identifies six kinds of significant learning can be used to formulate learning goals.
</li><li>Source: "A Taxonomy of Significant Learning," Chapter 2 in L.D. Fink, <span style="text-decoration: underline;">
Creating Significant Learning Experiences</span>. Jossey-Bass. </li></ul><p> <strong>2003 - <a name="Integrated_Course_Design"></a></strong></p><ul class="unIndentedList"><li>Identifies the key decisions that must be made <em>before</em> a course begins, and that need to be aligned to maximize significant student learning..
</li><li>Source: Fink, L.D. <span style="text-decoration: underline;">Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses</span>. Jossey-Bass.
<ul><li>Note: A very similar set of ideas about designing learning experiences has been developed by John Biggs, a Tasmanian professor. He uses the language of "constructive alignment", essentially the same as what Fink refers to as "integrated course design."
(See citation in 2007 below.) </li></ul></li></ul><p> <strong>2004 - <a name="Theories_of_Learning_and_Motivation"></a></strong></p><ul class="unIndentedList"><li>Familiarizing ourselves with different theories of learning and motivation can enable us to shape more effective teaching.
</li><li>Source: Svinicki, M.D. <span style="text-decoration: underline;">Learning and Motivation in the Postsecondary Classroom</span>. Anker.
</li></ul><p> <strong>2004 - <a name="Collaborative_Learning_Techniques"></a></strong></p><ul class="unIndentedList"><li>This is a collection of numerous specific ways to get students to dialogue and work together, thereby improving their understanding of the material.<strong></strong></li><li>Source: Barkley, Elizabeth, et al. <span style="text-decoration: underline;">
Collaborative Learning Techniques: A Handbook for College Faculty</span>. Jossey-Bass.<strong></strong></li></ul><p><strong> 2004 - <a name="Team_Based_Learning"></a></strong></p><ul class="unIndentedList"><li>An unusually versatile teaching strategy that enables teachers to take small-group learning to a greater level of effectiveness.
</li><li>Source: Michaelsen, L., Knight, A., & Fink, L.D. <span style="text-decoration: underline;">
Team-Based Learning: A Transformative Use of Small Groups</span>. Stylus. </li></ul><p> <strong>2004 - <a name="Learning_Portfolios"></a></strong></p><ul class="unIndentedList"><li>A special procedure in which students reflect on and assess their own learning.
</li><li>Zubizarretta, J. <span style="text-decoration: underline;">Learning Portfolios: Reflective Practices for Improving Student Learning</span>. Anker. (2<sup>nd</sup> edition published: Jossey-Bass, 2009)
</li></ul><p><strong>2004 - <a name="Inquiry_Guided_Learning"></a></strong></p><ul class="unIndentedList"><li>Ideas and procedures for using student inquiry as a basis a variety of types of learning outcomes.
</li><li>Lee, Virginia, ed. <span style="text-decoration: underline;">Teaching & Learning Through Inquiry</span>. Stylus.
</li></ul><p> <strong>2004 - <a name="Formative_Feedback"></a></strong></p><ul class="unIndentedList"><li>Identifies 7 principles for giving formative feedback in a way that will enable students and teachers to improve learning. Includes examples.
</li><li>Source: Juwah, C.; et al. <span style="text-decoration: underline;">Enhancing student learning through effective formative feedback</span>. The Higher Education Academy, York, England.
</li></ul><p><strong>2004 - <a name="What_Best_Teachers_Do"></a></strong></p><ul class="unIndentedList"><li>Based on a study analyzing the practices of some of the best teachers in the country.
</li><li>Source: Bain, K. <span style="text-decoration: underline;">What the Best College Teachers Do</span>. Harvard University Press.
</li></ul><p><strong><span style="text-decoration: underline;">2005 - 2006</span> </strong></p><p><strong> 2005 - <a name="Teaching_and_Student_Diversity"></a></strong></p><ul class="unIndentedList"><li>Provides a wide range of ideas and resources for dealing with the challenge of diversity - at the level of the individual classroom, the department, and the institution.
</li><li>Source: Ouellett, Mathew, ed. <span style="text-decoration: underline;">Teaching Inclusively: Resources for Course, Department and Institutional Change in Higher Education</span>. New Forums Press, Stillwater, OK.
</li></ul><p> <strong>2005 - <a name="Leading_Discussions"></a></strong></p><ul class="unIndentedList"><li>A new edition on this topic. This one includes thoughts on how to lead discussions in online courses.
</li><li>Source: Brookfield, S. and Preskill, S. <span style="text-decoration: underline;">
Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms</span>, 2<sup>nd</sup> ed. Jossey-Bass.
</li></ul><p> <strong>2005 - <a name="Joy_in_Teaching"></a></strong></p><ul class="unIndentedList"><li>Examines the pros and cons of different ways of teaching, and helps new teachers think their way through these choices by adapting to their own personalities, goals, and values.
</li><li>Source: Filene, P. <span style="text-decoration: underline;">The Joy of Teaching: A Practical Guide for New College Teachers</span>. University of North Carolina Press.
</li></ul><p><a name="Understanding_by_Design"></a></p><ul class="unIndentedList"><li>Provides a way of designing courses to promote a wider range of ways of "understanding". Like Fink's model of Integrated Course Design, it starts with identifying important kinds of learning and then identifies appropriate kinds of learning activities and
assessment activities. </li><li>Source: G. Wiggins, <span style="text-decoration: underline;">Understanding by Design</span>. Prentice Hall, 2<sup>nd</sup> ed.
</li></ul><p><strong>2006 - <a name="Constructing_College_Courses"></a></strong></p><ul class="unIndentedList"><li>Pulls together a wide and rich assortment of ideas that can greatly enrich the process of creating courses that promote high quality learning.
</li><li>Source: Richlin, Laurie. <span style="text-decoration: underline;">Blueprint for Learning: Constructing College Courses to Facilitate, Assess and Document Learning</span>. Stylus.
</li></ul><p> <strong> 2006 - <a name="Skillful_Teaching"></a></strong></p><ul class="unIndentedList"><li>A new edition of this classic by a leading writer on teaching. This edition includes the author's thoughts on dealing with diversity and online teaching.
</li><li>Source: Brookfield, S. <span style="text-decoration: underline;">The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom</span>, 2<sup>nd</sup> ed. Jossey-Bass.
</li></ul><p> <strong>2006 - <a name="Teaching_Beginning_College_Students"></a></strong></p><ul class="unIndentedList"><li>Offers information about the characteristics of beginning college students and strategies for teaching them effectively.
</li><li>Source: Erickson, B. et al. <span style="text-decoration: underline;">Teaching First-Year College Students</span>. Jossey-Bass.
</li></ul><p> </p><p><strong><span style="text-decoration: underline;">2007 - Present</span></strong></p><p><strong> <a name="Constructive_Alignment"></a></strong></p><ul class="unIndentedList"><li>Another form of design courses that indicates teachers should make sure the desired learning outcomes, learning activities, and assessment activities should be aligned. Also offers the SOLO taxonomy that identifies levels of understanding of particular
kinds of learning. This book has been especially influential in the British Commonwealth countries.
</li><li>Source: J. Biggs & C. Tang, <span style="text-decoration: underline;">Teaching for Quality Learning</span>. Open University Press, 3<sup>rd</sup> ed.
</li></ul><p><strong>2007 - <a name="Large_Classes"></a></strong></p><ul class="unIndentedList"><li>Another book on the challenges of teaching large classes, an increasingly familiar situation in colleges and universities.
</li><li>Source: Heppner, F. <span style="text-decoration: underline;">Teaching the Large College Class</span>. Jossey-Bass.
</li></ul><p><strong> 2008 - <a name="Teaching_Creativity"></a></strong></p><ul class="unIndentedList"><li>This book argues that everyone needs learn how to be more innovative and creative, and offers ideas on how to incorporate that into our teaching.
</li><li>Source: McWilliam E. <span style="text-decoration: underline;">The Creative Workshop: How to Launch Young People into High-Flying Futures</span>. University of New South Wales Press (Australia).
</li></ul><p><strong> 2009 - <a name="Learner_Centered_Teaching_Guide"></a>"</strong></p><ul class="unIndentedList"><li>This book builds on Weimer's initial ideas (see 2002 above) by identifying numerous specific actions that can transform one's teaching into being more learner-centered.
</li><li>Source: Blumberg, P. <span style="text-decoration: underline;">Developing Learner-Centered Teaching: A Practical Guide for Faculty</span>. Jossey-Bass.
</li></ul><p><strong> </strong></p><p><strong>2009 - <a name="Examples_of_Integrated_Course_Design"></a></strong></p><ul class="unIndentedList"><li>This is a collection of 10 essays by professors who have used Fink's taxonomy of significant learning and model of integrated course design, to design their courses. In their essays, they describe how they applied these ideas to specific courses and what
happened when they did - to student engagement and student learning. </li><li>Source: "Designing Courses for Significant Learning: Voices of Experience" in Jossey-Bass' quarterly series
<span style="text-decoration: underline;">New Directions for Teaching and Learning</span>, Issue #119 (Fall 2009), co-edited by L. Dee Fink & Arletta K. Fink.
</li></ul><p> </p><p><strong>2010 - <a name="Student_Egngagement_Techniques"></a></strong></p><ul class="unIndentedList"><li>This book, modeled after the structure of "Classroom Assessment Techniques," offers a well-organized set of activities that will improve your ability to get students more engaged in their learning.
</li><li>Source: Barkley, Elizabeth. <span style="text-decoration: underline;">Student Engagement Techniques: A Handbook for College Faculty</span>. Jossey-Bass.
</li></ul><p> </p><p><strong>2010 - <a name="How_Students_Learn_7_Principles"></a></strong></p><ul class="unIndentedList"><li>This book lays out 7 research-based principles about how learning works, that have clear implications for what we should do as teachers.
</li><li>Source: Susan Ambrose, et al. <span style="text-decoration: underline;">How Learning Works: 7 Research-Based Principles for Smart Teaching</span>. Jossey-Bass.
</li></ul><p> </p><p><strong>2010 - <a name="Varied_Uses_of_Small_Groups"></a></strong></p><ul class="unIndentedList"><li>This is a major addition to the general literature on small groups. The chapter authors describe how they have used small groups effectively in settings as diverse as developmental math in a community college and graduate courses in history.<strong></strong></li><li>Source: Millis, Barbara (Ed.). <span style="text-decoration: underline;">Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy</span>. Stylus.<strong></strong></li></ul><p><strong>2012 - <a name="Teaching_Critical_Thinking"></a></strong></p><ul class="unIndentedList"><li>This is a topic that all college-level teachers embrace, and Stephen Brookfield does his usual great job of taking a complex subject and making it understandable and actionable.
</li><li>Source: Brookfield, Stephen. <span style="text-decoration: underline;">Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions</span>. Jossey-Bass.
</li></ul><p><strong>2012 - USING <a name="Instructional_Technology"></a>EFFECTIVELY</strong></p><ul class="unIndentedList"><li>We have all been aware that technology is and needs to be a more important part of our teaching. This book, without overstating the case, makes an argument for and provides guidelines on how to do this.
</li><li>Source: Bowen, Jos�. <span style="text-decoration: underline;">"Teaching Naked": How Moving Technology Out of Your College Classroom Will Improve Student Learning</span>. Jossey-Bass.
</li></ul><p><strong>2013 - <a name="Creating_Self_Regulated_Learners"></a></strong></p><ul class="unIndentedList"><li>College teachers need to help students better understand and take responsibility for their own learning. This book provides major guidance on how to do that.
</li><li>Source: Nilson, Linda B. <span style="text-decoration: underline;">Creating Self-Regulated Learners</span>. Stylus.
</li></ul><p><strong>2013 - <a name="The_Science_of_Learning"></a>BY UNDERSTANDING THE BRAIN</strong></p><ul class="unIndentedList"><li>This book, written for learners rather than teachers, explores our current understanding of how the brain works, as a basis for laying out guidelines for how students can maximize the quantity and quality of their own learning.
</li><li>Source: Doyle, Terry and Zakrajsek, Todd. <span style="text-decoration: underline;">
The New Science of Learning</span>. Stylus. </li></ul><p><strong><br></strong></p><p>-Updated: October, 2013</p><p>-By:</p><p> L. Dee Fink, Ph.D.</p><ul class="unIndentedList"><li>National & international consultant in higher education </li><li>Former president, POD Network in Higher Educ. </li><li>Former director, Instructional Development Program, University of Oklahoma </li></ul><p> </p><p> </p><p> </p><p> </p></div></td></tr></tbody></table></td><td width="1" bgcolor="#dadada"></td></tr><tr><td colspan="3"><img src="http://www.stanford.edu/dept/CTL/Tomprof/images/newsletter/images/bottom.png" width="700" height="8" style="display:block;margin:0" border="0" alt=""></td></tr></tbody></table></td></tr></tbody></table><table width="700" border="0" cellspacing="0" cellpadding="0" align="center" style="margin:0 auto"><tbody><tr><td width="570" style="font-family:Geneva,Verdana,Arial,Helvetica,sans-serif;font-size:10px;line-height:1.34em;color:#666666;padding:10px 20px 10px 20px;">
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1389. Major New Ideas that Can Empower College Teaching</p><table width="630" border="0" cellspacing="0" cellpadding="0"><tbody><tr><td width="429" valign="top"><table width="429" border="0" cellspacing="0" cellpadding="0"><tbody><tr><!--Folks section--><td align="justify" style="font-family:Lucida Grande,Lucida Sans,Lucida Sans Unicode,Arial,Helvetica,Verdana,sans-serif;font-size:12px;line-height:1.34em;color:#333333;padding:0px 18px 1px 0px;"><p><b>Folks:</b></p><p></p><p><img src="http://www.stanford.edu/dept/CTL/Tomprof/images/newsletter/images/rickimg.jpg" width="80" height="120" style="border-width: 1px; border-style: solid; margin: 5px 5px 0px 0px; float: left;" alt="Rick Reis">The posting below is a list of major ideas
on college teaching that have been introduced by books on college-level teaching published since 1990. It was compiled by L. Dee Fink, Ph.D., national & international consultant in higher education, former president, POD Network in Higher Education and former
director, Instructional Development Program, University of Oklahoma. Reprinted with permission.<br><br>
Regards,<br><br>
Rick Reis<br><a href="mailto:reis@stanford.edu">reis@stanford.edu</a></p></td></tr></tbody></table></td><td width="1" bgcolor="#dadada"></td><td width="200" valign="top"><table width="200" border="0" cellspacing="0" cellpadding="0"><tbody><tr><td width="200" height="170" align="center"><img src="http://www.stanford.edu/dept/CTL/Tomprof/images/newsletter/images/add29.jpg" width="180" height="150" style="display:block;margin:0" border="1"></td></tr><tr><td height="1" bgcolor="#dadada"></td></tr><tr><td width="200" valign="top" align="center"><!--Right box button section one - subscribe--><table width="200" border="0" cellspacing="0" cellpadding="0"><tbody><tr><td width="200" align="center" valign="top" style="font-family:Lucida Grande,Lucida Sans,Lucida Sans Unicode,Arial,Helvetica,Verdana,sans-serif;font-size:12px;line-height:1.34em;padding:10px 5px 5px 5px;">
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UP NEXT: Guidelines for Inquiry-Based Project Work
<p></p><p style="text-align: center;">Tomorrow's Teaching and Learning<br><br>
---------- 2,700 words ---------- <br><br>
Major New Ideas That Can Empower College Teaching</p><p style="text-align: center;"> </p><p>Below is a list of major ideas on college teaching that have been introduced by books on college-level teaching published since 1990.</p><p>The point of this list is to illustrate that the scholars of teaching and learning are continuing to generate powerful new ideas year after year, thereby creating the possibility of enhancing the capabilities of college teachers everywhere - IF faculty members
can learn about these ideas and incorporate them into their teaching.</p><p>These ideas are shown in this document in two ways:</p><p>First, starting on this page, the ideas are shown in relation to four general <strong>
themes</strong> and several sub-themes.</p><p>Second, on page 3 of this document, the same ideas are shown as annotated bibliographies in
<strong>chronological</strong> order.</p><p>Also, at the end of the themes section, is a list of books and one website that contain collections of ideas on college-level teaching.</p><p align="center"><strong><span style="text-decoration: underline;">Four Themes and Sub-Themes</span></strong></p><p>The four themes shown in this section are:</p><p>I. General Perspectives on Teaching & Learning</p><p>II. Basic Tasks of Teaching</p><p>III. Dealing with Specific Teaching/Learning Situations</p><p>IV. Getting Better at Teaching</p><p>Under each sub-theme are internal links to the brief description of a book with an important idea related to that sub-theme. The links are in
<strong>blue</strong>. Put your cursor on the <strong>blue</strong> link, and press "Ctrl" and the "enter" key on your keyboard (or left-click on mouse) - and you will be taken to the annotated description and citation. Note: Some items are listed more than
once.</p><p><strong>I. </strong><strong><span style="text-decoration: underline;">GENERAL PERSPECTIVES ON TEACHING & LEARNING</span></strong></p><ul class="unIndentedList"><li><strong>Understanding students</strong>: <a href="#Learning_Styles">Learning_Styles</a></li><li><strong>Understanding how learning occurs</strong>: <a href="#How_the_Brain_Works">
How_the_Brain_Works</a>; <a href="#How_Students_Learn_7_Principles">How_Students_Learn_7_Principles</a> ;
<a href="#The_Science_of_Learning">The_Science_of_Learning</a> </li><li><strong>Understanding oneself</strong>: <a href="#Critically_Reflecting_On_Own_Teaching">
Critically_Reflecting_On_Own_Teaching</a>; <a href="#Understanding_Oneself_as_Teacher">
Understanding_Oneself_as_Teacher</a> ; <a href="#Teaching_Portfolio">Teaching_Portfolio</a></li><li><strong>Understanding general perspectives on teaching:</strong> <a href="#Paradigm_Shift_in_Undergrad_Education">
Paradigm_Shift_in_Undergrad_Education</a>; <a href="#Learner_Centered_Teaching">Learner_Centered_Teaching</a> ;
<a href="#What_Best_Teachers_Do">What the Best College Teachers Do</a>; <a href="#Joy_in_Teaching">
Finding_Joy_in_Teaching</a> ; <a href="#Learner_Centered_Teaching_Guide">Learner_Centered_Teaching_Guide</a></li></ul><p><strong>II. </strong><strong><span style="text-decoration: underline;">BASIC TASKS OF TEACHING</span></strong></p><p>A. <strong>Designing learning experiences</strong>: <a href="#Integrated_Course_Design">
Integrated_Course_Design</a> ; <a href="#Examples_of_Integrated_Course_Design">Examples_of_Integrated_Course_Design</a> ;
<a href="#Constructive_Alignment">Constructive_Alignment</a> ; <a href="#Understanding_by_Design">
Understanding_by_Design</a> ; <a href="#Constructing_College_Courses">Constructing_College_Courses</a></p><p>B. <strong>Identifying <em>what</em> students might learn</strong>: <a href="#Taxonomy_of_Significant_Learning">
Taxonomy_of_Significant_Learning</a> ; <a href="#Emotional_Intelligence">Emotional_Intelligence</a>;
<a href="#Students_Engage_Ideas_1996">Students_Engage_Ideas</a> ; <a href="#Deep_Learning">
Deep_Learning</a> ; <a href="#Teaching_Critical_Thinking">Teaching for Critical Thinking</a></p><p>C. <strong>Using active learning</strong>: <a href="#Active_Learning">Active_Learning</a> ;
<a href="#Service_Learning">Service_Learning</a> ; <a href="#Leading_Discussions">
Leading_Discussions</a> ; <a href="#Skillful_Teaching">Skillful_Teaching</a> ; <a href="#Student_Egngagement_Techniques">
Student_Engagement_Techniques</a></p><p>D. <strong>Using small groups: </strong><a href="#Cooperative_Learning">Cooperative_Learning</a> ;
<a href="#Collaborative_Learning_Techniques">Collaborative_Learning_Techniques</a> ;
<a href="#Team_Based_Learning">Team_Based_Learning</a> ; <a href="#Assignments_for_Small_Groups">
Assignments_for_Small_Groups</a> ; <a href="#Varied_Uses_of_Small_Groups">Varied Uses of Small Groups</a></p><p>E. <strong>Assessing student learning:</strong> <a href="#Classroom_Assessment_Techniques">
Classroom_Assessment_Techniques</a> ; <a href="#Grading_Rubrics">Grading_Rubrics</a> ;
<a href="#Educative_Assessment">Educative_Assessment</a> ; <a href="#Formative_Feedback">
Formative_Feedback</a> ; <a href="#Learning_Portfolios">Learning_Portfolios</a></p><p>F. <strong>Motivating and enabling students to learn</strong>: <a href="#Emotional_Intelligence">
Emotional_Intelligence</a> ; <a href="#Theories_of_Learning_and_Motivation">Theories_of_Learning_and_Motivation</a> ;
<a href="#Learning_Portfolios">Learning_Portfolios</a> ; <a href="#Teaching_and_Student_Diversity">
Teaching_and_Student_Diversity</a> ; <a href="#Creating_Self_Regulated_Learners">
Creating_Self_Regulated_Learners</a></p><p>G. <strong>Using powerful teaching strategies</strong>: <a href="#Team_Based_Learning">
Team_Based_Learning</a> ; <a href="#Problem_Based_Learning">Problem_Based_Learning</a> ;
<a href="#Inquiry_Guided_Learning">Inquiry_Guided_Learning</a></p><p><strong>III. </strong><strong><span style="text-decoration: underline;">DEALING WITH SPECIFIC TEACHING/LEARNING SITUATIONS</span></strong></p><ul class="unIndentedList"><li><strong>Beginning college students</strong>: <a href="#Teaching_Beginning_College_Students">
Teaching_Beginning_College_Students</a> </li><li><strong>Large classes</strong>: <a href="#Engaging_Large_Classes">Engaging_Large_Classes</a> ;
<a href="#Large_Classes">Large_Classes</a> </li><li><strong>Teaching creativity</strong>: <a href="#Teaching_Creativity">Teaching_Creativity</a></li><li><strong>Using Instructional Technology:</strong> <a href="#Instructional_Technology">
Teaching with Technology</a> </li></ul><p><strong>IV. </strong><strong><span style="text-decoration: underline;">GETTING BETTER AT TEACHING</span></strong></p><ul class="unIndentedList"><li><strong>Learning about teaching & learning</strong>: <a href="#Learning_Communities">
Learning_Communities</a> </li><li><strong>Evaluating teaching</strong>: <a href="#Evaluating_Your_Own_Teaching">
Evaluating_Your_Own_Teaching</a> ; <a href="#Peer_Review_of_Teaching">Peer_Review_of_Teaching</a></li><li><strong>Reflecting on oneself as a teacher</strong>: <a href="#Critically_Reflecting_On_Own_Teaching">
Critically_Reflecting_On_Own_Teaching</a> ; <a href="#Understanding_Oneself_as_Teacher">
Understanding_Oneself_as_Teacher</a>; <a href="#Teaching_Portfolio">Teaching_Portfolio</a></li></ul><p><strong>COLLECTIONS OF GOOD IDEAS ON TEACHING:</strong></p><ul class="unIndentedList"><li><em>Teaching at Its Best, </em>by Linda B. Nilson. 3<sup>rd</sup> edition. Jossey-Bass, 2010.
</li><li><em>Tools for Teaching</em>, 2<sup>nd</sup> ed. by Barbara Davis. Jossey-Bass, 2009.
</li><li><em>McKeachie's Teaching Tips, </em>by Marilla Svinicki and Wilbert McKeachie. Wadsworth, (latest edition: 13<sup>th</sup>, 2010)
</li><li><em><a href="http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm">http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm</a></em></li></ul><p> </p><p> </p><p><img src="file://localhost/Users/richardreis/Library/Caches/TemporaryItems/msoclip/0/clip_image001.gif" alt="" width="481" height="8"> </p><p align="center"> </p><p> </p><p align="center"><strong><span style="text-decoration: underline;">Chronological List of Books with Major Ideas on College Teaching</span></strong></p><p> </p><p><strong><span style="text-decoration: underline;">1991 - 1995</span></strong></p><p><strong> 1991 - <a name="Active_Learning"></a></strong></p><ul class="unIndentedList"><li>Students learn better if teachers have them <em>do</em> something with what they learn and
<em>reflect</em> on the meaning of what they do </li><li>Source: Bonwell, C. and Eison, J. <span style="text-decoration: underline;">Active Learning</span>. ASHE-ERIC Higher Education Reports, #1.
</li></ul><p> <strong>1991 - <a name="Cooperative_Learning"></a></strong></p><ul class="unIndentedList"><li>Having students work in small groups can create powerful energy for learning.
</li><li>Source: Johnson, D., Johnson, R., and Smith, K. <span style="text-decoration: underline;">
Cooperative Learning</span>. ASHE-ERIC Higher Education Reports, #4. </li></ul><p><strong> 1992 - <a name="Learning_Styles"></a></strong></p><ul class="unIndentedList"><li>Different students learn in different ways. Knowing what those differences are can help us find ways to increase their success.
</li><li>Source: Multiple sources but an especially useful one is: Fleming, N.D. & Mills, C.
<em>Helping Students Understand How They Learn</em> in <span style="text-decoration: underline;">
The Teaching Professor</span>, Vol. 7 No. 4. </li></ul><p> <strong>1993 - <a name="Classroom_Assessment_Techniques"></a></strong></p><ul class="unIndentedList"><li>There are many easy-to-use techniques that can help teachers assess learning, teaching, and student characteristics.
</li><li>Source: Angelo, T. & Cross, P. <span style="text-decoration: underline;">Classroom Assessment Techniques</span>, 2<sup>nd</sup> ed. Jossey-Bass.
</li></ul><p><strong>1995 - <a name="Paradigm_Shift_in_Undergrad_Education"></a></strong></p><ul class="unIndentedList"><li>This classic article described a paradigm shift that is taking place in undergraduate education, where the focus changes from "teaching" to "learning." This article has had a major influence on conversations about higher education, globally as well as in
the US. </li><li>Source: R.B. Barr & J. Tagg, "From Teaching to Learning: A New Paradigm for Undergraduate Education,"
<span style="text-decoration: underline;">Change Magazine</span>, 27/6 (Nov/Dec 1995), pp. 13-25.
</li></ul><p><strong>1995 - <a name="Critically_Reflecting_On_Own_Teaching"></a></strong></p><ul class="unIndentedList"><li>If we systematically collect information about teaching in general and about ourselves, over time we can become more competent as a teacher.
</li><li>Source: Brookfield, S.D. <span style="text-decoration: underline;">Becoming a Critically Reflective Teacher</span>. Jossey-Bass.
</li></ul><p> <strong>1995 - <a name="Evaluating_Your_Own_Teaching"></a></strong></p><ul class="unIndentedList"><li>There are five basic sources of information all of which need to be used if we want to do a thorough job of evaluating our own teaching.
</li><li>Source: Fink. L.D. "Evaluating Your Own Teaching," in P. Seldin, <span style="text-decoration: underline;">
Improving College Teaching</span>. Anker. </li></ul><p> <strong>1995 - <a name="Emotional_Intelligence"></a></strong></p><ul class="unIndentedList"><li>There is a second kind of intelligence that teachers need to have and that they could help their students learn.
</li><li>Source: Goleman, D. <span style="text-decoration: underline;">Emotional Intelligence</span>. Bantam Books.
</li></ul><p><strong><span style="text-decoration: underline;">1996 - 2000</span></strong></p><p> <strong>1996 - <a name="Students_Engage_Ideas_1996"></a></strong></p><ul class="unIndentedList"><li>Knowing how to integrate good writing assignments, critical thinking exercises, and active learning will enable students to engage ideas more fully.
</li><li>Source: Bean, J.C. <span style="text-decoration: underline;">Engaging Ideas</span>. Jossey-Bass.
</li></ul><p> <strong>1997 - <a name="Teaching_Portfolio"></a></strong></p><ul class="unIndentedList"><li>Assembling a portfolio about oneself as a teacher can help us understand ourselves better and can communicate our teaching to others.
</li><li>Source: Seldin, P. <span style="text-decoration: underline;">The Teaching Portfolio</span>, 2<sup>nd</sup> ed. Anker.
<ul><li>Canadian professors have produced a number of excellent publications about the same idea, which they call the "teaching dossier."
</li></ul></li></ul><p> <a name="Deep_Learning"></a></p><ul class="unIndentedList"><li>Students become effective learners only when they understand and engage in deep learning.
</li><li>Source: Marton, F., Hounsell, D., and Entwistle, N. <span style="text-decoration: underline;">
The Experience of Learning</span>. 2<sup>nd</sup> ed. Scottish, Academic Press. </li></ul><p> <a name="Grading_Rubrics"></a></p><ul class="unIndentedList"><li>When assessing student work, teachers need to have clear criteria and standards, i.e., a clear and effective grading rubric.
</li><li>Source: Walvoord, B. and Anderson, V. <span style="text-decoration: underline;">
Effective Grading</span>. Jossey-Bass. </li></ul><p> <strong>1998 - <a name="Understanding_Oneself_as_Teacher"></a>AS A PERSON/TEACHER</strong></p><ul class="unIndentedList"><li>By doing some "inner work", teachers can understand what calls them to teach, what fears they have, and eventually how to engage students more fully.
</li><li>Source: Palmer, P. <span style="text-decoration: underline;">The Courage to Teach</span>. Jossey-Bass.
</li></ul><p> <a name="Educative_Assessment"></a><strong></strong></p><ul class="unIndentedList"><li>Assessment of student learning should do more than measure "whether they got it"; it should also enhance the learning itself, i.e., be educative.
</li><li>Source: Wiggins, G. <span style="text-decoration: underline;">Educative Assessment: Designing Assessments to Inform and Improve Student Performance</span><em>.</em> Jossey-Bass.
</li></ul><p> </p><p><a name="Service_Learning"></a></p><ul class="unIndentedList"><li>Having students engage in community-based service projects which are then related to classroom learning drives multiple kinds of powerful learning.
</li><li>Source: Zlotkowski, E. <span style="text-decoration: underline;">Successful Service Learning Programs</span>. Anker.
</li></ul><p> <a name="Assignments_for_Small_Groups"></a></p><ul class="unIndentedList"><li>Small group projects will work much better when they are carefully structured with specific kinds of learning in mind.
</li><li>Source: Millis, B. and Cottell, P. <span style="text-decoration: underline;">
Cooperative Learning for Higher Education Faculty</span>. Oryx. </li></ul><p><a name="Peer_Review_of_Teaching"></a><strong></strong></p><ul class="unIndentedList"><li>There are some principles that need to be observed when having our teaching reviewed by peers.
</li><li>Source: Chism, N.V.N. <span style="text-decoration: underline;">Peer Review of Teaching</span>. Anker.
</li></ul><p> <a name="Learning_Communities"></a></p><ul class="unIndentedList"><li>Learning communities, whether of students or of faculty, can lead to powerful forms of dialogue and growth.
</li><li>Source: Shapiro, N. & Levine, J. <span style="text-decoration: underline;">Creating Learning Communities</span>. Jossey-Bass.
</li></ul><p><strong><span style="text-decoration: underline;">2001 - 2004</span></strong></p><p><strong> 2001 - <a name="Problem_Based_Learning"></a></strong></p><ul class="unIndentedList"><li>This is a distinctive teaching strategy that teaches students how to solve complex problems, in groups, and how to learn on their own.
</li><li>Source: Duch, B., Groh, S. & Allen, D. <span style="text-decoration: underline;">
The Power of Problem-Based Learning</span>. Stylus. </li></ul><p> <strong>2002 - <a name="How_the_Brain_Works"></a></strong></p><ul class="unIndentedList"><li>An understanding of how learning occurs in the brain can inform can and should inform our actions as teachers.
</li><li>Source: Zull, J. <span style="text-decoration: underline;">The Art of Changing the Brain</span>. Stylus.
</li></ul><p> <strong>2002 - <a name="Learner_Centered_Teaching"></a></strong></p><ul class="unIndentedList"><li>By sharing our power and decision-making with students, we can involve them more fully in taking responsibility for their own learning.
</li><li>Source: Weimer, M. <span style="text-decoration: underline;">Learner-Centered Teaching</span>. Jossey-Bass.
</li></ul><p> <a name="Engaging_Large_Classes"></a></p><ul class="unIndentedList"><li>This contains a valuable collection of techniques and strategies for dealing with large classes.
</li><li>Source: C.M. Stanley & M.E. Porter, <span style="text-decoration: underline;">
Engaging Large Classes</span>. Jossey-Bass. </li></ul><p><strong>2003 - <a name="Taxonomy_of_Significant_Learning"></a></strong></p><ul class="unIndentedList"><li>This taxonomy, a possible successor to the Bloom taxonomy, identifies six kinds of significant learning can be used to formulate learning goals.
</li><li>Source: "A Taxonomy of Significant Learning," Chapter 2 in L.D. Fink, <span style="text-decoration: underline;">
Creating Significant Learning Experiences</span>. Jossey-Bass. </li></ul><p> <strong>2003 - <a name="Integrated_Course_Design"></a></strong></p><ul class="unIndentedList"><li>Identifies the key decisions that must be made <em>before</em> a course begins, and that need to be aligned to maximize significant student learning..
</li><li>Source: Fink, L.D. <span style="text-decoration: underline;">Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses</span>. Jossey-Bass.
<ul><li>Note: A very similar set of ideas about designing learning experiences has been developed by John Biggs, a Tasmanian professor. He uses the language of "constructive alignment", essentially the same as what Fink refers to as "integrated course design."
(See citation in 2007 below.) </li></ul></li></ul><p> <strong>2004 - <a name="Theories_of_Learning_and_Motivation"></a></strong></p><ul class="unIndentedList"><li>Familiarizing ourselves with different theories of learning and motivation can enable us to shape more effective teaching.
</li><li>Source: Svinicki, M.D. <span style="text-decoration: underline;">Learning and Motivation in the Postsecondary Classroom</span>. Anker.
</li></ul><p> <strong>2004 - <a name="Collaborative_Learning_Techniques"></a></strong></p><ul class="unIndentedList"><li>This is a collection of numerous specific ways to get students to dialogue and work together, thereby improving their understanding of the material.<strong></strong></li><li>Source: Barkley, Elizabeth, et al. <span style="text-decoration: underline;">
Collaborative Learning Techniques: A Handbook for College Faculty</span>. Jossey-Bass.<strong></strong></li></ul><p><strong> 2004 - <a name="Team_Based_Learning"></a></strong></p><ul class="unIndentedList"><li>An unusually versatile teaching strategy that enables teachers to take small-group learning to a greater level of effectiveness.
</li><li>Source: Michaelsen, L., Knight, A., & Fink, L.D. <span style="text-decoration: underline;">
Team-Based Learning: A Transformative Use of Small Groups</span>. Stylus. </li></ul><p> <strong>2004 - <a name="Learning_Portfolios"></a></strong></p><ul class="unIndentedList"><li>A special procedure in which students reflect on and assess their own learning.
</li><li>Zubizarretta, J. <span style="text-decoration: underline;">Learning Portfolios: Reflective Practices for Improving Student Learning</span>. Anker. (2<sup>nd</sup> edition published: Jossey-Bass, 2009)
</li></ul><p><strong>2004 - <a name="Inquiry_Guided_Learning"></a></strong></p><ul class="unIndentedList"><li>Ideas and procedures for using student inquiry as a basis a variety of types of learning outcomes.
</li><li>Lee, Virginia, ed. <span style="text-decoration: underline;">Teaching & Learning Through Inquiry</span>. Stylus.
</li></ul><p> <strong>2004 - <a name="Formative_Feedback"></a></strong></p><ul class="unIndentedList"><li>Identifies 7 principles for giving formative feedback in a way that will enable students and teachers to improve learning. Includes examples.
</li><li>Source: Juwah, C.; et al. <span style="text-decoration: underline;">Enhancing student learning through effective formative feedback</span>. The Higher Education Academy, York, England.
</li></ul><p><strong>2004 - <a name="What_Best_Teachers_Do"></a></strong></p><ul class="unIndentedList"><li>Based on a study analyzing the practices of some of the best teachers in the country.
</li><li>Source: Bain, K. <span style="text-decoration: underline;">What the Best College Teachers Do</span>. Harvard University Press.
</li></ul><p><strong><span style="text-decoration: underline;">2005 - 2006</span> </strong></p><p><strong> 2005 - <a name="Teaching_and_Student_Diversity"></a></strong></p><ul class="unIndentedList"><li>Provides a wide range of ideas and resources for dealing with the challenge of diversity - at the level of the individual classroom, the department, and the institution.
</li><li>Source: Ouellett, Mathew, ed. <span style="text-decoration: underline;">Teaching Inclusively: Resources for Course, Department and Institutional Change in Higher Education</span>. New Forums Press, Stillwater, OK.
</li></ul><p> <strong>2005 - <a name="Leading_Discussions"></a></strong></p><ul class="unIndentedList"><li>A new edition on this topic. This one includes thoughts on how to lead discussions in online courses.
</li><li>Source: Brookfield, S. and Preskill, S. <span style="text-decoration: underline;">
Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms</span>, 2<sup>nd</sup> ed. Jossey-Bass.
</li></ul><p> <strong>2005 - <a name="Joy_in_Teaching"></a></strong></p><ul class="unIndentedList"><li>Examines the pros and cons of different ways of teaching, and helps new teachers think their way through these choices by adapting to their own personalities, goals, and values.
</li><li>Source: Filene, P. <span style="text-decoration: underline;">The Joy of Teaching: A Practical Guide for New College Teachers</span>. University of North Carolina Press.
</li></ul><p><a name="Understanding_by_Design"></a></p><ul class="unIndentedList"><li>Provides a way of designing courses to promote a wider range of ways of "understanding". Like Fink's model of Integrated Course Design, it starts with identifying important kinds of learning and then identifies appropriate kinds of learning activities and
assessment activities. </li><li>Source: G. Wiggins, <span style="text-decoration: underline;">Understanding by Design</span>. Prentice Hall, 2<sup>nd</sup> ed.
</li></ul><p><strong>2006 - <a name="Constructing_College_Courses"></a></strong></p><ul class="unIndentedList"><li>Pulls together a wide and rich assortment of ideas that can greatly enrich the process of creating courses that promote high quality learning.
</li><li>Source: Richlin, Laurie. <span style="text-decoration: underline;">Blueprint for Learning: Constructing College Courses to Facilitate, Assess and Document Learning</span>. Stylus.
</li></ul><p> <strong> 2006 - <a name="Skillful_Teaching"></a></strong></p><ul class="unIndentedList"><li>A new edition of this classic by a leading writer on teaching. This edition includes the author's thoughts on dealing with diversity and online teaching.
</li><li>Source: Brookfield, S. <span style="text-decoration: underline;">The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom</span>, 2<sup>nd</sup> ed. Jossey-Bass.
</li></ul><p> <strong>2006 - <a name="Teaching_Beginning_College_Students"></a></strong></p><ul class="unIndentedList"><li>Offers information about the characteristics of beginning college students and strategies for teaching them effectively.
</li><li>Source: Erickson, B. et al. <span style="text-decoration: underline;">Teaching First-Year College Students</span>. Jossey-Bass.
</li></ul><p> </p><p><strong><span style="text-decoration: underline;">2007 - Present</span></strong></p><p><strong> <a name="Constructive_Alignment"></a></strong></p><ul class="unIndentedList"><li>Another form of design courses that indicates teachers should make sure the desired learning outcomes, learning activities, and assessment activities should be aligned. Also offers the SOLO taxonomy that identifies levels of understanding of particular
kinds of learning. This book has been especially influential in the British Commonwealth countries.
</li><li>Source: J. Biggs & C. Tang, <span style="text-decoration: underline;">Teaching for Quality Learning</span>. Open University Press, 3<sup>rd</sup> ed.
</li></ul><p><strong>2007 - <a name="Large_Classes"></a></strong></p><ul class="unIndentedList"><li>Another book on the challenges of teaching large classes, an increasingly familiar situation in colleges and universities.
</li><li>Source: Heppner, F. <span style="text-decoration: underline;">Teaching the Large College Class</span>. Jossey-Bass.
</li></ul><p><strong> 2008 - <a name="Teaching_Creativity"></a></strong></p><ul class="unIndentedList"><li>This book argues that everyone needs learn how to be more innovative and creative, and offers ideas on how to incorporate that into our teaching.
</li><li>Source: McWilliam E. <span style="text-decoration: underline;">The Creative Workshop: How to Launch Young People into High-Flying Futures</span>. University of New South Wales Press (Australia).
</li></ul><p><strong> 2009 - <a name="Learner_Centered_Teaching_Guide"></a>"</strong></p><ul class="unIndentedList"><li>This book builds on Weimer's initial ideas (see 2002 above) by identifying numerous specific actions that can transform one's teaching into being more learner-centered.
</li><li>Source: Blumberg, P. <span style="text-decoration: underline;">Developing Learner-Centered Teaching: A Practical Guide for Faculty</span>. Jossey-Bass.
</li></ul><p><strong> </strong></p><p><strong>2009 - <a name="Examples_of_Integrated_Course_Design"></a></strong></p><ul class="unIndentedList"><li>This is a collection of 10 essays by professors who have used Fink's taxonomy of significant learning and model of integrated course design, to design their courses. In their essays, they describe how they applied these ideas to specific courses and what
happened when they did - to student engagement and student learning. </li><li>Source: "Designing Courses for Significant Learning: Voices of Experience" in Jossey-Bass' quarterly series
<span style="text-decoration: underline;">New Directions for Teaching and Learning</span>, Issue #119 (Fall 2009), co-edited by L. Dee Fink & Arletta K. Fink.
</li></ul><p> </p><p><strong>2010 - <a name="Student_Egngagement_Techniques"></a></strong></p><ul class="unIndentedList"><li>This book, modeled after the structure of "Classroom Assessment Techniques," offers a well-organized set of activities that will improve your ability to get students more engaged in their learning.
</li><li>Source: Barkley, Elizabeth. <span style="text-decoration: underline;">Student Engagement Techniques: A Handbook for College Faculty</span>. Jossey-Bass.
</li></ul><p> </p><p><strong>2010 - <a name="How_Students_Learn_7_Principles"></a></strong></p><ul class="unIndentedList"><li>This book lays out 7 research-based principles about how learning works, that have clear implications for what we should do as teachers.
</li><li>Source: Susan Ambrose, et al. <span style="text-decoration: underline;">How Learning Works: 7 Research-Based Principles for Smart Teaching</span>. Jossey-Bass.
</li></ul><p> </p><p><strong>2010 - <a name="Varied_Uses_of_Small_Groups"></a></strong></p><ul class="unIndentedList"><li>This is a major addition to the general literature on small groups. The chapter authors describe how they have used small groups effectively in settings as diverse as developmental math in a community college and graduate courses in history.<strong></strong></li><li>Source: Millis, Barbara (Ed.). <span style="text-decoration: underline;">Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy</span>. Stylus.<strong></strong></li></ul><p><strong>2012 - <a name="Teaching_Critical_Thinking"></a></strong></p><ul class="unIndentedList"><li>This is a topic that all college-level teachers embrace, and Stephen Brookfield does his usual great job of taking a complex subject and making it understandable and actionable.
</li><li>Source: Brookfield, Stephen. <span style="text-decoration: underline;">Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions</span>. Jossey-Bass.
</li></ul><p><strong>2012 - USING <a name="Instructional_Technology"></a>EFFECTIVELY</strong></p><ul class="unIndentedList"><li>We have all been aware that technology is and needs to be a more important part of our teaching. This book, without overstating the case, makes an argument for and provides guidelines on how to do this.
</li><li>Source: Bowen, Jos�. <span style="text-decoration: underline;">"Teaching Naked": How Moving Technology Out of Your College Classroom Will Improve Student Learning</span>. Jossey-Bass.
</li></ul><p><strong>2013 - <a name="Creating_Self_Regulated_Learners"></a></strong></p><ul class="unIndentedList"><li>College teachers need to help students better understand and take responsibility for their own learning. This book provides major guidance on how to do that.
</li><li>Source: Nilson, Linda B. <span style="text-decoration: underline;">Creating Self-Regulated Learners</span>. Stylus.
</li></ul><p><strong>2013 - <a name="The_Science_of_Learning"></a>BY UNDERSTANDING THE BRAIN</strong></p><ul class="unIndentedList"><li>This book, written for learners rather than teachers, explores our current understanding of how the brain works, as a basis for laying out guidelines for how students can maximize the quantity and quality of their own learning.
</li><li>Source: Doyle, Terry and Zakrajsek, Todd. <span style="text-decoration: underline;">
The New Science of Learning</span>. Stylus. </li></ul><p><strong><br></strong></p><p>-Updated: October, 2013</p><p>-By:</p><p> L. Dee Fink, Ph.D.</p><ul class="unIndentedList"><li>National & international consultant in higher education </li><li>Former president, POD Network in Higher Educ. </li><li>Former director, Instructional Development Program, University of Oklahoma </li></ul><p> </p><p> </p><p> </p><p> </p></div></td></tr></tbody></table></td><td width="1" bgcolor="#dadada"></td></tr><tr><td colspan="3"><img src="http://www.stanford.edu/dept/CTL/Tomprof/images/newsletter/images/bottom.png" width="700" height="8" style="display:block;margin:0" border="0" alt=""></td></tr></tbody></table></td></tr></tbody></table><table width="700" border="0" cellspacing="0" cellpadding="0" align="center" style="margin:0 auto"><tbody><tr><td width="570" style="font-family:Geneva,Verdana,Arial,Helvetica,sans-serif;font-size:10px;line-height:1.34em;color:#666666;padding:10px 20px 10px 20px;">
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