Research on Learning | Faculty Teaching Excellence Program

Memo to Faculty Series

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Improving Lectures by Understanding Students' Information Processing - by W.J. McKeachie

The Architectural Studio as an Exemplar of Education for Reflection in Action No Author

Questioning - by Thomas P. Kasulis

Conflicts Over the Curriculum - by Gerald Graff

It Ain't Necessarily So: Uncovering Some Assumptions - by Maria D. Svinicki

Overcoming the Law School Image - by Edward J. Grac

So You Want To Be An Actor: Stages of Learning in the University Setting -by Joel Fink

Student Engagement and Teacher Power in Large Classes - by G. Stephen Monk

Women and Men in the Classroom: Inequality and its Remedies - by Catherine G. Krupnick

Professors, Students, and the Syllabus - by Sharon Rubin

In Search of Zippers - by K. Patricia Cross

Writing: An Act of Cognition - by Toby Fulwiler

How Students Learn - by Ellen J. Langer

The Synergy of Teaching and Research - by Kathryn Mohrman

The Dreaded Discussion: Ten Ways to Start - by Peter Frederick

Confidence in the Classroom - by James Eison

The Scientist as a Storyteller - by R. Igor Gamow

Toward a Pedagogy of Substance - by Lee Shulman

Discussion Method Teaching - byilliam M. Welty

Clarity and Organization - by Patricia Limerick

Annual Re-Issue: Professors, Students, and the Syllabus - by Sharon Rubin

Teaching Strategies for the Culturally Diverse - by Jonathan Collett

Is There a Scientific Basis for Effective Teaching? - by John A. Centra

The Teaching Initiative - by Russell Edgerton

Teaching by the Case Method: One Teacher's Beginnings - by Nona Lyons

Characteristics of Highly Respected Courses - by Richard J. Light

Inquiry and Exploration in Introductory Science - by John L. Southin

Explorations with Students and Faculty about Teaching, Learning, and Student Life - by Richard J. Light

Implications of Cognitive Psychology for College Teaching - by Wilbert J. McKeachie

Instructional Implications of Research and Problem Solving - Jill H. Larkin, Joan I. Heller, & James G. Greeno

Getting Feedback on Your Paper: The One-Minute Paper No author

Quick Starters: New Faculty Who Succeeded - by Robert Boice

The Courage to Teach - by Parker J. Palmer

What Goes On in the Mind of the Learner by - Donald A. Norman

Competence is What You Do When You Make a Mistake by - Ronald A. Smith

Planning the First Class Period - by Kenneth J. Zahorski

Different Worlds in the Same Classroom - by William A. Perry

The Art of Leading a Discussion - by Adena Rosmarin

The Magical Number Seven Plus or Minus Two - by George A. Miller

The Role of Applied Ethics in Learning - by George A. Miller, Daniel Callahan, & Sissela Bok

Machine Dreams: Six Myths and Five Promising Truths - by Terry Woronov

Messing About in Science - by David Hawkins

Can Ethics Be Taught? - by Derek Bok

The Search for Shared Ethics - by Sissela Bok

Re-tooling Research, Re-engineering Education - by Chang-lien Tsien

On the Internet: Making Mosaic Internet Webs Work at the Course Level - by Robert Cavalier

Who is Studying in Groups and Why? - by Althier M. Lazar

Integrating Research and Undergraduate Teaching - by Anne Bezuidenhout

Science in a Post-Modern World - by Kenneth A. Bruffee

Seven Principles for Good Practice in Undergraduate Education - by Arthur W. Chickering & Zelda F. Gamson

Studying Students Studying Calculus: Loves of Minority Mathematics Students in College - by Uri Treisman

Practical Implications of Cognitive Theories - by Marilla D. Svinicki

Issues of Gender in Teaching and Learning - by Blythe M. Clichy

The Scholarship of Engagement - by Ernest L. Boyer

The Naturalistic Approach to Learning Styles - by Tony Grasha

The Kolb-Model Modified for Classroom Activities - by Maria D. Svinicki & Nancy M. Dixon

Implementing the Seven Priciples - by Arthur W. Chickering & Stephen C. Ehrmann

Asking the Right Questions: What Does Research Tell Us About Technology and Higher Learning? - by Stephen C. Ehrmann

The Heart of a Teacher: Identity and Integrity in Teaching - by Parker J. Palmer

Problem Based Learning: Preparing Students to Succeed in the 21st Century - by Deborah Allen & Harold B. White

Organizing for Learning - by Peter E. Ewell

Collaborative Learning: Reframing the Classroom - by Jean Macgregor

Taking Learning Seriously - by Lee Shulman

Race and the Schooling of Black Americans - by Claude M. Steele

Learning from Text - by Eileen Kintsch & Walter Kintsch

Exploring Student Expectations - by Janet Donald

Classroom Assessment: Guidelines for Success - by Thomas A. Angelo

Academic Service Learning: Myths, Challenges, and Recommendations - by Jeffrey Howard

Honors Constitution - by Eugene Rice

Rethinking What it Means to Be a Scholar - by Eugene Rice

The Art of Collaborative Learning: Making the Most of Knowledgeable Peers - by Kenneth A. Bruffee

Forward to Aristotle: Teaching as the Highest Form of Learning - by Russell Edgerton

Situated Cognition and the Culture of Learning - by John Seeley Brown, Allan Collins, & Paul Duguid

Classrooms as Learning Environments for Teachers and Researchers - by Paul Cobb, Terry Wood, & Erna Yackel

Student Classroom and Course-Related Behavior - by Paul Cobb

Where is the Mind: a Coordination of Sociocultural and Cognitive Costructionist Perspectives - by Paul Cobb

The Importance of a Situated View of Learning to the Design of Research and Instruction - by Paul Cobb

The Syllabus as Promise: Can a Shift in the Syllabus Produce a Better Learning Environment? - by Ken Bain

Reflecting on Teaching: The Faculty Teaching Excellence Program at the University of Colorado Boulder - by Mary Ann Shea, Director, Faculty Teaching Excellence Program and President's Teaching Scholars Program.

Habits of Mind: Lessons for the Long Term - by Dan Berrett

Your First Day of Teaching - by Michael E. Zimmerman

Engaged Learning Through Student-Led and Student-Graded Discussions - by Elspeth Dusinberre

The Three Column Revisited with Special Attention to the Conduct of Seminars- by Mortimer J Adler

Chemical Engineering Screencasts - by John Falconer

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"Knowing what Students Know: The Science and Design of Educational Assessment" - National Research Council. Link to PDF of the book on the National Academies Press website.

"Long Term Impacts of Faculty Development Programs: The Experience of Teli and Piedmont" - Peggy Barlett and Ann Rappaport: College Teaching Journal vol. 57/no. 2. The free electronic online edition of this article is available on the Taylor & Francis website.

"Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment" - Maureen J. Lage, Glenn J. Pratt and Michael Treglia: The Journal of Economic Education, 31:1. The free electronic online edition of this article is available on the Taylor & Francis website.

"How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task orientation" - Jeremy F. Strayer. Link to article pdf on SpringerLink website.

Inverted Classroom - Robert Talbert, Colleagues: Vol. 9: Iss. 1, Article 7. Posted with permission from Colleagues.

Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation -Akira Miyake, Science, vol. 330, no. 11 (November 2010). Posted with permission from Science.

Understanding Great Teaching -Ken Bain and James Zimmerman. Link to article on Association of American Colleges and Universities website.

Disrupting Ourselves: The Problem of Learning in Higher Education - Randy Bass, EDUCAUSE Review, vol. 47, no. 2 (March/April 2012). Reprinted with permission from author.

Creating the Natural Critical Learning Environment: The Syllabus Link to the Research Academy for University Learning website, Montclair State University.

Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition - Carol S. Dweck. Link to PDF on Carol S. Dweck's faculty page on Stanford University Department of Psychology website.

Why do Beliefs about Intelligence Influence Learning Success? - Carol S. Dweck. Link to PDF on Carol S. Dweck's faculty page on Stanford University Department of Psychology website.

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 - John Seely Brown and Richard P. Adler, "Minds on Fire: Open Education, the Long Tail, and Learning 2.0," EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16-32. Reprinted by permission.

High-Impact Educational Practices: Who Has Access to Them and Why They Matter for All Students - by George D. Kuh. Link to summary and chart at the Association of American Colleges and Universities web page.

Problem-Based Learning in Literary Studies - by Bill Hutchings and Karen O'rourke. Link to abstract at the SAGE Journals web page. The final, definitive version of this paper has been published in Arts and Humanities in Higher Education, Vol. 1, No. 1, June 2002 by SAGE Publications Ltd. All rights reserved. ©

Developing the Scholarship of Teaching in Higher Education: A discipline based approach - by Mick Healey. Link to abstract at the Higher Education Research and Development web page.

A Useable, Trans-Disciplinary Conception of Scholarship - by Lee W. Andresen. Link to abstract at the Higher Education Research and Development web page.

The Scholarship of Teaching and Learning - No One Way - by Carolin Kreber. Posted with permission from the author.

Tomorrow's Professor - a teaching blog edited by Rick Reis of Stanford University.

A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance - by Claude Steele. Posted with permission from the American Psychological Association.

Teaching With Social Networks: Establishing a Social Contract - by Diane Sieber. Posted with permission from EDUCAUSE.

What's the Problem With Quiet Students? Anyone? Anyone? - by Mary M. Reda. Link to the Chronicle of Higher Education web page.

Transforming Science Education at Large Research Universities: A Case Study in Progress - by Carl Wieman, Katherine Perkins and Sarah Gilbert.

Infusing Diversity Into the Curriculum: What are Faculty Members Actually Doing? - by Susan Sciame-Giesecke, Dianne Roden, and Kathy Parkinson. Originally Published in the Journal of Diversity in Higher Education, 2009.

Problem Solving: What I have Learned from my Students - by James Sandefur, Georgetown University. Originally published in the AMS/MAA Issues in Mathematics Series, Volume 14.

Classroom Assessment Techniques - Reprinted with pemission from the National Teaching and Learning Forum.

The Assessment of 'Understanding' - by Lloyd Bond. Reprinted under Creative Commons, attributed to Lloyd Bond and the Carnegie Foundation for the Advancement of Teaching.

Bloom's Revised Taxonomy - by Emily Cruz, San Diego State University Educational Technology.

Who Is Responsible for Preparing Science Teachers? - by Valerie Otero, Noah Finkelstein, Richard McCray, and Steven Pollok. Science Magazine, Volume 313, July 28 2006.

Contemplative Practice: Views from the Religion Classroom and Artist's Studio - by Deborah Haynes. Arts in Religious and Theological Studies, Volume 20, Issue 2.

Evaluating University Teaching - by Milton Hildebrand, Robert C. Wilson, Evelyn R. Dienst. Center for Research and Development in Higher Education, University of California, Berkeley, 1971.

Conditions Under Which Assessment Supports Students' Learning - by Graham Gibbs and Claire Simpson. Learning and Teaching in Higher Education, 2004-05.

Your First Day of Teaching - by Michael E. Zimmerman. Unpublished Manuscript.

How to Succeed in College: Learn How to Learn - by Robert A. Bjork. American Psychological Society, March 2001.

Innovations in Teaching Undergraduate Biology and Why We Need Them - by William B. Wood. Reposted, with permission, from the Annual Review of Cell and Developmental Biology, Volume 25, Copyright 2009 by Annual Reviews. www.annualreviews.org

From Knowledgeable to Knowledge-able: Learning in New Media Environments - by Michael Wesch

Characterizing the Gender Gap in Introductory Physics - by Lauren E. Kost, Steven J. Pollock, and Noah D. Finkelstein

At M.I.T, Large Lectures Are Going the Way of the Blackboard - by Sara Rimer. The New York Times. January 12, 2009.

Why Peer Discussion Improves Student Performance on In-Class Concept Questions - by M. K. Smith, W. B. Wood, W. K. Adams, C. Wieman, J. K. Knight, N. Guild, T. T. Su. Science 2. January 2009. Vol 323. No. 5910, pp. 122-124

A Way to Enhance Teaching - by Cynthia J. Finelli. ASEE Prism.

The Role of Assessment in a Learning Culture - by Lorrie A. Shepard. Educational Researcher, Vol. 29. No. 7. pp. 4-14.

Toward the Integration of Meditation into Higher Education: A Review of Research - by Shuana L. Shapiro, Kirk Warren Brown, and John A. Astin

Discipline-Based Education Research - by Robert Kel. Academic Leader. July 2008. Vol 24. No. 7. (Posted with permission from Magna Publications)

How to Succeed in College: Learn How to Learn - by Robert Bjork. Observer American Psychological Society. March 2001. Vol 14, No. 3

Lessons Learned: Faculty Developer and Engineer Working as Faculty Development Colleagues - by Lynn McAlpine and Ralph Harris. International Journal for Academic Development. May 99, Vol 4 Issue 1.

Building a Metacognitive Model of Reflection - by L. McAlpine, C. Weston, J. Beauchamp, C. Wiseman & C. Beauchamp. Higher Education. 37: 105-131, 1999.

Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines - by Jan Meyer and Ray
Land from the ETL project.

Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings - by Ann L. Brown

Faculty Explore Tech Connections with Students - by Kim Glasscock. Silver & Gold.

Making Explicit the Development Toward the Scholarship of Teaching - by Cynthia B. Weston and Lynn McAlpine. New Directions for Teaching and Learning. No. 86 Summer 2001. (Copyright 2001 Jossey-Bass. Reprinted with permission of John Wiley & Sons Inc.)(Posted: 6/23/2008 Remove: 6/20/2011)

Concepts of Cognitive Conceptions of Learning – by Thomas J. Shuell. Review of Educational Research. Winter 1986. Vol. 56, No. 4.

The Theory Underlying Concept Maps and How to Construct and Use Them - by Joseph D. Novak & Alberto J. Canas. Florida Institute for Human and Machine Cognition.

A New Paradigm for Undergraduate Education - by Robert B. Barr and John Tagg

Monitoring Student Cues: Tracking Student Behaviour in Order to Inprove Instruction in Higher Education - by L. McAlpine, C. Weston, C. Beauchamp, C. Wiseman,
& J. Beauchamp.

(The Canadian Journal of Higher Education, Vol 29, Num 2-3. 1 June 1999. Canadian Society for the Study of Higher Education)

Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings - by Ann L. Brown.

Theory and Researched-based Principles of Learning - Eberly Center for Teaching Excellence, Carnegie Mellon.

Contemplative Practice and the Education of the Whole Person - by Debrah J. Haynes.

Use of Question and Comment Papers in College Teaching - by Ozlem Ilk. (Assessment Update. Nov.-Dec. 2007. This material is used by permission of John Wiley & Sons, Inc. Posted: 3/18/08 Remove: 3/18/11)

Student Culture vs Group Work in Computer Science Technical Symposium on Computer Science Education. - by William Waite, Michele Jackson, Amer Diwan, and Paul Leonardi (Copyright 2004, Association for Computing Machinery. This article may be downloaded for personal use only. Any other use requires prior permission of the authors and the Association for Computing Machinery.)

The Conversational Classroom - by William Waite, Michele Jackson, and Amer Diwan

Designing Networked Learning Environments to Support Inter-cultural Communication and Collaboration in Science Learning - by Marcelo Milrad, Marianne Björn, and Michele Jackson

Oersted Medal Lecture 2001: 'Physics Education Research - The Key to Student Learning' - by Lillian McDermott (Copyright 2001, American Association of Physics Teachers. This article may be downloaded for personal use only. Any other use requires prior permission of the author and the American Association of Physics Teachers.)

Radical Equations: Math Literacy and Civil Rights - by Robert P. Moses and Charles E. Cobb Jr.

David A. Kolb on Experiential Learning - by Mark K. Smith

A New Twist on Training Teachers - by Jeffrey Mervis

Professional Development: Who is Responsible for Preparing Science Teachers? - by Valerie Otero, Noah Finkelstein, Richard McCray, and Steven Pollock

Colorado Also Seeks Impact on Campus - by Jeffrey Mervis

New Learning Environments for the 21st Century - by John Seely Brown

Articles, Resources, and Webpages on "Outcomes and Assessment" - From the Teagle Foundation

Teagle Working Groups on 'Big Questions - Teagle Foundation

Cognition and Brain Development in Students of Traditional College-Going Age - Annotated Bibliography - prepared by Jill Jeffrey

Components of Positive Student-Faculty Relationships - by Arthur W. Chickering and Linda Reisser

Planetfinder: An Online Interactive Module for Learning How Astronomers Detect Extrasolar Planets - by Richard McCray

Learning Styles - by Don Clark

Why Not Try a Scientific Approach to Science Education? - by Carl Wieman

Exploring the Edge - by John Seely Brown

An Education for the Future - by Howard Gardner

Commentary - by Professor C. Wieman

Applying the Science of Learning to the University and Beyond - by Diane F. Halpern and Milton D. Hakel

Classroom Incivilities - by Bob Boice
Commentary by Professor Martha Hanna

Developing a Shared Meaning of Scholarship to Enable the Revision of Promotion Policy - byC heryl Albers

Engaging Students with Active Thinking - by Carl E. Wieman
Commentary by Associate Professor Kathy Perkins

Excellence: An Immodest Proposal - by Lee S. Shulman

Issues of Gender in Teaching and Learning - by Blythe McVicker Clinchy

Problem Students (There's Almost Always at Least One!) - by Wilbert J. McKeachie

Teaching More by Lecturing Less - by Jennifer K. Knight and William B. Wood

The Roots of Literacy - by David Hawkins

The Surprising Impact of Seat Location on Student Performance - byKatherine K. Perkins and Carl E. Wieman

The Use of Advanced Organizers in Learning and Retention of Meaningful Verbal Material - by David P. Ausubel

Theory: The Elephant in the Scholarship of Teaching and Learning Room - by Pat Hutchings

Towards an Applied Theory of Experiential Learning - by David A. Kolb and Ronald Fry

What's it Really All About? The Scholarship of Teaching and Learning as an Authentic Practice - by Carolin Kreber

What It Means to Teach - by David Hawkins

What Next? Thought and Action in Intellectual Work -by Nicholas Bromell

A Berkeley Compendeium of Suggestions for Teaching with Excellence - by Barbara Gross Davis, Lynn Wood and Robert Wilson

Why Knowing About Disciplinary Differences Can Mean More Effective Teaching - by Michele Marincovich & Jack Prostko

Reflections on the Scholarship of Teaching and Learning -- by Pat Hutchings

The Power of Student Stories: Connections that Enhance Learning - by Peter Frederick, Heritage College