Memo to Faculty Series
For a complete index of all of the articles published on this website, click here.
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Improving Lectures by Understanding Students' Information Processing - by W.J. McKeachie
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
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
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
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
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
"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.
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.
Pedagogies of Uncertainty - by Lee S. Shulman. Reprinted with permission from Liberal Education, vol. 91, no. 2. Copyright 2005 by the Association of American Colleges and Universities.
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.
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)
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
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
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 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