External publications on teaching and learning.
I. Course Design
Design and Teach a Course
The Eberley Center at Carnegie Mellon offers a comprehensive set of tips for teaching, from conceiving of the idea for a course to nitty-gritty troubleshooting.
Understanding by Design by Wiggins and McTighe
A summary of the "backwards design" model for instructional development, a curriculum design approach that begins with the desired end results and works backwards through the curriculum design process to achieve them.
K. Patricia Cross Academy
The K. Patricia Cross Academy features a compilation of short videos explaining cutting-edge teaching techniques, such as Think-Pair-Share and Lecture Wrappers. A great source of brief, clear explanations of exciting new techniques to bring into your class.
“Designing Effective and Innovative Courses,” Barbara J. Tewksbury (Hamilton College) and R. Heather Macdonald (College of William and Mary).
This is an online course design tutorial for individual faculty members interested in designing or redesigning a course. The focus is on geoscience, but the process used is generic enough to design courses in all disciplines.
"Curriculum Review," Robert M. Diamond, The National Academy, and Lion F. Gardiner, Rutgers University. The National Academy for Academic Leadership, 2005. Contains questions to ask when reviewing curricula, from mission statement, goals, and objectives to monitoring and producing learning. Also lists resources for further learning.
Concept Mapping and Curriculum (The University of Tennessee at Chattanooga Teaching Resource Center).
Uses concept maps as planning devices for curriculum development. Lists other readings and online resources for concept mapping and curriculum design.
"Participation in Living-Learning Programs at the University of Michigan: Benefits for Students and Faculty," Karen Kurotsuchi Inkelas (CRLT Occasional Paper #15, 2000, University of Michigan, Center for Research on Learning and Teaching).
Describes U of M's seven different living-learning programs and their benefits for students and faculty.
II. Teaching with Technology
Evaluating Web Pages: Techniques to Apply and Questions to Ask (University of California, Berkeley Library).
Offers a detailed tutorial on techniques for Web evaluation, with many ideas for ways to check on the credibility of the resource.
e-Learning Centre (United Kingdom).
A comprehensive site offering information and services on e-learning. “Library” contains links to articles, papers, research reports, and resource collections; “Showcase” provides examples of online courses and projects; “Products and Services” provides links to e-learning tools, systems, and other resources.
Teach Online (Michigan State University, Virtual University Design and Technology Group).
An extensive collection of resources for fully online and hybrid instruction. Includes materials for course design, pedagogy and techniques, assessment, and links to other sites that offer information on many aspects of online instruction.
Illinois Online Network: Online Education Resources (University of Illinois).
Provides an extensive set of resources on such topics as instructional design, assessment/evaluation, pedagogy, communication, and many other materials useful for online course developers. Also offers fee-based online courses for faculty on online teaching.
“Wide Open Spaces: Wikis, Ready or Not,” Brian Lamb (University of British Columbia). EDUCAUSE Review, vol. 39, No. 5 (September/October 2004).
All you ever wanted to know about wikis, what they are, their benefits and challenges, their use in postsecondary education, and links to additional information on wikis.
“Exploring the Use of Blogs as Learning Spaces in Higher Education,” Jeremy B. Williams (Universitas 21 Global) and Joanne Jacobs (Queensland University of Technology). Australasian Journal of Educational Technology, Vol. 20, No. 2, 2004.
Click on “overview and literature survey” for a PDF file of this article, which reviews the literature on blogs and explores their potential uses in higher education. Gives examples of a Weblog at Harvard Law School and an MBA blog at Queensland. Contains links to many online references and resources on blogs.
III. Learners and Learning
"Research on Student Notetaking: Implications for Faculty and Graduate Student Instructors," Deborah DeZure, Matthew Kaplan, Martha Deerman. (CRLT Occasional Paper #16, 2001, University of Michigan, Center for Research on Learning and Teaching).
This article reviews research on notetaking and students' review of their notes; includes lecture strategies that support effective notetaking and ways to support students with disabilities. Provides a handout for students: Student Guide to Effective Notetaking and Review.
How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2000). John D. Bransford, Ann L. Brown, and Rodney R. Cocking, eds. National Research Council.
A complete online copy of this well-respected book that summarizes current cognitive learning theory and its implications for education today and in the future.
Learning Theory, Mark K. Smith, the encyclopedia of informal education (infed).
Discusses learning as product and process and surveys some common models of how people learn: behaviourist, cognitivist, humanist, social and situational.
Theories of Learning, Lee Dunn (Oxford Brookes University, Wheatley Campus, Oxford Centre for Staff and Learning Development).
Gives concise summaries of a variety of theories of learning "that can be applied in educational contexts."
Learning Theories Knowledgebase, May 2007.
A knowledge base and webliography of theories and models of learning. Covers a wide range of theories organized into sub-categories, with clear and concise descriptions of each plus opportunities to post a response, offer suggestions, or engage in discussion.
David A. Kolb on experiential learning, Mark K. Smith (infed).
A description and visual model of Kolb's experiential learning cycle. Includes a critique of Kolb's model, references, and links.
"Ripples on a Pond Model," Phil Race, UK faculty developer.
Click on "Ripples Model (1107)" for a powerpoint of 25 slides explaining Race's model of five factors for successful learning.
IV. Student Growth and Development
Perry Network and Center for the Study of Intellectual Development, William S. Moore,Coordinator.
This is a website dedicated to Perry's Model of intellectual development, its assessment, and research support. Click on "Overview of Perry Scheme" for a complete description of Perry's model of cognitive and affective growth during the college years.
"Strengthening Practice with Theory," Martha E. Casazza (National Louis University). From the Journal of Developmental Education, Vol 22, No 2, Winter 1998.
Using case studies of three college students, this article examines several theories of cognitive development and different ways of understanding what knowledge is. These theories are applied to the case studies and used to develop a framework for understanding cognitive growth.
"Diversity and Higher Education: Theory and Impact on Educational Outcomes", Patricia Gurin, Eric L. Dey, Sylvia Hurtado, Gerald Gurin (University of Michigan). Harvard Educational Review, Vol.72, No. 3, Fall 2002.
Reviews the theoretical foundations and educational research that demonstrate the positive effect of a diverse student population on students’ cognitive and social growth.
Emotional Intelligence (Funderstanding).
Summarizes Daniel Goleman's theory of emotional intelligence, its relationship to learning, and its impact on a person’s life.
Tips on Recognizing and Dealing with Students in Emotional Distress (Buffalo State College).
Tips for recognizing troubled students and suggestions for helping them.
Assisting the Emotionally Distressed Student (California State University, Long Beach, Counseling and Psychological Services).
Additional methods for dealing appropriately with a broad range of troubling student behaviors.