Books and Journals

Print Resources

    Books

     Teaching & Learning

• Key Resources on Teaching, Learning, Curriculum, and Faculty Development.  Robert J. Menges and B. Claude Mathis
  http://www.josseybass.com/cda/product/0,,1555421180,00.html
  
  
• First-Order Principles for College Teachers:  Ten basic ways to improve the Teaching Process.  Robert Boice
  Based on his many years of teaching, training, and writing, the author has developed ten basic principles that together form a foundation for effective teaching. These unique and interrelated principles are empirically tested and address attitudes as well as actions. Practicing the principles can bring faster success to classroom performance, can generalize to other tasks such as scholarly writing, and can provide a basis for making better use of traditional advice about teaching improvement. With the first-order principles, teachers learn to relax and manage their jobs and their own growth as teachers. This is a valuable resource for both novice and experienced teachers.  
  http://www.ankerpub.com/books/boice.html
  
  
• Mathematics and Democracy:  The Case for Quantitative Literacy.  National Council of Education and the Disciplines.  
  Lynn Arthur Steen, Professor of Mathematics at St. Olaf College, led the Design Team, and offered this explanation: “Quantitative literacy is to mathematics what literacy is to language. In addition to the skills of reading and writing, today’s society requires logical reasoning and numerical thinking.” He also remarked that, “In the computer age where decisions are often based on numbers and data, democracy depends on a numerate citizenry. So too does our economy, and our citizens’ livelihoods.”
  http://www.woodrow.org/newsroom/releases/518nced.html
  
  
• Collaborative Learning:  Underlying Processes and Effective Techniques.  Kris Bosworth and Sharon J. Hamilton
  The demographic makeup of the student population in higher education has changed in dramatic ways over the past decade. These changes have motivated questions about what constitutes knowledge and about how we learn and understand new concepts, processes, and skills. Working from the premise that knowledge is not a quantifiable mass of information to be transmitted but rather a socially constituted process of making meaning within constantly changing and interacting contexts, the authors of this volume seek to define and extend current understanding of collaborative learning in higher education. Each chapter blends theory and practice as it explores a particular aspect of the processes underlying collaborative learning. Case studies from three universities demonstrate collaborative learning in action, its potential and its challenges. This volume uses information about current developments in collaborative learning across the country to extend our understanding of its possibilities and offer guidance to faculty who wish to establish effective collaborative learning classrooms. This is the 59th issue of the quarterly journal New Directions for Teaching and Learning.
  http://www.josseybass.com/cda/product/0,,0787999989,00.html
  
  
• Successful College Teaching:  Problem Solving Strategies of Distinguished Professors.  Sharon A. Baiocco and Jamie N. DeWaters
  Drawing upon interviews with 30 award-winning professors and 10 case studies, Successful College Teaching illustrates the art and science of excellent teaching. The book presents both a theory and an analysis of why distinguished teachers are successful and identifies common characteristics, philosophies, methods, and behaviors. A major portion examines and demystifies the creative and problem-solving processes of outstanding professors, offering a paradigm for the development of new faculty and rejuvenation of the experienced. Academics who evaluate college teaching are provided with a rationale and case study examples that will enable them to identify excellent teaching; new faculty and graduate teaching assistants will benefit from the variety of exceptional teaching strategies presented. The book explores the many current issues facing college educators and provides examples for dealing with unusual situations and diverse groups of students. An on-line teaching development program is outlined.
  http://www.ablongman.com/catalog/academic/product/1,4096,0205266541,00.html
  
  
  
• The Course Syllabus:  A Learning-Centered Approach.  Judith Grunert
  This best-selling practical manual presents why and how to construct a syllabus that shifts from what you will cover (the traditional syllabus) to one that reflects what tools and information you can provide students to help them learn (the learning-centered syllabus). The book's underlying assumption is that good teaching helps students understand how to actively acquire, use, and extend knowledge in an ongoing process of learning. The book's goal is to assist anyone interested in designing a learning-centered syllabus to plan and construct one.
  http://www.ankerpub.com/books/grunert.html
  
  
• The Teaching Portfolio.  2nd edition
  The Teaching Portfolio, 2/e offers college and university faculty and administrators      the kind of practical, research-based information necessary to foster the most effective use of portfolios. It is written for presidents, provosts, academic vice presidents, deans, department chairs, instructional development specialists, and faculty—the essential partners in evaluating and improving teaching.
  http://www.ankerpub.com/books/seldintp.html
  
  
• Classroom Assessment Techniques:  A Handbook for College Teachers       2nd Edition.  Thomas A. Angelo and K. Patricia Cross
  This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment—from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.
  http://www.josseybass.com/cda/product/0,,1555425003,00.html
  
  
• Classroom Research:  Implementing the Scholarship of Teaching
  K. Patricia Cross and Mimi Harris Steadman
  Classroom Assessment Techniques offers faculty members a set of tools to identify what is working and what is not in their classrooms and the companion volume Classroom Research details a collaborative process for investigating teaching and learning issues. This technique engages teachers in problem-based discussions, integrates their teaching experience with recent research and theory on learning, and gives examples of Classroom Assessment and Classroom Research projects that can be carried out in any classroom. It provides a pathway into ?the scholarship of teaching? Designed to be used by faculty members in groups and in workshops, Classroom Research's case method approach illustrates ways to think about a variety of common learning issues. While the situations presented will be familiar to experienced teachers, the problems they pose are not easily solved. The cases show students in the process of learning, clearly illustrate their problems and perceptions, and focus on long-term issues such as memory, motivation, deep and surface learning, metacognition, learning strategies, gender issues, intellectual development, and critical thinking. The authors designed the discussion questions to provoke a lively exchange of ideas and interpretations and they show how faculty can acquire the critical knowledge—from research and literature as well as from students themselves—to determine some possible solutions.
  http://www.josseybass.com/cda/product/0,,0787902888,00.html
  
  
• Effective Grading:  A Tool for Learning and Assessment
  Barbara E. Walvoord and Virginia Johnson Anderson
  Effective Grading is written for the faculty member who believes the grading process is a valuable measure of student learning. This hands-on guide for evaluating student work offers an in-depth examination of the linkage between teaching and grading. It uses grades not as isolated artifacts, but as part of a process that, when integrated with course objectives, provides rich information about student learning. The authors reveal how the grading process can also be used for broader assessment objectives, such as curriculum and institutional assessment. As practical as it is informative, Effective Grading contains a wealth of special materials, including AAHE's Principles of Good Practice for Assessing Student Learning, types of assignments and tests, and a plan for a faculty workshop on grading and assessment. In addition, the book provides background to the principles of the grading process as well as a wealth of illustrative examples, offering faculty both a sound basis in assessment theory and the practical tools they need to put it to work.
  http://www.josseybass.com/cda/product/0,,0787940305,00.html
  
  
• Handbook on Teaching Undergraduate Science Courses
  A Survival Training Manual.  Gordon E. Uno
  
  
• Peer of Teaching Review:  A Source Book
  Nancy Van Note Chism
  This concise yet comprehensive sourcebook is for administrators, particularly deans and department chairs, who wish to develop a strong peer review component to their system for evaluating and improving teaching. And this book is for faculty who will be engaged in the system, as both evaluators and as subjects of teaching evaluation. It consists of two parts: Part One details a framework for designing and implementing peer review, and Part Two provides guidelines, protocols, and forms for each task involved in an effective system of peer review.
  http://www.ankerpub.com/books/chism.html
  
  
• Learner-Centered Teaching:  Five Key Changes to Practice
  Maryellen Weimer
  In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
  http://www.josseybass.com/cda/product/0,,0787956465,00.html
  
  
• The Skillful Teacher:   On Technique, Trust, and Responsiveness in the Classroom   Stephen D. Brookfield
  Brookfield shows new and veteran teachers how to thrive on the unpredictability and diversity of classroom life. He draws from his own teaching experience and extensive research to identify critical areas in the teacher-learner relationship--such as building trust with students and overcoming resistance to learning.
  http://www.josseybass.com/cda/product/0,,0787956058,00.html
  
  
• Becoming a Critically Reflective Teacher  Stephen D. Brookfield
  Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, and applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms, and using critical reflection as a tool for ongoing personal and professional development.
  http://www.josseybass.com/cda/product/0,,0787901318,00.html
  
  
• Creating Learning Centered Classrooms:  What does Learning Theory have to say?  Vol. 26 #4  Frances Stage, Patricia Muller, Jillian Kinzie, and Ada Simmons.
  
  
• Race in the Classroom:  The Multiplicity of Experience
  VHS: 19 minutes.
  Five vignettes are used in this Harvard University video to demonstrate how issues of race can affect learning and teaching, both inside and outside the college classroom. Problems of group dynamics, speaking and listening techniques, teaching a racially diverse population and handling racially charged confrontations are illustrated. Study guide available.
  http://www.sfsu.edu/~avitv/avcatalog/83549.htm
  
  
• Facilitator's Guide for Race in the Classroom:  The Multiplicity of Experience
  Corresponds with the VHS video above
  
  

     New Faculty

• Good Start:  A Guidebook for New Faculty in Liberal Arts Colleges.      Gerald Gibson
  A guide for graduate students and new faculty who have chosen to teach at a liberal arts college. Engagingly written, filled with practical information and useful data, this book deals with all of the principal duties of a faculty member.
  http://www.ankerpub.com/books/gibson.html
  
  
• Reinventing Ourselves Smith, Barbara Leigh McCann, John
  Reinventing Ourselves examines the experiences and lessons from over 20 different institutions pioneering new approaches for more effective teaching and learning. Many of the colleges included in this volume began as both educational and social experiments, representing new ways of thinking about educational goals, curricular organization, institutional governance, and faculty roles and rewards. With new calls for both rethinking our approaches to teaching and learning and for reviewing the traditional boundaries within institutions and between disciplines, Reinventing Ourselves offers a rich store of ideas from which to draw.
  http://www.ankerpub.com/books/reinvent.html
  
  

• The New Professors Handbook:  A guide to Teaching and Research in Engineering and Science 
  An ideal resource for everyone making the transition from grad student to new faculty member in engineering and sciences. This book, developed through years of use with new faculty, is based on published literature and experiences of productive faculty. It distills the voluminous literature on teaching and presents vital information on starting and conducting research.  For more information go to the publisher's website:  http://www.ankerpub.com/books/daviambr.html
  
  Additional resources for new faculty:

     Faculty and Professional Development

• A Guide to Faculty Development:  Practical Advice, Examples, and Resources Gillespie, Kay Herr Hilsen, Linda R. Wadsworth, Emily C.
  Prepared under the auspices of The Professional and Organizational Development (POD) Network in Higher Education, this book is a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institution.
  http://www.ankerpub.com/books/ag_fac_dev.html
  
  
• Scholarship Revisited:  Perspectives on the Scholarship of Teaching.  Carolin Kreber
  Despite growing literature and research, the scholarship of teaching is a subject that has experienced considerable ambiguity, as well as unresolved issues in its assessment and evaluation. With innovative and practical solutions designed to improve the scholarly process as a whole, this issue presents the outcomes of a Delphi Study conducted by an international panel of academics working in postsecondary teaching and learning and faculty evaluation scholarship. Examining the growth in the scholarship of teaching from different perspectives, the authors identify its important components, define its characteristics and outcomes, and reach consensus on its most pressing issues. They discuss in greater depth a model to guide much needed educational development initiatives as well as the crucial role of the faculty developer in promoting effective growth and development. Achieving their goal to present the scholarship of teaching in a way that is consistent with its research, the authors have contributed a valuable resource for current and future scholarship in this important field.
  http://www.josseybass.com/cda/product/0,,0787954470,00.html
  
  
• Coping with Faculty Stress.  Volume 5.  Walter H. Gmelch
  This useful book outlines the chief forms and major causes of academic stress. Practical advice shows how to distinguish negative from positive stress and how to deal with negative stressors in life and at work. The book includes exercises to help the academic understand how stress affects him or her, as well as forms to help design programs for coping with stress.
  http://www.sagepub.co.uk/
  
  
• Building the Faculty we Need:  Colleges and Universities Working Together.  Jerry Gaff, Anne Pruitt-logan, Richard Weibl, and participants in preparing future faculty programs.
  This report is a call to change the ways we educate the next generation of college faculty and a guide for developing the programs that do it. The volume indicates what has been done and what has been learned from six years of experience with new faculty preparation programs - Preparing Future Faculty.
  http://www.aacu-edu.org/alacart/shoppers/shoppage.cfm?stid=57&categoryid=166
  
• Changing Practices in Evaluating Teaching:  A Practical Guide to improved Faculty Performance and Promotion/ Tenure Decisions Seldin, Peter & Associates
  This book offers university and college administrators and faculty the kind of research-based and ready-to-use information required to foster truly effective and equitable teaching evaluation at their institutions.
  http://www.ankerpub.com/books/seldin3.html
  
  
• To Improve the Academy. Vol 20.  Lieberman & Wehlburg
  An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.
  http://www.ankerpub.com/books/imp_acad_20.html
  
  
• New Academic Compact:  Revising the Relationship between Faculty and their Institutions McMillin, Linda A. Berberet, Jerry
  Highlighting the Associated New American Colleges’ Faculty Work Project, this volume examines the call for redefining faculty roles and institutional relationships. Believing that in order to serve students successfully colleges must invest in faculty effectiveness, the overriding goal of the project has been to lay the conceptual groundwork for bringing an institution’s faculty policies and practices and the actual work patterns of faculty into alignment with the institutional mission.
  http://www.ankerpub.com/books/mcmill_berb.html
  
  
• Leadership Reconsidered:  Engaging Higher Education in Social Change
  Alexander Astin and Helen Astin & several contributing authors
  
  
• Posttenure Faculty Development:  Building a System of Faculty Improvement and Appreciation.  Vol. 27 #4.  Jeffrey W. Alstete
  Alstete synthesizes the debate around posttenure review and develops a model for faculty development that combines the best principles of posttenure review with the long-standing practice of faculty assessment and development. He also explains why posttenure faculty development can make a difference in dealing with mandatory retirement caps, changes in student demographics, technology, and globalization. Even if your campus is not trying to implement posttenure faculty development, this report will make you stop and think about the latest practices and innovations.
  http://www.josseybass.com/cda/product/0,,0787955728,00.html
  

     Administration

• The Administrative Portfolio  Seldin, Peter Higgerson, Mary Lou
  Academic administrators are being held accountable, as never before, for how well they do their jobs.  Often, however, administrators have not had solid, concrete evidence of what they do, much less why they do it.  This book offers administrators a reliable guide to creating a document that evidences performance.  The Administrative Portfolio is the work of two people who are ideally suited to the task.  Peter Seldin is world-renowned for his work on portfolios, and this book draws on his vast experience in helping individuals and institutions develop portfolios.  Mary Lou Higgerson is a seasoned, well-respected administrator who has led countless professional development workshops for administrators.  Together, they have produced a resource that administrators at all levels can use with complete ease and confidence to develop their own portfolios.
  http://www.ankerpub.com/books/seld_higg.html