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Books on SoTL (Scholarship of Teaching and Learning)

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Scholarship Reconsidered: priorities of the professoriate - Boyer, Ernest L.
Call Number: UMCP McK Stacks LA227.3 .B694 1990
ISBN: 0787940690
Publication Date: Princeton, N.J. : Carnegie Foundation for the Advancement of Teaching, ©1990.
Ernest L. Boyer's Scholarship Reconsidered offers a new paradigm that recognizes the full range of scholarly activity by college and university faculty and questions the existence of a reward system that pushed faculty toward research and publication and away from teaching.

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Scholarship Assessed - Glassick, Charles E.; Mary Taylor Huber; Gene I. Maeroff
Call Number: SG Stacks LB2331 .G63 1997; UMCP McK Stacks LB2331 .G63 1997
ISBN: 0787910910
Publication Date: Special report: Carnegie Foundation for the Advancement of Teaching. San Francisco : Jossey-Bass, ©
Scholarship Assessed continues the exploration begun by Scholarship Reconsidered. It examines the changing nature of scholarship in today's colleges and universities and proposes new standards with a special emphasis on methods for assessment and documentation.

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Into the Classroom: developing the scholarship of teaching and learning - Hatch, Thomas; Carnegie Foundation for the Advancement of Teaching; Lee S. Shulman (Foreword by)
Call Number: UMCP McK Stacks LB1027 .H348 2006
ISBN: 0787981087
Publication Date: Jossey-Bass education series.San Francisco : Jossey-Bass, ©2006.
Teachers are the "lone rangers" of education. They are sequestered in their classrooms, unable to see what their colleagues are doing. All too often, good teachers have few, if any, opportunities to share their teaching techniques with others in their profession.

Based on the development of the Carnegie Academy for the Scholarship of Teaching and Learning, Into the Classroom clearly shows the advantages of bringing teaching into the public arena and making it possible for many people to see the nature and quality of the teaching that goes on inside schools. Once teaching is more public we can create unprecedented opportunities for teachers to learn from one another and for others to participate constructively in supporting and improving schools. Into the Classroom outlines the myriad issues that must be addressed in order for the teaching profession to become a true learning profession.

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Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground - Huber, Mary Taylor (Editor); Sherwyn P. Morreale (Editor), Carnegie Foundation for the Advancement of Teaching
ISBN: 1563770520
Publication Date: Menlo Park, CA : Carnegie Foundation for the Advancement of Teaching ; Washington, DC : American Ass
Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history of discourse about teaching and learning in the disciplines, the ways in which disciplinary "styles" influence inquiry into teaching and learning, and the nature and roles of interdisciplinary exchange. The authors hope to "contribute to a common language for trading ideas, enlarging our pedagogical imaginations, and strengthening our scholarly work." Disciplines represented: chemistry; communication studies, engineering, English studies, history, management sciences, mathematics, psychology, and sociology

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The Advancement of Learning - Huber, Mary Taylor; Pat Hutchings; Lee S. Shulman (Foreword by)
Call Number: UMCP McK Stacks LB2331 .H85 2005
ISBN: 078798115X
Publication Date: Carnegie Foundation for the Advancement of Teaching Special Report. San Francisco : Jossey-Bass, ©
A publication of The Carnegie Foundation for the Advancement of Teaching, this book explores the premise that the scholarship of teaching and learning holds the key to improving the quality of higher education.

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Balancing Acts: the scholarship of teaching and learning in academic careers - Huber, Mary Taylor
Call Number: SG Lib Stacks LB2331 .H86 2004
ISBN: 9781563770654
Publication Date: Washington, D.C. : American Association for Higher Education : Carnegie Foundation, ©2004.
"How can faculty integrate the scholarship of teaching and learning into their academic careers? Balancing Acts addresses this question through the experience of four scholars who have been innovators in their own classrooms, leaders of education initiatives in their institutions and disciplines, and pioneers in the scholarship of teaching and learning." "Lessons from these case studies will be of interest to scholars of teaching and learning and their advocates at colleges and universities of all kinds."

Opening Lines: approaches to the scholarship of teaching and learning - Hutchings, Pat (Editor); Carnegie Foundation for the Advancement of Teaching Staff
Call Number: St. Mary's College of MD Stacks LB2331 .O58 2000
ISBN: 9780931050688
Publication Date: Menlo Park, Calif. : Carnegie Foundation for the Advancement of Teaching, ©2000.
The cases that constitute this volume represent work in progress by faculty selected as Carnegie Scholars with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). Each of the eight authors tells the story of her or his efforts at "opening lines" of inquiry into significant issues in the teaching and learning of the field. In particular, their accounts focus on the doing of this kind of investigative work – that is, on methods and approaches for undertaking the scholarship of teaching and learning.

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Enhancing Learning Through the Scholarship of Teaching and Learning - McKinney, Kathleen ; K. Patricia Cross (Foreword by)
Call Number: UMCP McK Stacks LB2326.3 .M34 2007
ISBN: 1933371293
Publication Date: Bolton, Mass. : Anker Pub. Co., ©2007.
This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects. Though targeted at those new to the field of SoTL, more seasoned SoTL researchers and those attempting to support SoTL efforts will find the book valuable.

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The Scholarship of Teaching and Learning in Higher Education - Perry, Raymond P. (Editor); John C. Smart (Editor)
Call Number: Ebook/online resource UMCP McK LB2331 .S36 2007
ISBN: 1402049447
Publication Date: Dordrecht ; [London] : Springer, ©2007.
Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars to critically assess teaching and learning issues that cut across most disciplines. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students.

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Building Faculty Learning Communities - Richlin, Laurie (Editor); Milton D. Cox (Editor)
Call Number: UMCP McK Stacks LB2331.7 .B83 2004
ISBN: 0787975680
Publication Date: 2004-05-21
Changing our colleges and universities into learning institutions has become increasingly important while also becoming more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation. The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses.

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Learning Communities - Smith, Barbara Leigh; Faith Gabelnick; Jean MacGregor; Roberta Matthews;
Call Number: UMCP McK Stacks LB2331 .L392 2004
ISBN: 0787910368
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, ©2004.
Learning Communities is a groundbreaking book that shows how learning communities can be a flexible and effective approach to enhancing student learning, promoting curricular coherence, and revitalizing faculty. Written by Barbara Leigh Smith, Jean MacGregor, Roberta S. Matthews, and Faith Gabelnick, acclaimed national leaders in the learning communities movement, this important book provides the historical, conceptual, and philosophical context for learning communities and clearly demonstrates that they can be a key element in institutional transformation.

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For links to additional titles on teaching and learning, see the following sections of the LibGuide:

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Books on Teaching and Learning

Teaching Assistant Strategies: An Introduction to College Teaching - Allen, R.R.; Theodore Rueter
Call Number: FSU Stacks LB2335.4 .A45 1990
ISBN: 9780840352606
Publication Date: Dubuque, Iowa : Kendall/Hunt Pub. Co., ©1990.

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The Practice of Problem-Based Learning - Amador, José A. ; Calvin B. Peters; Libby Miles
Call Number: UB Stacks LB1027.42 .A76 2006
ISBN: 9781933371078
Publication Date: Bolton, Mass. : Anker Pub. Co., ©2006.
This book is a guide for the development and implementation of problem-based learning in college-level courses. Written with usefulness in mind, it provides practical advice from real professors to real professors, includes examples of PBL in action through every stage of problem development through implementation, and integrates cross-disciplinary experiences into the doing of PBL in the college classroom.

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How Learning Works - Ambrose, Susan A. ; Michael W. Bridges; Michele DiPietro; Marsha C. Lovett; Marie K. Norman; Richard E. Mayer (Foreword by)
Call Number: McK Stacks LB1025.3 .H68 2010
ISBN: 9780470484104
Publication Date: Jossey-Bass higher and adult education series. San Francisco, CA : Jossey-Bass, ©2010.
Any conversation about effective teaching must begin with a consideration of how students learn. However, instructors may find a gap between resources that focus on the technical research on learning and those that provide practical classroom strategies. How Learning Works provides the bridge for such a gap. In this volume, the authors introduce seven general principles of learning, distilled from the research literature as well as from twenty-seven years of experience working one-on-one with college faculty. They have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; and organizational behavior) to identify a set of key principles underlying learning-from how effective organization enhances retrieval and use of information to what impacts motivation. These principles provide instructors with an understanding of student learning that can help them see why certain teaching approaches are or are not supporting student learning, generate or refine teaching approaches and strategies that more effectively foster student learning in specific contexts, and transfer and apply these principles to new courses. For anyone who wants to improve his or her students' learning, it is crucial to understand how that learning works and how to best foster it. This vital resource is grounded in learning theory and based on research evidence, while being easy to understand and apply to college teaching.

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A Taxonomy for Learning, Teaching, and Assessing: a revision of Bloom's taxonomy of educational objectives - Anderson, Lorin W. ; David R. Krathwohl; Peter W. Airasian; Kathleen A. Cruikshank; Richard E. Mayer; Paul R. Pintrich; James Raths; Merlin C. Wittrock
ISBN: 9780321084057
Publication Date: New York : Longman, ©2001.
A revision from the original taxonomy seeking to extend the approach, use common language, be consistent with current psychological and educational trends, and provide realistic examples of the uses of the framework. The framework provide teachers with a tool to help them make sense of objectives and to organize them so they are clearly understood and fairly easy to implement. Definitions, examples, and verbal descriptions, sample objectives/standards, sample assessment tasks/test items, and sample instructional activities are integrated throughout. A series of vignettes written by and for teachers illustrate how to use this ground-breaking framework (6 vignettes) (Ch. 7-13). Drawing heavily from Bloom's Taxonomy, this new book helps teachers understand and implement a standards-based curriculum.

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Classroom Assessment Techniques - Angelo, Thomas A. ; K. Patricia Cross
Call Number: SG Stacks LB2822.75 .A54 1993
ISBN: 9781555425005
Publication Date: San Francisco : Jossey-Bass Publishers, c1993
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data.

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What the Best College Teachers Do - Bain, Ken
Call Number: McK Stacks LB2331 .B34 2004; SG Stacks LB2331 .B34 2004
ISBN: 0674013255
Publication Date: Cambridge, Mass. : Harvard University Press, 2004.
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study, offers valuable answers for all educators. The short answer is--it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out--but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe in two things: that teaching matters, and that students can learn. Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. This book is a source of insight and inspiration for first-year teachers and seasoned educators.

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Successful College Teaching - Baiocco, Sharon A. ; Jamie N. Dewaters; James L. Ragonnet
Call Number: UMCP McK Stacks LB2331 .B35 1998
ISBN: 9780205266548
Publication Date: Boston : Allyn and Bacon, ©1998.
Open this book and you'll enter the classrooms of award-winning faculty. Their classes range from a lab section of nine students to a lecture hall of 400 students with standing room only. You'll observe the teaching style of these professors, their relationships with students, and most importantly, how they solve instructional problems. You'll discover the traits - innate and learned - that set distinguished

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Contemplative Practices in Higher Education: powerful methods to transform teaching and learning - Barbezat, Daniel P. ; Mirabai Bush
Call Number: UMCP has ebook
ISBN: 9781118435274
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, a Wiley brand, [2014]
"Contemplative practices are used in just about every discipline--from physics to economics to history--and are found in every type of institution. Each year more and more faculty, education reformers, and leaders of teaching and learning centers seek out best practices in contemplative teaching, and now can find them here, brought to you by two of the foremost leaders and innovators on the subject. This book presents background information and ideas for the practical application of contemplative practices across the academic curriculum from the physical sciences to the humanities and arts. Examples of contemplative techniques included in the book are mindfulness, meditation, yoga, deep listening, contemplative reading and writing, and pilgrimage, including site visits and field trips."

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Collaborative Learning Techniques - Barkley, Elizabeth F. ; K. Patricia Cross; Thomas A. Angelo; Claire Howell Major;
Call Number: McK Stacks LB1032 .B318 2005
ISBN: 9780787955182
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, ©2005.
This landmark book introduces the concepts and principles of collaborative learning and then goes on to present specific techniques and exercises organized according to learning objectives. It explains how to form groups, assign roles, build team spirit, deal with problems, and promote and assess participation. Each exercise is carefully described and illustrated through examples, and is accompanied by critical information regarding its complexity, time needed to complete it, variations, appropriate locations, and pointers for effective use.

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Student Engagement Techniques - Barkley, Elizabeth F.
ISBN: 9780470281918
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, ©2010.
From the Publisher: Keeping students involved, motivated, and actively learning is challenging educators across the country, yet good advice on how to accomplish this has not been readily available. Student Engagement Techniques is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students. The ready-to-use format shows how to apply each of the book's techniques in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources.

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First Words on Teaching and Learning - Baume, David
Call Number: Free ebook
Publication Date: Oxford (UK): Oxford Centre for Staff and Learning Development, Oxford Brookes University, 1996.
First Words on Teaching and Learning. was first published in 1996 as a set of pages on the Oxford Centre for Staff and Learning Development's website. It was intended primarily for new lecturers at Oxford Brookes University, UK.

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Engaging Ideas: The Professor's Guide To Integrating Writing, Critical Thinking, And Active Learning In The Classroom - Bean, John C.
Call Number: UMCP McK Folio PE1404 .B35 1996
ISBN: 9780787902032
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, ©1996.

Teaching in higher education - Becker, Lucinda M; Pam Denicolo
Call Number: UMCP has ebook
Publication Date: Success in Research. London : SAGE, 2013.
This is a practical 'how-to' guide, exploring how teaching can support your research. Written by lecturers who have taught for many years, the 'voice of experience' sections support and encourage you in your move towards becoming a successful and confident educator.

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A Sequence for Academic Writing - Behrens, Laurence ; Leonard J. Rosen
ISBN: 9780205674374
Publication Date: New York ; Toronto : Longman, ©2010.

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Teaching for Quality Learning at University - Biggs, John
Call Number: UMCP McK Stacks LB2331 .B526 1999
ISBN: 9780335201716
Publication Date: SRHE and Open University Press imprint. Philadelphia : Society for Research into Higher Education :
John Biggs tackles how academics can improve their teaching in today's circumstances of large classes and diverse student populations. His approach is practical but not prescriptive. Teachers need to make decisions on teaching and assessment methods to suit their own circumstances. In order to do that they need a conceptual framework to inform their decision-making. Such a framework is clearly described and exemplified by this book. University teachers can readily adapt the ideas here to their own subjects and teaching conditions.

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Developing Learner-Centered Teaching - Blumberg, Phyllis ; Maryellen Weimer (Foreword by)
Call Number: Ebook and UMCP McK Stacks LB2331 .B55 2009
ISBN: 9780787996888
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, ©2009.
From the Publisher: Developing Learner-Centered Teaching offers a step-by-step plan for transforming any course from teacher-centered to the more engaging learner-centered model. Filled with self-assessments and worksheets that are based on each of the five practices identified in Maryellen Weimer's Learner-Centered Teaching, this groundbreaking book gives instructors, faculty developers, and instructional designers a practical and effective resource for putting the learner-centered model into action.

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Advice for New Faculty Members - Boice, Robert
Call Number: UMCP McK Stacks LB1778.2 .B63 2000
ISBN: 9780205281596
Publication Date: Boston : Allyn and Bacon, ©2000.
Nihil nimus is a guide to the start of a successful academic career. As its title suggests (nothing in excess), it advocates moderation in ways of working.

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Higher Education in America - Bok, Derek Curtis
Call Number: UMCP has ebook
ISBN: 9781400848300
Publication Date: Princeton, N.J. : Princeton University Press, ©2013.
At a time when colleges and universities have never been more important to the lives and opportunities of students or to the progress and prosperity of the nation, Bok provides a thorough examination of the entire system, public and private, from community colleges and small liberal arts colleges to great universities with their research programs and their medical, law, and business schools. Drawing on the most reliable studies and data, he determines which criticisms of higher education are unfounded or exaggerated, which are issues of genuine concern, and what can be done to improve matters. Some of the subjects considered are long-standing, such as debates over the undergraduate curriculum and concerns over rising college costs. Others are more recent, such as the rise of for-profit institutions and massive open online courses (MOOCs). Additional topics include the quality of undergraduate education, the stagnating levels of college graduation, the problems of university governance, the strengths and weaknesses of graduate and professional education, the environment for research, and the benefits and drawbacks of the pervasive competition among American colleges and universities. Offering a rare survey and evaluation of American higher education as a whole, this book provides a solid basis for a fresh public discussion about what the system is doing right, what it needs to do better, and how the next quarter century could be made a period of progress rather than decline.

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Teaching Naked - Bowen, José Antonio
Call Number: EBook available from all USM libraries.
ISBN: 9781118224281
Publication Date: Hoboken : John Wiley & Sons, 2012.
Introducing a new way to think about higher education, learning, and technology that prioritizes the benefits of the human dimension. José Bowen recognizes that technology is profoundly changing education and that if students are going to continue to pay enormous sums for campus classes, colleges will need to provide more than what can be found online and maximize "naked"face-to-face contact with faculty. Here, he illustrates how technology is most powerfully used outside the classroom, and, when used effectively, how it can ensure that students arrive to class more prepare.

Pedagogies for the future : leading quality learning and teaching in higher education - Brandenburg, R.; Wilson, J.
Call Number: UMCP has ebook
ISBN: 9789462092785
Publication Date: Rotterdam ; Boston : SensePublishers, ©2013.
Pedagogies for the Future illustrates a unique and exciting endeavor whereby a group of academics across one university developed a professional learning community for the purposes of investigating, articulating and developing their scholarship of practice. Through their collaborative efforts, these educator-researchers sit at the forefront of calls to take teaching seriously in higher education and to recognize the powerful potential of interdisciplinary collaboration. The book provides a model for establishing learning communities in higher education and demonstrates that such work is not only possible but also successful. From vision to reality, Pedagogies for the Future offers important insights into the complex nature of researching teaching and learning in higher education from the perspectives of those directly engaged in it. This book will be of great interest and value to both scholars and administrators. Associate Professor Amanda Berry Leiden University, The Netherlands Pedagogies for the Future is an ambitious but critically important work ... This book reminds us of the complex interactions between culture and pedagogy and the importance of paying the closest possible attention to the effects of how we teach on how and how well our students learn. Professor Tom Russell Queen's University, Canada.

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How People Learn - Bransford, John D. (Editor); Ann L. Brown (Editor); Rodney R. Cocking (Editor); M. Suzanne Donovan; National Research Council Staff; Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and
Call Number: SG Stacks LB1060 .H672 2000; UMCP McK Stacks LB1060 .H672 2000
ISBN: 9780309070362
Publication Date: Washington, D.C. : National Academy Press, ©2000.
When do infants begin to learn? How do experts learn and how is this different from nonexperts? What can teachers and schools do - with curricula, classroom settings, and teaching methods - to help children learn most effectively? This book offers exciting new research about the mind, the brain, and the processes of learning that provides answers to these and other question. New information from many branches of science as significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture of what people see and absorb. How People Learn examines these finding and their implication for what we teach, how we teach it, and how we assess what our children - and adults - learn. Newly expanded to show how theories and insights can translate into actions and practice, How People Learn makes a real connection between classroom activities and learning behavior.

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The Chicago Handbook for Teachers - Brinkley, Alan; Betty Dessants; Michael Flamm; Cynthia G. Fleming; Charles Forcey; Eric Rothschild
Call Number: UMCP McK Stacks LB2331 .C52332 1999 and ebook
ISBN: 9780226075112
Publication Date: Chicago : University of Chicago Press, ©1999.
The Chicago Handbook for Teachers is an extraordinarily helpful guide for all those who face the challenge of putting together material for a course and then making it work. Representing teachers at all stages of their careers, the authors, including distinguished historian Alan Brinkley, offer practical advice for almost any situation a new teacher might face, from preparing a syllabus to managing classroom dynamics. Beginning with a nuts and bolts plan for designing a course, the handbook also explains how to lead a discussion, evaluate your own teaching, deliver an effective lecture, supervise students' writing and research, create and grade exams, and more. Other sections address the less straightforward aspects of teaching, such as dealing with "diversity issues" and knowing where to draw the line in relationships with students. Particularly timely is an up-to-date discussion of when and how best to incorporate the Internet and other electronic resources into your teaching.

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Discussion As a Way of Teaching - Brookfield, Stephen D. ; Stephen Preskill
Call Number: UMCP Mck Stacks LB2331 .B679 1999
ISBN: 9780787944582
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass Publishers, c1999
"In this guide to planning, conducting, and evaluating lively discussions, authors Stephen Brookfield and Stephen Preskill offer a variety of practical ideas, tools, and techniques for creating democratic classrooms. They suggest exercises to get discussion started, strategies for maintaining its momentum, ways to elicit a diversity of views and voices, ideas for creative groupings and formats, and processes to encourage student participation. In exploring the role of the teacher in discussion, they address the tensions and possibilities arising from ethnic, cultural, social class, and gender differences. Throughout the book, the authors emphasize how discussion fosters democratic participation and enhances learning."

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Becoming a Critically Reflective Teacher - Brookfield, Stephen D.
ISBN: 0787901318
Publication Date: San Francisco : Jossey-Bass, ©1995.
Available from several USM libraries. Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, Stephen D. Brookfield offers a very personal and accessible guide to how faculty at any level and across all disciplines can improve their teaching. 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 continuous personal and professional development.

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The Skillful Teacher - Brookfield, Stephen D.
Call Number: UMCP McK Stacks LB2331 .B68 1990
ISBN: 9781555422677
Publication Date: Jossey-Bass higher education series. San Francisco : Jossey-Bass Publishers, 1990.
In this book, Dr. Brookfield offers valuable advice to teachers, both new and veterans, who grapple daily with challenges, thrills, and failures in the often chaotic environment of the classroom.

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How to Give Effective Feedback to Your Students - Brookhart, Susan M.
Call Number: SG Lib Stacks LB1033 .B658 2008
ISBN: 9781416607366
Publication Date: Alexandria, Va. : Association for Supervision and Curriculum Development, ©2008.
Beginning with different types of teacher feedback and their purposes, this book moves chapter by chapter through written and oral feedback, helping students use teacher feedback, suggestions for content specific feedback, and ends with a discussion of how to adjust feedback for learners.

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Lecturing: A Practical Guide - Brown, Sally; Philip Race
Call Number: http://umaryland.worldcat.org/oclc/437057386
ISBN: 9780203416990
Publication Date: London : RoutledgeFalmer, 2002.
Lecturing can be a terror, a chore or an exhilarating experience. For most lecturers, at one time or another, it is all of these things. For many in HE & FE it remains the staple form of teaching and, as student groups get ever larger, so good lecturing is ever more important. This is an accessible, friendly and confidence boosting book for inexperienced and experienced lecturers alike. Written in a lively and straightforward style, it guides readers through the art of good lecturing. This is a book to use both to boost confidence, and to work with as the reader's lecturing becomes more assured.

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The Essential College Professor - Buller, Jeffrey L.
Call Number: Ebook available through UMCP Libraries.
ISBN: 9780470605455
Publication Date: San Francisco, CA : Jossey-Bass, 2010.

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Improving Service-Learning Practice - Callahan, Jane; Susan Root; Shelley Billig
Call Number: UMCP McK Stacks LC220.5 .R66 2005
ISBN: 9781593114572
Publication Date: Advances in service-learning research. Greenwich, Conn. : Information Age Pub., ©2005.
Selected papers from the 4th International K-H Service-Learning Research Conference, held in Greenville, S.C in 2004.

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E-Portfolios for Lifelong Learning and Assessment - Cambridge, Darren R.
Call Number: UMCP McK Stacks LB1029.P67 C36 2010
ISBN: 9780470503768
Publication Date: 2010-11-02
"This book clearly articulates the foundations of an educational vision that is distinctively supported by e-portfolio use, drawing on work in philosophy, sociology, higher and adult education, and e-learning research. It is academically rigorous and accessible not only to scholars in a range of disciplines who might study or use e-portfolios. It surveys the state-of-the-art of international e-portfolio practice and suggests future directions for higher educational institutions in terms of curriculum, assessment, and technology. This resource is written for scholars, support staff, instructional technologists, academic administrators, and policy makers"

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Keys to Success - Carter, Carol J. ; Joyce Bishop; Sarah Lyman Kravits
ISBN: 9780137073559
Publication Date: 6th edition. Boston : Pearson/Allyn and Bacon, ©2012.

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Advancing the Culture of Teaching on Campus - Cook, Constance (Editor); Matthew Kaplan (Editor); Lester P. Monts (Foreword by)
Call Number: SU Stacks LB1745 .A34 2011
ISBN: 9781579224790
Publication Date: 2011-10-01
Published for the fiftieth anniversary of the University of Michigan's Center for Research on Teaching and Learning (the oldest teaching and learning center in the United States), members of the CRLT staff reflect on various aspects of faculty professional development.

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First Day to Final Grade: A Graduate Student's Guide to Teaching. - Curzan, Anne L. ; Lisa K. Damour
Call Number: UMBC Library Stacks LB2335.4 .C87 2000
ISBN: 9780472097326
Publication Date: Ann Arbor : University of Michigan Press, c2000

Teaching Large Classes - Dalhousie University. Office of Instructional Development and Technology.; Society for Teaching and Learning in Higher Education. Allan J Gedalof;
ISBN: 0770384641
Publication Date: Green guide (Society for Teaching and Learning in Higher Education), no. 1. Halifax, N.S. : Publishe

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The New Professor's Handbook - Davidson, Cliff I. ; Susan A. Ambrose; Herbert A. Simon (Foreword by)
Call Number: UMCP EPSL Stacks T65 .D38 1994
ISBN: 9781882982011
Publication Date: Bolton, MA : Anker Pub. Co., ©1994.
This book is an ideal resource for those making the transition from graduate student to new faculty member in engineering and science. Developed through years of use with new faculty, it tackles the two themes that will be constant in a young faculty member's career: teaching and research.

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Tools for Teaching - Davis, Barbara Gross
Call Number: McK Stacks LB2331 .D37 1993
ISBN: 1555425682
Publication Date: San Francisco : Jossey-Bass Publishers, 1993.
Getting under way --
Responding to a diverse student body --
Discussion strategies --
Lecture strategies --
Collaborative and experiential strategies --
Enhancing students' learning and motivation --
Writing skills and homework assignments --
Testing and grading --
Instructional media and technology --
Evaluation to improve teaching --
Teaching outside the classroom --
Finishing up.

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Facilitating Seven Ways of Learning - Davis, James R.; Bridget D. Arend; L. Dee Fink (Foreword by)
ISBN: 9781579228408
Publication Date: Sterling, Va. : Stylus, 2013.
The lecture paradigm and the new context of teaching and learning --
Alternative approaches to teaching and learning --
Using the seven ways of learning for teaching --
Building skills: behavioral learning --
Acquiring knowledge: cognitive learning --
Developing critical, creative, and dialogical thinking: learning through inquiry --
Cultivating problem solving and decision making: learning with mental models --
Exploring attitudes, feelings, and perspectives: learning through groups and teams --
Practicing professional judgment: learning through virtual realities --
Reflecting on experience: experiential learning --
More purposeful, effective, and enjoyable teaching.

The Academic's Handbook - DeNeef, Leigh (Editor); Craufurd D. Goodwin (Editor); Ellen S. McCrate (Editor)
Call Number: UMCP McK Stacks (2 copies) LB1778 .A24 1988
ISBN: 9780822307426
Publication Date: Durham : Duke University Press, ©1988.

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This Fine Place So Far from Home - Dews, C.L. ; Carolyn L. Law (Editor)
Call Number: McK Stacks LC5051 .T45 1995 & ebook
ISBN: 9781566392914
Publication Date: Philadelphia : Temple University Press, 1995.

Learning Patterns in Higher Education : Dimensions and research perspectives. - DGijbels, David; Vincent Donche; John T E Richardson; Jan D Vermunt
Call Number: UMCP has ebook
ISBN: 1134633459
Publication Date: New perspectives on learning and instruction. Hoboken : Taylor and Francis, 2013.
earning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced.?There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Verm.


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Helping Students Learn in a Learner-Centered Environment - Doyle, Terry ; John Tagg (Foreword by)
Call Number: UMCP McK Stacks LB2331 .D66 2008
ISBN: 9781579222215
Publication Date: Sterling, Va. : Stylus Pub., 2008
Before entering higher education, most students' learning experiences have been traditional and teacher-centered. Their teachers have typically controlled their learning, with students having had little say about what and how to learn. For many students, encountering a learner-centered environment will be new, possibly unsettling, and may even engender resistance and hostility. Taking as his starting point students' attitudes toward, and unfamiliarity with, learner-centered classrooms, Terry Doyle explains that motivating students to engage with this practice first of all requires explaining its underlying rationale, and then providing guidance on how to learn in this environment. This book is about how to help students acquire the new skills and knowledge they need to take on unfamiliar roles and responsibilities. It is informed by the author's extensive experience in managing learner-centered classes, and by his consultation work with faculty. The first four chapters focus on the importance of imparting to students the evidence and underlying philosophy that is driving higher education to move from a teacher-centered to a learner-centered practice, and what this means for students in terms of having control over, and making important choices about, their learning. The final eight chapters focus on how to impart the skills that students need to learn or hone if they are to be effective learners in an environment that is new to them. The book covers such practices as learning on one's own; creating meaningful learning when collaborating with others; peer teaching; making presentations; developing life long learning skills; self and peer evaluation; and give meaningful feedback. This book provides a rich and informative answer to the fundamental question: how do I help my students adjust to a learner-centered practice?

The new science of learning : how to learn in harmony with your brain - Doyle, Terry; Zakrajsek, Todd
Call Number: EBook available from UMCP
ISBN: 9781461951926
Publication Date: Sterling, Virginia : Stylus, [2013] ©2013
This book is a must-read for students who want time to have a life while also being able to improve the way they learn.Too frequently, students are left on their own to navigate through a variety of study and learning strategies which are often not based on brain research. Neuroscientists know so much about how the brain learns best. Unfortunately, they do not usually present their discoveries to those involved with teaching and neither instructors nor students have the time to sift through the voluminous amount of neuroscientific research currently available. Fortunately, Terry and Todd have done the sifting for you. This book highlights and summarizes some of the most recent and impactful insights for learning and memory. In particular, it helps students to better understand a learner centered approach to teaching and learning, a movement which is slowly becoming the norm in higher education. It is not only packed with practical applications of current brain research but also describes why the application of these skills and strategies work in light of the brain's design. You don't want to miss being a part of this revolutionary approach to learning!

Developing Outcomes-Based Assessment for Learner-Centered Education - Driscoll, Amy; Swarup Wood
Call Number: UMCP Mck Stacks LB3051 .D665 2007
ISBN: 9781579221942
Publication Date: Sterling, Va. : Stylus, 2007.
Why develop outcomes for assessment and learning? : why not? --
A culture for faculty learning about outcomes-based assessment : honoring and addressing the realities --
Outcomes : articulating our learning expectations --
Student evidence : designing assignments and assessments for diverse learners --
Criteria and standards for assessment : no longer a faculty secret --
Faculty responses to development of outcomes-based assessment protocols --
Going beyond making assessment "public and visible" --
Alignment : making explicit connections between teaching decisions and learning outcomes --
Reviewing and analyzing student evidence: constructivist faculty development --
Faculty responses to assessment of student evidence --
Moving to outcomes-based assessment and learner-centered education through the scholarship of teaching, learning, and assessment.

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The Power of Problem-Based Learning - Duch, Barbara J. (Editor); Susan E. Groh (Editor); Deborah E. Allen (Editor)
Call Number: UMCP McK Stacks LB1027.42 .P69 2001
ISBN: 9781579220365
Publication Date: Sterling, Va. : Stylus Pub., 2001.
Problem-based learning is a powerful teaching methodology which uses real-world problems to motivate students to identify and apply research concepts and information, work collaboratively and communicate effectively. This text presents the University of Delaware's knowledge and experiences.

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Metacognition - Dunlosky, John; Janet Metcalfe;
Call Number: SG Stacks BF311 .D843 2009
ISBN: 9781412939720
Publication Date: Los Angeles : SAGE, ©2009.
Covers both theoretical and empirical metacognitive research in educational, developmental, cognitive and applied psychology.

The Craft of Teaching - Eble, Kenneth Eugene
Call Number: 2 copies UMCP; Mck Stacks and offsite shelving LB1025.2 .E24
ISBN: 9780875892849
Publication Date: Jossey-Bass series in higher education. San Francisco : Jossey-Bass Publishers, 1976.

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Academic Teaching/ - Elmgren, Maja; Henriksson, Ann-Sofie
Publication Date: Stockholm, Sweden: Studentlitteratur, 2014.
Academic teaching is a comprehensive, research-based textbook on teaching and learning in higher education. It is written from the point of view of teachers engaged in teaching and learning practices in higher education.

New challenges require university teachers to work very efficiently. This book forms a contribution to advancing integrated perspectives, increased knowledge, personal development, pedagogical competence and raised awareness.

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Teaching for Understanding at University: deep approaches and distinctive ways of thinking - Entwistle, Noel
Call Number: McK Stacks LB2361 .E67 2009
ISBN: 9780333962985
Publication Date: Basingstoke, Hampshire ; New York : Palgrave Macmillan, 2009.
For university lecturers, an understanding of how students learn, and how to encourage the deep approaches that lead to conceptual understanding, provides an essential complement to their existing disciplinary expertise. This book provides an account of relevant pedagogical and psychological research.

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The Joy of Teaching - Filene, Peter G.; Ken Bain (Foreword by)
ISBN: 9780807829424
Publication Date: H. Eugene and Lillian Youngs Lehman series. Chapel Hill : University of North Carolina Press, ©2005
"Gathering concepts and techniques borrowed from outstanding college professors, The Joy of Teaching provides helpful guidance for new instructors developing and teaching their first college courses." "Award-winning professor Peter Filene proposes that teaching should not be like a baseball game in which the instructor pitches ideas to students to see whether they hit or strike out. Ideally, he says, teaching should resemble a game of Frisbee in which the teacher invites students to catch ideas and pass them on."

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Creating Significant Learning Experiences - Fink, L. Dee
Call Number: EBook available from multiple USM libraries
ISBN: 9781118124253
Publication Date: New York : JOHN WILEY & SONS INC, 2013.
In this thoroughly updated edition of L. Dee Fink's bestselling classic, he discusses new research on how people learn, active learning, and the effectiveness of his popular model; adds more examples from online teaching; and further focuses on the impact of student engagement on student learning.

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Creating Significant Learning Experiences: an integrated approach to designing college courses - Fink, L. Dee
Call Number: UMCP Ebook and UMCP Mck and SG Stacks LB2331 .F495 2003
ISBN: 9780787960551
Publication Date: Jossey-Bass higher and adult education series.San Francisco, Calif. : Jossey-Bass, ©2003.
"Creating Significant Learning Experiences also offers valuable recommendations on what various organizations in higher education can do to more effectively support better teaching. Based on the six key needs of faculty interested in changing the way they teach, Fink identifies several specific actions for decision makers in colleges and universities, accrediting agencies, funding agencies, journals on teaching, and disciplinary associations." "This book presents an exciting vision of what higher education might be, accompanied by practical advice on how to make that vision a reality."-

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Teaching with Your Mouth Shut - Finkel, Donald L. ; Peter Elbow (Foreword by); Susan Finkel
Call Number: UMCP McK Stacks LB1026 .F49 2000
ISBN: 9780867094695
Publication Date: Portsmouth, NH Boynton/Cook Publishers, ©2000.
"Each chapter in this book presents a case study, a story, or a sustained image of a teaching situation - a set of "circumstances" that produces significant learning in students. Each makes sense of the title of the book in a particular way. Each enriches its meaning by one increment. The idea of "teaching with your mouth shut" is explored, exemplified, and varied to such an extent that it ultimately specifies a comprehensible approach to teaching - along with a host of concrete teaching possibilities. In the end, not only will your notion of good teaching be transformed, but so too your sense of what may be signified by the word teaching itself."

55 Strategies for Better Teaching - Fleming, Neil
Publication Date: Christchurch, N.Z. : Neil Fleming, ©2002.

Teaching and Learning Styles: VARK Strategies - Fleming, Neil
Publication Date: Christchurch, N.Z. : Neil Fleming, ©2001.

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A Handbook for Teaching and Learning in Higher Education - Fry, Heather; Steve Ketteridge; Stephanie Marshall
Call Number: UMCP McK Stacks LB2331 .H3145 2003
ISBN: 9780749438777
Publication Date: 2002-12-01
The Handbook is sensitive to the competing demands of teaching, research and scholarship, and academic management. Against the contexts, the book focuses on developing professional academic skills for teaching. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity, the fully updated and expanded edition includes new material on, for example, e-learning, lecturing to large groups, formative and summative assessment, and supervising research students.

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Academic Integrity in the 21st Century: a teaching and learning imperative - Gallant, Tricia Bertram; AEHE Staff
Call Number: UMCP McK Stacks LB3609 .B47 2008
ISBN: 9780470373668
Publication Date: ASHE higher education report, v. 33, no. 5. San Francisco : Jossey-Bass, ©2008.
Tricia Bertam Gallant, academic integrity coordinator for the University of California, San Diego considers the issue of academic misconduct in the context of the complex forces currently straining the teaching and learning environment.

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Teacher-Made Assessments - Gareis, Christopher R.; Leslie W. Grant
Call Number: Ebook
ISBN: 9781596670815
Publication Date: Larchmont, NY : Eye On Education, ©2008.
Assessment is not only a measure of student learning, but a means to student learning. Teacher-Made Assessments guides you in constructing and using your own classroom tests and rubrics to improve student achievement. A practical and accessible resource for classroom teachers, it will help you make assessment integral to both teaching and learning.

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The Chicago Guide to Your Academic Career: a portable mentor for scholars from graduate school through tenure - Goldsmith, John A. ; John Komlos; Penny Schine Gold
Call Number: UMCP McK Stacks LB1778 .G63 2001
ISBN: 9780226301501
Publication Date: Chicago : University of Chicago Press, 2001.
With a perpetually tight job market, the road to an academic career can be a rocky and frustrating one. There are lots of questions, and this book attempts to provide good, frank answers to them.

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Clueless in Academe - Graff, Gerald
Call Number: UMCP McK and SG Stacks LC191.94 .G73 2003
ISBN: 0300095589
Publication Date: New Haven : Yale University Press, ©2003.
In an essential book for teachers and others interested in education, an eminent scholar looks at the academic world from a much-overlooked perspective: that of students who don't get it. Gerald Graff argues that our schools and colleges make the intellectual life seem more opaque, specialized, and beyond normal learning capacities than it is or needs to be. Left clueless in the academic world, many students view the life of the mind as a secret society for which only an elite few qualify." "In a refreshing departure from standard diatribes against academia, Graff shows how academic unintelligibility is unwittingly reinforced not only by jargon and obscure writing, but by the disconnection of the curriculum and the failure to exploit the many connections between academia and popular culture. Finally, Graff offers a wealth of practical suggestions for making the culture of ideas and arguments more accessible, showing how students and the wider public can enter the debates that permeate their lives.

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Teaching Excellence in Higher Education - Gregory, Melissa Valiska (Editor); Marshall Gregory
ISBN: 9781137379450
Publication Date: 2013-12-11
“In this volume, the culmination of a lifetime’s work as an educator, Marshall Gregory lays out a pedagogical theory and ethical vision for teaching. He argues that teachers across the arts and sciences can reach for teaching excellence by relying on more than good will, good intentions, sincerity, enthusiasm, and trial and error. They can think, individually and collectively, about the educable capacities of the students they teach and about the ultimate aim of their teaching: not to merely impart information or train their students in a discipline, but to develop their students’ abilities for thought, reflection, questioning, and engagement to their fullest extent. Drawing on over forty-five years of teaching and thirty-five years of training teachers to think about pedagogy, Gregory speaks to any teacher wanting to more fully ground the what of teaching in the how and why.”


Handbook for Adjunct/Part-Time Faculty and Teachers of Adults - Greive, Donald
Call Number: FSU Stacks LB2331 .G72 2005
ISBN: 9780940017283
Publication Date: 6th edition. Ann Arbor, MI : The Part-Time Press, ©2005.

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The Course Syllabus - Grunert, Judith ; Robert M. Diamond (Foreword by)
Call Number: UMCP McK Stacks LB2361 .G78 1997
ISBN: 1882982185
Publication Date: Bolton, MA : Anker Pub. Co., ©1997.
Intended for those interested in planning and constructing a learning centered course syllabus. This book presents why and how to construct a syllabus that shifts from what material a course will cover to one that reflects what tools and information an instructor can provide students to help them learn (the learning centered syllabus).

The Academic Self: An Owner's Manual - Hall, Donald E.
Call Number: UMCP McK Lib Stacks LB2331 .H3122 2002
ISBN: 9780814209073
Publication Date: Columbus : Ohio State University Press, ©2002.

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The Art of Discussion-Based Teaching - Henning, John
Call Number: EBook
ISBN: 9780415956338
Publication Date: New York : Routledge. 2008
Available as Ebook from UMCP Libraries. EBSCO Host.

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Teaching to Transgress - hooks, bell
Call Number: SG Stacks LC196 .H66 1994; McK Stacks LC196 .H66 1994
ISBN: 9780415908085
Publication Date: New York : Routledge, 1994.
In this book, the author shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratic participation. She writes about a new kind of education, education as the practice of freedom. She advocates the process of teaching students to think critically and raises many concerns central to the field of critical pedagogy, linking them to feminist thought. In the process, these essays face squarely the problems of teachers who do not want to teach, of students who do not want to learn, of racism and sexism in the classroom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for the author, the teacher's most important goal.

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Teaching What You Don't Know - Huston, Therese
Call Number: SG Stacks LB2331 .H875 2009; UMCP McK Stacks LB2331 .H875 2009
ISBN: 9780674035805
Publication Date: Cambridge, Mass. : Harvard University Press, 2009.
Everyone in academia knows it and no one likes to admit it: faculty often have to teach courses in areas they don't know very well. The challenges are even greater when students don't share your cultural background, lifestyle, or assumptions about how to behave in a classroom. In this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems.

Developing and Using Tests Effectively - Jacobs, Lucy C. ; Clinton I. Chase
Call Number: UMCP McK Stacks LB2366.2 .J33 1992
ISBN: 9781555424817
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass Publishers, ©1992.
It is estimated that up to 20 percent of a professor's time is spent evaluating the impact of instruction. Yet most faculty receive little formal training in classroom testing or other means of determining which students have attained course objectives and which have not. Developing and Using Tests Effectively offers practical guidelines that faculty members can use to improve their skills in the development, administration, and grading of classroom tests." "This book offers specific how-to advice on every stage of the testing process, including planning the test and classifying objectives to be measured, ensuring the validity and reliability of the test, and grading to arrive at fair grades based on relevant data." "Lucy Jacobs and Clinton Chase examine the strengths and weaknesses of many types of tests, including both traditional (multiple-choice, true-false, matching, completion, and essays) and alternative (take-home, open-book, and oral) assessment procedures. For every testing procedure, they show how faculty members can write tests that are fairer and more valid and that do a better job of measuring what students learn - thereby improving faculty members' ability to assess learning outcomes." "The authors reveal, for example, how essay tests may often measure only the skill of the grader in assessing what the writer has said - and offer suggestions for improving the instructor's skill in reading essays and scoring them reliably. They discuss the problem of cheating and suggest ways to deal with it. They examine the advantages and limitations of using computers for classroom testing. And they describe such alternative assessment procedures as portfolios, journals, and peer testing.

First Steps to Excellence in College Teaching - Johnson, Glenn R.
Call Number: SU Lib Stacks LB2331 .J565 1995
ISBN: 9780912150420
Publication Date: Madison, WI : Magna Publications, ©1995.

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Chalk Talk:Teaching Tips from the UGA Teaching Academy - Johnson, Loch, Editor
Free PDF may be downloaded from the URL. A collection of 69 essays on the nuts-and-bolts of classroom teaching. Edited by Loch Johnson, Regents Professor of Public and International Affairs and a member of the inaugural class of the Teaching Academy at the University of Georgia.

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Higher Education for Sustainability: cases, challenges, and opportunities from across the curriculum - Johnston, Lucas F.
Call Number: UMCP has ebook
ISBN: 9780203123041
Publication Date: New York : Routledge, 2013.
Student and employer demand, high-level institutional commitment, and faculty interest are inspiring the integration of sustainability-oriented themes into higher education curricula and research agendas. Moving toward sustainability calls for shifts in practice such as interdisciplinary collaboration and partnerships for engaged learning. This timely edited collection provides a glimpse at the ways colleges and universities have integrated sustainability across the curriculum. The research-based chapters provide empirical studies of both traditional and innovative degree programs as well as case studies from professional schools. Chapter authors illustrate some of the inclusive and deliberative community and political processes that can lead to sustainable learning outcomes in higher education. Exploring the range of approaches campuses are making to successfully integrate sustainability into the curricula, this much-needed resource provides inspiration, guidance, and instruction for others seeking to take education for sustainability to the next level.

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Deadly Professors - Jones, Thomas B.
Call Number: Ebook
ISBN: 9781579225131
Publication Date: Sterling, Va. : Stylus Pub., 2010.
Professor Roland Norris has been murdered in the early morning hours on the grounds of Välkommen University, and the discovery of the crime sets the scene for Thomas Jones' new parody of a campus mystery. As two more murders rattle the university, St. Paul detectives LeRon Jarvis and Robert Phan increasingly focus on the victim's connections to Jack Ramble, professor of literature and chair of the department. Are the crimes motivated by academic rivalries or the university's finances? A frantic golf cart chase down the 10th fairway of the East Oaks Country Club finally reveals all...

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The Missing Professor: an academic mystery - Jones, Thomas B.
Call Number: UMCP McK Stacks LB2331.66 .J66 2006
ISBN: 9781579221386
Publication Date: Sterling, Va. : Stylus, 2006.

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Developing Reflective Judgment - King, Patricia M. ; Karen Strohm Kitchener
Call Number: UMCP McK Stacks BF447 .K56 1994
ISBN: 9781555426293
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass Publishers, ©1994.
How do students learn to reason and think about complex issues? This book fills a critical gap in our understanding of a long-neglected facet of the critical thinking process: reflective judgment. Drawing on extensive cross-sectional and longitudinal research, including their own ten-year study, Patricia M. King and Karen Strohm Kitchener detail the series of stages that lay the foundation for reflective thinking, and they trace the development of reflective judgment through adolescence and adulthood. King and Kitchener's new model of reflective judgment is designed to enhance both research and practice in the areas of critical thinking, intellectual development, and education. The authors examine key questions concerning reflective judgment: How do high school, college, and graduate students reason differently about ill-structured problems? Does students' reasoning improve with additional exposure to and involvement in higher education? Do adult learners differ from traditional-age students in their reflective thinking? How does the reasoning of adult college graduates differ from that of non-college-educated adults? The authors also describe the implications of the Reflective Judgment Model for working with students in the classroom and beyond - encouraging educators to think differently about interactions with their students and to create ways of more effectively promoting the ability to make reflective judgments.

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Critical Issues in Higher Education; Vol. 8 of Critical Issues in the Future of Learning and Teaching - Kompf, Michael ; Pam Denicolo (vol. editors); Ginsburg, M. (series editor)
Call Number: UMCP has ebook
ISBN: 9789462090460
Publication Date: Rotterdam ; Boston : SensePublishers, ©2013.
The ideas and papers in this volume primarily showcase the work of a group of new scholars who will lead the next generation of educational practise and inquiry. While the topics explored are critical issues, the ways in which these new scholars have chosen to address them illustrates the diversity of voice, venue and value that has led them to present their work. Education and what it means has entered a new era in which the primary focus on education for the sake of education is strained.

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Meaning-centered education : international perspectives and explorations in higher education - Kovbasyuk, Olga ; Patrick Blessinger
Call Number: UMCP has ebook
ISBN: 1136293892
Publication Date: New York : Routledge, 2013.
"In a time of globally changing environments and economic challenges, many institutions of higher education are attempting to reform by promoting standardization approaches. Meaning-Centered Education explores the counter-tide for an alternative vision of education, where students and instructors engage in open meaning-making processes and self-organizing educational practices. In one contributed volume, Meaning-Centered Education provides a comprehensive introduction to current scholarship and pedagogical practice on meaning-centered education. International contributors explore how modern educational scholars and practitioners all around the world are implementing a comprehensive framework that supports meaning making in a classroom. This edited collection is a valuable resource for higher education faculty and scholars interested in renewing the deep purposes of higher education"

Authenticity in and through Teaching in Higher Education : The Transformative Potential of the Scholarship of Teaching - Kreber, Carolin
Call Number: UMCP has ebook
ISBN: 9781135098933
Publication Date: London : Taylor and Francis, c2013
What does it mean to be authentic? Why should it matter whether or not we become more authentic? How might authenticity inform and enhance the social practice of the scholarship of university teaching and, by implication, the learning and development of students?Authenticity in and through Teaching introduces three distinct perspectives on authenticity, the existential, the critical and the communitarian, and shows what moving towards greater authenticity involves for teachers and students when viewed from each of these angles.

Preparing graduate students to teach : a guide to programs that improve undergraduate education and develop tomorrow's faculty - Lambert, Leo M ; Stacey Lane Tice; AAHE Teaching Initiative.
Call Number: Online version through UMCP; UMBC Lib Stacks Folio LB1738 .P74 1993
Publication Date: Washington, DC : American Association for Higher Education, ©1993.

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Cheating Lessons : learning from academic dishonesty - Lang, James M.
Call Number: UMCP Ebook
ISBN: 9780674726239
Publication Date: Cambridge, Massachusetts : Harvard University Press, 2013.
A guide to tackling academic dishonesty at its roots. It analyzes the features of course design and classroom practice that create cheating opportunities, and empowers teachers to build more effective learning environments.

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On Course: a Week-by-Week Guide to Your First Semester of College Teaching - Lang, James M.
Call Number: UMBC Library Stacks LB2331 .L245 2008
ISBN: 9780674028067
Publication Date: Cambridge, Mass. : Harvard University Press, 2008.
Practical and lively, On Course is full of experience-tested, research-based advice for graduate students and new teaching faculty. It provides a range of innovative and traditional strategies that work well without requiring extensive preparation or long grading sessions when you're trying to meet your own demanding research and service requirements.

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Thinking about Teaching and Learning - Leamnson, Robert
Call Number: UMCP McK Stacks LB2331 .L39 1999
ISBN: 9781579220136
Publication Date: Sterling, Va. : Stylus Pub., ©1999.

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Techniques and Strategies for Interpreting Student Evaluations - Lewis, Karron G. (Editor)
Call Number: McK Stacks LB2331 .T43 2001
ISBN: 0787957895
Publication Date: New Directions in Teaching & Learning 87. San Francisco, CA : Jossey-Bass, ©2001.

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Teaching Your First College Class - Lieberg, Carolyn
Call Number: FSU Stacks LB2331 .L48 2008; UB Stacks LB2331 .L48 2008
ISBN: 9781579222253
Publication Date: Sterling, Va. : Stylus Pub., 2008.
TABLE OF CONTENTS --
Beginnings --
Teaching intentionally --
The first day --
Creating a syllabus --
Pausing to assess and refresh --
Students: what they expect and what you might expect --
Preparation for discussions --
Facilitating discussions --
Planning assignments --
When students write: considerations and assignment ideas --
Group work and presentations --
Fraud, cheating, plagiarism, and some assignments that discourage it --
Grading --
Making the most of your teaching and planning for your future.

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This Rough Magic: the life of teaching - Lindley, Daniel A.
Call Number: UMCP McK Stacks LB1775.2 .L56 1993
ISBN: 9780897893633
Publication Date: Westport, Conn. : Bergin & Garvey, 1993.

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New Faculty - Lucas, Christopher J. ; John W. Murry; John W. Murray Jr.
Call Number: McK Stacks LB1778.2 .L83 2002
ISBN: 9780312295066
Publication Date: New York : Palgrave, 2002.

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The Torch or The Firehose: A Guide to Section Teaching - Mattuck, Arthur
Publication Date: Cambridge, MA: Massachusetts Institute of Technology Open CourseWare, 1981.
The Torch or The Firehose: A Guide to Section Teaching, by MIT Mathematics Professor Arthur Mattuck, is a guide to recitation teaching at MIT. During a typical recitation section, a teaching assistant (TA) meets with a small group of students to review the most recent lecture, expand on the concepts, work through practice problems, and conduct a discussion with the students. With good humor and sound advice, Professor Mattuck offers both novice and seasoned recitation instructors guidelines on how sections can best serve as a complement to lectures, how to help students become better learners, and how to enjoy their experience as recitation teachers. Lecturers claim they have learned something from it, too.

This content was first published as a printed booklet in 1981. This is the second edition. It has had a wide distribution, both at MIT and other universities, since it first appeared. It is finally available in digital format to allow broader distribution and use of this valuable material.

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Creativity in the Classroom - McIntosh, Paul (Editor); Digby Warren (Editor)
Call Number: UMCP Mck Lib Stacks LB1062 .C74 2013
ISBN: 9781841505169
Publication Date: Bristol : Intellect ; Chicago, IL : The University Chicago Press, 2013.
The editors of this volume contend that the current paradigm of standardizing Higher Education through an outcomes-dominated approach can constrain the educational process, where teachers may feel pressured to resort to risk-aversive methods that satisfy the learning-outcomes and assessment agenda. As a result, the ability of teachers and learners to inform, critique and develop their understanding of subjects together may be being lost. This book contains a variety of alternative approaches teachers have used to develop ways of 'humanizing' and deepening the learning process, through drawing on the creative arts and humanities - including cinema, literature, dance, drama and visual art - in a range of disciplines, it is argued by the editors that these 'arts-based inquiry' approaches have opened up possibilities for transformative learning as concerned with whole person development through opportunities to connect the-intuitive, emotional, relational and creative with the analytical and logical ways of knowing.

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McKeachie's teaching tips : strategies, research, and theory for college and university teachers - McKeachie, Wilbert James
Call Number: McK Stacks LB1738 .M35 1999
Publication Date: Boston : Houghton Mifflin Co., ©1999.

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Reconceptualising feedback in higher education : developing dialogue with students - Merry, Stephen ; Mantz Yorke
Call Number: UMCP has ebook
Publication Date: New York : Routledge, 2013
Publisher Synopsis

"To avoid repetition, the authors offer cross-references and provide references to other resources on some topics. Throughout, boxes give readers snippets of information about significant figures, events, and ideas along with some primary sources." - Choice, L. A. Heaphy, Kent State University

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To Improve the Academy - Miller, Judith E. (Editor); James E. Groccia (Associate Editor)
Call Number: UB Stacks LB1731 .T6 2011
ISBN: 9780470623176
Publication Date: San Francisco, Calif. : Jossey-Bass, ©2011.
Annual publication of the Professional and Organizational Development Network in Higher Education. Vol. 29 (2011) contains results from a study of TLDUs (teaching and learning development units) nationwide (Sally Kuhlenschmidt, "Distribution and Penetration of Teaching-Learning Development Units in Higher Education: Implications for Strategic Planning and Research," pp. 274-287.

Handbook for College Teaching - Miller, W.R. ; Marie F. Miller
Call Number: UMCP McK Stacks LB2331 .M4814 1997
ISBN: 9780962888717
Publication Date: Sautee-Nacoochee, GA : PineCrest Publications, 1997.

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Cooperative Learning for Higher Education Faculty - Millis, Barbara J. ; Philip G. Cottell
Call Number: McK Stacks LB2331 .M4816 1998
ISBN: 0897749901
Publication Date: Phoenix, Ariz. : Oryx Press, 1998.
This definitive "how-to" book on cooperative learning at the postsecondary level is designed to serve as a vital resource for faculty who use a collaborative approach to education. It offers an overview of the cooperative learning process, including its rationale, research base, value, and practical implementation. The authors also describe a variety of approaches to cooperative learning drawn from complementary movements such as classroom research, writing across the curriculum, computer technology, and critical thinking.

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Cooperative Learning in Higher Education - Millis, Barbara J.
Call Number: BSU Faculty; TU Ebook LB1032 .C596 2010eb
ISBN: 9781441651907
Publication Date: Sterling, Va. : Stylus, 2010.
Research has identified cooperative learning as one of the ten High Impact Practices that improve student learning. If you've been interested in cooperative learning, but wondered how it would work in your discipline, this book provides the necessary theory, and a wide range of concrete examples. Experienced users of cooperative learning demonstrate how they use it in settings as varied as a developmental mathematics course at a community college, and graduate courses in history and the sciences, and how it works in small and large classes, as well as in hybrid and online environments.

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How to Measure Performance and Use Tests - Morris, Lynn Lyons ; Carol Taylor Fitz-Gibbon; Elaine Lindheim
ISBN: 0803931328
Publication Date: Program evaluation kit (2nd ed.), 7. Newbury Park, Calif. : Sage Publications, ©1987.

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My Freshman Year: what a professor learned by becoming a student - Nathan, Rebekah
Call Number: UMCP McK Stacks LB3605 .N34 2005
ISBN: 9780801443978
Publication Date: Ithaca : Cornell University Press, 2005.
After more than fifteen years of teaching, Rebekah Nathan, a professor of anthropology at a large state university, realized that she no longer understood the behavior and attitudes of her students. Fewer and fewer participated in class discussion, tackled the assigned reading, or came to discuss problems during office hours. And she realized from conversations with her colleagues that they, too, were perplexed: Why were students today so different and so hard to teach? Were they, in fact, more likely to cheat, ruder, and less motivated? Did they care at all about their education, besides their grades? Nathan decided to put her wealth of experience in overseas ethnographic fieldwork to use closer to home and applied to her own university. Accepted on the strength of her high school transcript, she took a sabbatical and enrolled as a freshman for the academic year.

Planning a college course : a guidebook for the graduate teaching assistant - National Center for Research to Improve Postsecondary Teaching and Learning; Michael P Ryan; Gretchen G Martens.
Call Number: UMUC Academic Center at Largo Stacks LB1570 .R93 1989
Publication Date: Research program on curriculum design: influences and impacts. Ann Arbor, MI : National Center for


Teaching College: Collected Readings for the New Instructor - Neff, Rose A. ; Maryellen G. Weimer
Call Number: UMCP McK Folio LB2331 .T4 1990
ISBN: 9780912150123
Publication Date: Madison, Wis. : Magna Publications, ©1990.

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Teaching at Its Best: A Research-Based Resource for College Instructors - Nilson, Linda B.
Call Number: UMCP McK Folio LB2331 .N55 2010
ISBN: 9780470401040
Publication Date: Jossey-Bass higher and adult education series. San Francisco, CA : Jossey-Bass, ©2010.
Synopsis: Teaching at Its Best. This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more.

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Learning to Think Things Through + New Mystudentsuccesslab 2012 A Guide to Critical Thinking Across the Curriculum - Nosich, Gerald M.
ISBN: 9780321857798
Publication Date: Addison-Wesley 2012.
"This text stacks op very well against its competition because it is concise. The difficulty in choosing texts on critical thinking is that they are either too complicated, do not offer enough coverage, or use a particular discipline to explicate critical thinking. What makes this text effective is that it is easy to work with and applicable to any and all disciplines." - Susan Quarrell, Lehman College

A handbook for student management teams - Nuhfer, Edward B.
Publication Date: Camarillo, CA : California State University, Channel Islands, 2008.

Preparing the Professoriate of Tomorrow to Teach - Nyquist, Jody and Staff
Call Number: Bowie State University General Stacks LB2335.4 .P74 1991
ISBN: 9780840363749
Publication Date: Dubuque, Iowa : Kendall/Hunt Pub. Co., ©1991.

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Tips for Improving Testing and Grading - Ory, John C. ; Katherine E. Ryan
Call Number: UMCP McK Stacks LB3060.65 .O75 1993
ISBN: 9780803949744
Publication Date: Survival skills for scholars, v. 4. Newbury Park, Calif. : Sage Publications, ©1993.

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The Courage to Teach Guide for Reflection and Renewal - Palmer, Parker J. ; Megan Scribner (As told to)
Call Number: SG Lib Stacks LB1775 .P257 2007
ISBN: 9780787996871
Publication Date: San Francisco, CA : Jossey-Bass, 2007.
10 anniversary edition. This book is a guide for readers of The Courage to Teach. Completely revised and updated to reflect the changes and issues explored in the tenth anniversary edition, The Courage to Teach Guide helps readers to explore further the ideas presented in the main text.

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The Art of Teaching - Parini, Jay
Call Number: EBook; SG Stacks LA2317.P335 A3 2005; UMCP Mck Stacks LA2317.P335 A3 2005
ISBN: 9780195169690
Publication Date: Oxford ; New York : Oxford University Press, 2005.
Writer and critic Parini looks back over his own decades of trials, errors, and triumphs, in a memoir replete with hard-won wisdom about the teacher's craft for instructors of all levels. He offers valuable insight into the many challenges that educators face, from establishing a persona in the classroom, to fostering relationships with students, to balancing a teaching load with academic writing and research. EBook available through EBSCO through UMCP Libraries. Hardcopy also available at SG and UMCP.

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Teaching First-Year College Students - Peters, Calvin B. ; Diane Weltner Strommer; Bette LaSere Erickson
Call Number: UMCP McK Stacks LB2331 .E76 2006
ISBN: 9780787964399
Publication Date: Jossey-Bass higher and adult education series. San Francisco, CA : Jossey-Bass, ©2006.
The Guide for Teaching First-Year Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strategies and approaches for faculty who teach first-year courses. The new edition is based on the most current research on teaching and learning and incorporates information about the demographic changes that have occurred in student populations since the first edition was published. The updated strategies are designed to help first-year students adjust effectively to both the academic and nonacademic pressures of college. The authors also help faculty understand first-year students and show how their experiences in high school have prepared--or not prepared--them for the world of higher education. Written in a highly accessible format, the book contains instructive commentary from both students and educators and includes a new chapter that addresses the topic of creating inclusion in classrooms and curricula. In addition, this revised edition offers information on active learning techniques, learning styles, constructing evaluation tools and assessments, and alternative teaching methods.

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Successful Beginnings in College Teaching - Provitera-McGlynn, Angela
Call Number: TU Stacks LB2331 .P768 2001
ISBN: 9781891859380
Publication Date: Teaching techniques/strategies series, v. 2. Madison, WI : Atwood Pub., ©2001.

Teaching Today's College Students - Provitera-McGlynn, Angela
ISBN: 9781891859700
Publication Date: Madison, WI : Atwood Pub., ©2007.

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Learning to Teach in Higher Education - Ramsden, Paul
Call Number: UMCP McK Stacks LB2331 .R28 1992
ISBN: 9780415064156
Publication Date: London ; New York : Routledge, 1992.

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The Ignorant Schoolmaster : five lessons in intellectual emancipation - Ranciere, Jacques ; Kristin Ross (Translator)
ISBN: 9780804718745
Publication Date: Stanford, Calif. : Stanford University Press, 1991.

The international teaching assistant handbook : an introduction to university and college teaching in the United States - Ronkowski, Shirley
Publication Date: Santa Barbara, Calif. : Office of Instructional Consultation, University of California, ©1986.

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The Art and Craft of College Teaching - Rotenberg, Robert
ISBN: 9781598745337
Publication Date: Walnut Creek, Calif. : Left Coast Press, ©2010
"This book provides a hands-on, quick-start guide to the complexities of the college classroom for instructors in their first five years of teaching. Practical and prescriptive, it provides guidance on course design, syllabi, teaching strategies and assessment, among other topics. The second edition of Rotenberg's popular guide includes additional material on teaching in a digital environment, universal design and teaching diverse students."-

Teaching American students : a guide for international faculty and teaching fellows - Sarkisian, Ellen.
Publication Date: Cambridge, Mass. : Danforth Center for Teaching and Learning, Harvard University, 1990.

Cooperative Learning: A Classroom Guide - Sego, Arlene
ISBN: 9780940017177
Publication Date: Adult education series. Elyria, Ohio : Info-Tec, [1991?]

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The Academic Portfolio - Seldin, Peter ; J. Elizabeth Miller
Call Number: UMCP McK Stacks LB1029.P67 S45 2009
ISBN: 9780470256992
Publication Date: Jossey-Bass higher and adult education series. San Francisco, CA : Jossey-Bass, ©2009.
This comprehensive book focuses squarely on academic portfolios, which may prove to be the most innovative and promising faculty evaluation and development technique in years. The authors identify key issues, red flag warnings, and benchmarks for success, describing the what, why, and how of developing academic portfolios. The book includes an extensively tested step-by-step approach to creating portfolios and lists 21 possible portfolio items covering teaching, research/scholarship, and service from which faculty can choose the ones most relevant to them.

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The Teaching Portfolio - Seldin, Peter; J. Elizabeth Miller; Clement A. Seldin; Wilbert McKeachie (Foreword by)
Call Number: UMCP McK Stacks LB2333 .S46 2010
ISBN: 9780470538098
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, ©2010.
"Thoroughly revised and updated, this fourth edition of the classic hands-on resource offers a comprehensive review of all the facets developing teaching portfolios. This new edition will contain new perspectives and ideas; an expanded section on web-based electronic teaching portfolios ; a sample of colleges and universities that shows how they have implemented portfolios; real-world teaching portfolios of twenty-one faculty members and a report from a university provost on what he looks for in a portfolios submitted for promotion."

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Interactive Open Educational Resources: a guide to finding, choosing, and using what's out there to transform college teaching - Shank, John D.
Call Number: Available as ebook from USM libraries.
ISBN: 9781118419670
Publication Date: Jossey-Bass higher and adult education series. San Francisco, CA : Jossey-Bass, [2014]
Sponsored by the Association of College and Research Libraries (ACRL), this one-of-a-kind book demonstrates the best tools, resources, and techniques for discovering, selecting, and integrating interactive open educational resources (OERs) into the teaching and learning process. The author examines many of the best repositories and digital library websites for finding high quality materials, explaining in depth the best practices for effectively searching these repositories and the various methods for evaluating, selecting, and integrating the resources into the instructor's curriculum and course assignments, as well as the institution's learning management system

Readers, Teachers, Learners - Simpson, Michele L.; William G. Brozo
Call Number: UMBC & Morgan State Lib Stacks LB1632 .B7 1999; SU Lib Stacks LB1632 .B78 1999
ISBN: 9780136472728
Publication Date: 3rd edition. Upper Saddle River, N.J. : Merrill, ©1999.
This book is based on the premise that literacy is, at its core, a social process; and that, as such, it is often affected—for good or ill—by social situations and cultural/social relationships. With that philosophical construct in mind, these authors provide a solid foundation of principles and a wealth of applications for developing literacy skills in middle school and secondary school learners. Coverage encompasses comprehension, vocabulary, writing skills, study strategies, and the use of computer technology. For elementary and high school teachers.

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Relevance of Higher Education - Simpson, Timothy ; Stephen Clements (Contribution by); Jason R. Jividen (Contribution by); James Scott Johnston (Contribution by); Wilfred M. McClay (Contribution by); Wayne Willis (Contribution by)
Call Number: UMCP McK Stacks LB2322.2 .R448 2013
ISBN: 9780739182529
Publication Date: Lanham : Lexington Books, [2013]
Publisher Synopsis

With the university under constant calls to justify its costs and prove its relevance, this volume of essays couldn't be more timely. Here we have sober reflections on the liberal arts in an age of productivity, assessment, career readiness, and political correctness, each trend threatening in one way or another the cardinal ideals of higher education. Some of the contributors proceed historically, others ethically and philosophically; they invoke Aristotle, Tocqueville, Nietzsche, Dewey, David Rieseman, and Allan Bloom; they range from the highs of liberal education for its own sake to the lows of university marketing strategies; and they expose relevance as a flexible and tactical concept, both an engine of curriculum, a social validation, and a burden of public financing. People confounded by amazing developments such as the labeling of students as 'customers' and data on how little students typically learn during their undergraduate career will find them explained in these pages. Indeed, as the debates over the value and purpose of higher education move forward in the coming years, participants will prosper by assimilating the contents of this volume. -- Mark Bauerlein, Emory University The Relevance of Higher Education is a thought-provoking and highly-readable text that will challenge anyone who proclaims to have the 'final word' on the purpose of universities today. I encourage anyone who cares about the future of higher education to read this text carefully and learn from the impressive collection of authors, from a wide variety of fields, who contributed to it. -- Wesley Null, Baylor University


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Communicate: strategies for international teaching assistants - Smith, Jan; Colleen Meyers; Amy Barkhalter
Call Number: UMBC ALRC/RCLC Resource Center for Language and Culture LZ/ F132.P7C6; UMBC Library Stacks - Folio L
ISBN: 9780131377202
Publication Date: Englewood Cliffs, N.J. : Regents/Prentice Hall, ©1992.

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Extraordinary Teachers - Stephenson, Fred (Editor); Fred Stephenson Jr
Call Number: Coppin State and UMBC Library Stacks LB1775 .E98 2001
ISBN: 9780740718601
Publication Date: Kansas City, Mo. : Andrews McMeel Pub., ©2001.
Dr. Fred J. Stephenson recognized the growing dissatisfaction with America's schools and decided he had a remedy. So he asked master teachers - all of whom had won the University Of Georgia's Josiah Meigs Award for Excellence In Teaching - to share their thoughts on the profession of education. The result is Extraordinary Teachers. Within these pages, exceptional teachers write about everything from helping students find joy in learning to using humor in the classroom. Anyone with an interest in education will find this book an inspiring, must-read look at excellence in teaching.

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Introduction to Rubrics - Stevens, Dannelle D. ; Antonia J. Levi; Barbara E. Walvoord (Foreword by)
Call Number: SG Stacks LB3063 .S74 2013
ISBN: 9781579225872
Publication Date: Sterling, Va. : Stylus, ©2013.

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Learning and Motivation in the Postsecondary Classroom - Svinicki, Marilla D.
Call Number: TU Stacks LB1065 .S885 2004; UB Stacks LB1065 .S84 2004
ISBN: 1882982592
Publication Date: Bolton, Mass. : Anker Pub. Co., ©2004.
"While there is much available research and theory about learning and motivation, until now there has been no resource that translates esoteric findings into everyday language and examples that can be readily applied in college classrooms. This book brings the findings and theories of educational psychology to classroom faculty, helping them to adopt a scholarly approach to understanding their students' learning problems."

Revitalizing Undergraduate Science: why some things work and most don't - Tobias, Sheila
ISBN: 9780963350411
Publication Date: Tucson, Ariz. : Research Corp., ©1992.

They're Not Dumb, They're Different: Stalking the Second Tier - Tobias, Sheila
Call Number: TU Stacks Q181 .T58; UMBC Stacks Q181 .T58 1990
ISBN: 9780963350404
Publication Date: Occasional paper on neglected problems in science education. Tucson, Ariz. (6840 E. Broadway Blvd.

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Zombies in the Academy - Walker, Ruth (Editor); Christopher Moore (Editor); Andrew Whelan (Editor)
Call Number: UMCP McK Lib Stacks LB2322.2 .Z65 2013
ISBN: 9781841507149
Publication Date: Bristol, UK ; Chicago, USA : Intellect, 2013.
The theme of zombies is topical and provocative, with the potential to appeal to a wide range of readers. This book is an engaging call for recognition of the conditions of contemporary humanities research, teaching, and cultural and labour practices. The zombie trope offers an unusual perspective into discussions about the current crises in higher education, and the proposed structure of the book allows for the 3 editors to open up interdisciplinary discussion (with their 3 sections covering corporatisation & zombification, digital media & moribund content distribution, and zombie literacies & pedagogies). "Zombies in the Academy" taps into the current popular fascination with zombies and brings together scholars from a range of fields, including cultural and communications studies, sociology, film studies, and education, to give a critical account of the political, cultural, and pedagogical state of the university through the metaphor of zombiedom.

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Spotlight on Technology in Education - Walser, Nancy (Editor)
Call Number: UMCP McK Stks LB1028.3 .S66 2011; SG Lib LB1028.43 .S66 2011
ISBN: 1934742899
Publication Date: 2011-05-01
This volume covers the range of critical trends in the use of computers and other devices for classroom teaching, online learning, professional development, school improvement, and student assessment. It draws on expert sources including teacher-leaders, librarians, researchers, and trainers who share their best advice on helping students to evaluate Web resources and leverage the Internet and computer programs for collaborative experiences and engaging, motivating lessons. This volume also delves into emerging practices and research in online professional development, computerized testing, and hybrid schooling.

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Effective Grading - Walvoord, Barbara E Fassler; Virginia Johnson Anderson; Thomas A. Angelo (Foreword by)
Call Number: UMCP McK Folio LB2368 .W35 1998
ISBN: 9780787940300
Publication Date: Jossey-Bass higher and adult education series. San Francisco, Calif. : Jossey-Bass Publishers, ©199
"The grading process can yield rich information about student learning. Effective Grading enables faculty to go beyond using grades as isolated artifacts and helps them make classroom grading processes more fair, time-efficient, and conducive to learning. Classroom assessment of student learning can then contribute to departmental and general-education assessment in ways that meet the needs of institutions and accrediting agencies."--BOOK JACKET. "Tailored to specific needs of faculty members who seek to make grading a valuable part of student learning and motivation, Effective Grading balances assessment theory and hands-on advice. It offers an in-depth examination of the link between teaching and grading and provides concrete guidance on such critical steps as setting and communicating grading standards, developing assignments to grade, managing time spent on grading, and providing feedback for students."

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Deep Learning for a Digital Age - Weigel, Van B.
Call Number: UMCP McKeldin Stacks LB2395.7 .W45 2002
ISBN: 0787956139
Publication Date: 2001-11-12
In this book, Weigel shows how faculty can help students develop skills in research, problem solving, critical thinking, and knowledge management by using web-based collaboration tools. He outlines a blended, "bricks and clicks" approach to learning that emphasizes cognitive apprenticeship and communities of inquiry. Weigel's vision of "depth education" relies strongly on virtual teams and embedded assessment as a means to cultivate connection between students and educators.

This innovative approach to teaching and learning emphasizes the use of virtual spaces, which Weigel calls "knowledge rooms," where students can gather to develop research projects, build critical skills and competencies, share, discuss, and debate ideas, express themselves creatively, and assess their learning and performance. Learning gained through such collaborative environments is deep learning, with lasting impact, and stands in sharp contrast to the superficial acquisition of factual knowledge students typically take away from their college coursework.

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Learner-Centered Teaching - Weimer, Maryellen
Call Number: McK Stacks LB2331 .W39 2002
ISBN: 0787956465
Publication Date: San Francisco : Jossey-Bass, ©2002.
"Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone."

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Pedagogy in Higher Education - Wells, Gordon (Editor); Anne Edwards (Editor)
Call Number: LC196 .P453 2013
ISBN: 9781107014657
Publication Date: Cambridge : Cambridge University Press, 2013.
"What can Cultural Historical Activity Theory (CHAT) contribute to the solution of the problems facing higher education today? This edited volume brings together the work of an international group of scholars and researchers to address this important question. Drawing on contemporary interpretations of CHAT, the contributors take on a wide range of issues, ranging from pedagogy to administration and from teacher preparation to university outreach. An introduction presents the key principles of CHAT. Subsequent chapters address such issues as effective ways of teaching large undergraduate classes, providing support for struggling writers or for students with disabilities, opening up opportunities for students from historically underserved communities, preparing students for the professions, and building bridges between higher education and the wider community. Readers with an interest in higher education will encounter ideas in these chapters that will prompt them to rethink their role in preparing today's students for tomorrow's challenges"

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Understanding by Design - Wiggins, Grant; Jan McTighe
Call Number: EBook and UMCP McK Lib Stacks LB2806.15 .W54 1998
ISBN: 0871203138
Publication Date: Alexandria, Va. : Association for Supervision and Curriculum Development, ©1998.
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today s high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K 16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, Understanding by Design, 2nd edition, offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

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Consuming Higher Education: Why Learning Can't Be Bought - Williams, Joanna
Call Number: UMCP McK Lib Stacks LC67.6 .W55 2013
ISBN: 9781441194503
Publication Date: London ; New York : Bloomsbury Academic, 2013.
Reflects on the link between constructing students as consumers and the purpose of higher education, and the implications for student identity and learning.

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Why Don't Students Like School? - Willingham, Daniel T.
Call Number: SG Stacks LB1060 .W5435 2009; UMCP McK Stacks LB1060 .W5435 2009
ISBN: 9780470279304
Publication Date: San Francisco, CA : Jossey-Bass, ©2009.
Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. This book will help teachers improve their practice by explaining how they and their students think and learn revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.

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