return to student effectiveness resources
Some believe that effective teaching results when instructors pay attention to perfecting three elements of the classroom practice: communication, organization, and fairness. Communication "is not merely clear and unambiguous speech" it is also about performance qualities, the use of texts, and student-teacher rapport." Organization includes your having planned out your assessment instruments, your course content, and class time for student inquiries about learning material. Fairness is not about treating all students the same; in fact, it's about recognizing the differences in students and teaching/grading them accordingly. (from T he Art & Craft of College Teaching, Robert Rotenberg, Left Coast Press, 2005).
|Encourage student-faculty contact|
|Encourage cooperation among students|
|Encourage active learning|
|Give prompt feedback|
Emphasize time on task
Communicate high expectations
Respect diverse talents and ways of learning
Check our recent listings at http://www.netvibes.com/ltanditc#General and our bookmarks on teaching effectivness.
From our library--
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
Bigelow, D.N. (1971). The liberal arts and teacher education: A confrontation. Lincoln, NB: University of Nebraska Press.
Brookfield, S.D. (1990). The skillful teacher. San Francisco: Jossey-Bass.
Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Cornesky, R. (1993). The quality professor: Implementing TQM in the classroom. Madison, WI: Magna Publishing.
Davis, B.G. (2009). Tools for teaching, NEW Second Ed. San Francisco: Jossey-Bass.
Haile, J.M. (2005). The way of the teacher. Central, SC: Macatea Productions.
Johnston, J.S., & Associates. (1989). Those who can: Undergraduate programs to prepare arts and sciences majors for teaching. Washington, DC: Association of American Colleges.
Keig, L., & Waggoner, M.D. (1994). Collaborative peer review: The role of faculty in improving college teaching. Washington, DC: The George Washington University Press.
Lowman, J. (1984). Mastering the techniques of teaching. San Francisco: Jossey-Bass.
Mayhew, L.B., Ford, P.J., & Hubbard, D.L. (1990). The quest for quality: The challenge for undergraduate education in the 1990s. San Francisco: Jossey-Bass.
Menges, R.J. (1996). Teaching on solid ground: Using scholarship to improve practice. San Francisco: Jossey-Bass.
Murray, F. (1989). The reform of teacher education for the 21st century: Project 30 year one report. Newark, DE: University of Delaware Press.
Nilson, L.B. (2003). Teaching at its best: A research-based resource for college instructors. Bolton, MA: Anker Publishing.
Palmer, P.J. (1998). The courage to teach. San Francisco: Jossey-Bass.
Paulsen, M.B., & Feldman, K.A. (1995). Taking teaching seriously: meeting the challenge of instructional improvement. Washington, DC: The George Washington University Press.
Powers, B. (1992). Instructor excellence: Mastering the delivery of training. San Francisco: Jossey-Bass.
Reeves, D.B. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development.
Seldin, P. (1995). Improving college teaching: Strategies and approaches. Bolton, MA: Anker Publishing.
Seymour, D.T. (1992). On Q: Causing quality in higher education. New York: ACE/MacMillan.
Travis, J.E. (1995). Models for improving college teaching: A faculty resource. Washington, DC: The George Washington University Press.
Warren, R.G. (1983). New links between general education and business careers. Washington, DC: Association of American Colleges.
Weimer, M. (1990). Improving college teaching. San Francisco: Jossey-Bass.
Weimer, M. (1993). Improving your classroom teaching. Newbury Park, CA: Sage.
Weimer, M. (2006). Enhancing scholarly work on teaching and learning: Professional literature that makes a difference. San Francisco: Jossey-Bass.
Wulff, D.H. (2005).
Aligning for learning:
Strategies for teaching effectiveness. Bolton, MA: Anker
Teaching Tip Teaching Effectiveness
Online Resources: Tips and Strategies
Making it Meaningful is an excellent teaching tip from ISU: http://www1.indstate.edu/cirt/facdev/tips/teacherstudentfeedback/makingitmeaningful.html
Do It Your Way, Do It Right is another ISU tip that approaches effectiveness through the teacher, the student, colleagues, & scholarship and also lists additional resources for each category. http://www1.indstate.edu/cirt/facdev/tips/teaching/doityourwaydoitright.html
Elements of an Effective Teaching Style , teaching tip from Brown University's teaching center.
Online Publications: Viewpoints,
Boice, Robert. "Quick Starters: New Faculty Who Succeed." In Effective Practices for Improving Teaching. Edited by Michael Theall and Jennifer Franklin. New Directions for Teaching and Learning, no. 48. San Francisco: Jossey-Bass, 1991, pp. 111-123.
Describes characteristics of successful new faculty members at colleges and universities.
Chickering, Arthur W. and Zelda F. Gamson. "Seven Principles for Good Practice in Undergraduate Education." In Kenneth Feldman and Michael Paulsen, eds. Teaching and Learning in the College Classroom. 2d ed. ASHE Reader Series. Needham Heights, MA: Simon and Schuster Custom Publishing, 1998, pp. 543-549. Reprinted from AAHE Bulletin, March 1987. Identifies seven characteristics of the best college teaching, including: prompt feedback, high expectations, collaboration among students.
Lowman, Joseph. "Assignments that Promote and Integrate Learning." In Menges, Robert J. and Maryellen Weimer, et al. eds. Teaching on Solid Ground: Using Scholarship to Improve Practice. San Francisco: Jossey-Bass, 1996. Offers advice on how to design assignments that go beyond merely testing knowledge or providing a basis for a grade to foster students' real and lasting learning