Resources

This article explores the implications for a particular model of teaching, by looking at differences between students, types of subject material, types of instruction, instructional objectives, texts, and ways to interpret test results. Idea Paper no. 18, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Ask yourself key questions about the proposed group activity, be certain that the activity furthers course objects, allow for team building, encourage students to monitor group processing, promote individual accountability, etc.

Brief review of things to be sure to cover the first day, an argument for the importance of establishing a personal connection and building rapport, and some suggested activities to introduce the students to each other and yourself.

Discusses the strengths and weaknesses of discussion as a pedagogical technique, and recommendations on how to do it well. Idea Paper no. 15, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

A brief, reflective article that summarizes the factors in fostering deeper learning: the degree of interest, relevance and challenge provided by the subject content, a workload which is not perceived as excessive by students, clarity and organization of classes, provision of a framework through the use of concept maps which demonstrate interrelationships, assessment instruments which reward deeper learning, and student involvement in their own learning through the use of strategies such as group work or negotiation of topics for subject assessment tasks.

Argues that the time is ripe for an institutional reform movement to focus on holistic learning: What does research say about the relationship among the intellectual, social, and emotional elements of student learning? What can individual faculty, student affairs professionals, and institutions more generally do to enhance holistic learning?

In this interview, an assistant professor reflects on her choices and successes in teaching a large Intro to Anthropology lecture class: encouraging a "need to know" in her students, establishing an active learning environment, and getting students to prepare for class.

A short article by Diane Jonte-Pace, reviewing recent literature and issues, and commenting specifically on aspects of the situation at Santa Clara University.

Questions to ask when working issues of diversity into a course redesign.

From the University of Washington, provides perspectives on what excludes students, as well as strategies and resources for inclusive teaching.