Resources
A site with resources for teachers to coach students when providing peer feedback and revision, to promote critical thinking and better writing.
A guide for students to help them work more effectively in groups, developed by Clemson University’s Office of Teaching Effectiveness and innovation.
Field Education supervisors from 6 schools report on different learning community opportunities they facilitated among a selected group of supervisors, regarding each as a “community of practice.”
Click Here for Book Review Abstract: Sharing and engaging in interactions and discussion as required for collaborative teaching and learning can be a foreign concept to students coming from Asia or growing up in an Asian family. As such, this first volume in a two-volume edition helps lecturers, educators, and teachers create collaborative teaching and learning experiences with multicultural adult learners in higher education. Topics include: - assessment and evaluation techniques that focus on collaborative teaching and learning with diverse students - students’ cultural beliefs and strategies for outcomes-based collaborative teaching and learning in Asia, and - an understanding of the unique learning motivations of contemporary Asian students. This is the 142nd volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)
Click Here for Book Review Abstract: This book is written for anyone who has been inspired by the idea of Team-Based Learning (TBL) through his or her reading, a workshop, or a colleague’s enthusiasm, and then asks the inevitable question: how do I start? Written by five authors who use TBL in their teaching and who are internationally recognized as mentors and trainers of faculty making the switch to TBL, the book also presents the tips and insights of 46 faculty members from around the world who have adopted this teaching method. TBL is a uniquely powerful form of small group learning. It harnesses the power of teams and social learning with accountability structures and instructional sequences. This book provides the guidance, from first principles to examples of practice, together with concrete advice, suggestions, and tips to help you succeed in the TBL classroom. This book will help you understand what TBL is and why it is so powerful. You will find what you need to plan, build, implement, and use TBL effectively. This book will appeal to both the novice and the expert TBL teacher. (From the Publisher)
The companion web site for the book “Team Writing,” including video of students doing group projects to illustrate advice in the book. The emphasis is on a group writing project, but it’s insights about group dynamics and how to organize are widely applicable. Available for free, with registration. 
Tools to prepare students to function effectively in teams. And support for faculty as they manage their students’ team experiences.
Assessments of student behavior in first- semester design experiences suggest that early team- based design projects can promote a team performance goal orientation that undermines students’ learning goals. In particular, we find that gender-correlated division of work can easily and unconsciously occur in these teams and that performance-oriented teams may be more likely to undermine womens’ learning goals then mens’ learning goals. We propose mechanisms to explain the effect and present results of promising interventions. 
One page Teaching Tactic: dividing up students into separate "expert groups" helps them master difficult reading assignments.
In this essay, I examine the following pedagogical question: how can we unlock students' mistaken notions that religious “traditions” are monoliths, and instead help them to recognize, puzzle over, and appreciate the complex multiplicity and vibrant set of doctrinal and ritual conversations that characterize religious traditions? More specifically, how can we teach students to recognize these differences with respect to a religion's notions of god? And how can we do so even when students are particularly stuck on, invested in, or trained to see homogeneity? In answer to these questions, I present an exercise that I have used in my World Religions courses. This exercise – which I call the “Council of Newton” (named for the building in which I first taught it) – is particularly effective because it helps students uncover and wrestle with this diversity at two levels: conceptually and historically.