Books for College Teaching

The Art and Science of Classroom Assessment: The Missing Part of Pedagogy by Susan M. Brookhart (ASHE-ERIC Higher Education Report [Vol. 27 No. 1], Washington, D.C.: The George Washington University, Graduate School of Education and Human Development, 1999)

In eight chapters, this booklet overviews existing research on classroom research, including two chapters on grades, classroom assessment ideas by discipline, and 21 charts. One striking definition: "For assessment, . . . a student is not demonstrating understanding if the problem is not new to the student" (11).

Becoming a Critically Reflective Teacher by Stephen D. Brookfield (San Francisco: Jossey-Bass)

Building Learning Communities for New College Students (The National Center on Postsecondary Teaching, Learning, and Assessment)

Classroom Assessment Techniques, 2e by Thomas A. Angelo and K. Patricia Cross (San Francisco: Jossey-Bass)

Classroom Assessment: Implementing the Scholarship of Teaching by K. Patricia Cross (San Francisco: Jossey-Bass)

Classroom Communication: Collected Readings for Effective Discussion and Questioning. Edited by Rose Ann Neff and Maryellen Weimer (Madison, WI: Atwood-Magna)

These 10 brief readings, written by members of the Instructional Development Program at Penn State, offer practical but research-based methods of leading discussion to encourage active learning and critical thinking.

Collaborative Learning: Sourcebook 1 (The National Center on Postsecondary Teaching, Learning, and Assessment)

Collaborative Learning: Sourcebook 2 (The National Center on Postsecondary Teaching, Learning, and Assessment)

Collaborative Peer Review: The Role of Faculty in Improving College Teaching by Larry Keig and Michael D. Waggoner (ASHE-ERIC Higher Education Report, [Vol. 23, No. 2] Washington, D.C.: The George Washington University, Graduate School of Education and Human Development)

Says the publisher's website: "Endeavors to establish a rationale for formative evaluation, and for peer review in instructional improvement efforts. Then discusses roles that might be played by peers, methods that have been used, actual programs that have included peer review, factors that may encourage or inhibit faculty participation, and the benefits to students, faculty and the institution. Includes recommendations."

Concepts and Choices for Teaching: Meeting the Challenges in Higher Education by William M. Timpson and Paul Bendel-Simso (Madison, WI: Atwood-Magna).

This book is being used along with 4 videos under a VCCS Professional Development Research Grant at J. Sargeant Reynolds in a series of discussions, starting with faculty on the college's Professional Development and Renewal Management Advisory Committee.

Here's the table of contents and a list of issues raised by the book.

Creating Learning Centered Classrooms: What Does Learning Theory Have to Say? by Frances K. Stage, Patricia A. Muller, Jillian Kinzie, and Ada Simmons (ASHE-ERIC Higher Education Report [Vol. 26 No. 4] Washington, D.C.: The George Washington University, Graduate School of Education and Human Development, 1998)

This research-based text is being purchased by the MRCTE for each of 10 campus libraries. The publisher's website says: "This report reviews the research and theories that relate to students' learning. It also examines attribution theory, college students' self-efficacy, social constructivism and Freire's theory of conscientization, and reviews the theories that either support or refute popular assumptions about the college classroom."

Developing and Using Tests Effectively: A Guide for Faculty by Lucy Cheser Jacobs and Clinton I. Chase (San Francisco: Jossey-Bass)

Distance Learners in Higher Education: Institutional Responses for Quality Outcomes. Edited by Chere Campbell Gibson. (Madison, WI: Atwood Publishing Diversity Series, 1998.) This book is being used along with 4 videos under a VCCS Professional Development Research Grant at J. Sargeant Reynolds in a series of discussions, starting with faculty on the college's Professional Development and Renewal Management Advisory Committee.

Here's the table of contents and topics in the Campbell book.

Empowering the Faculty: Mentoring Redirected and Renewed by Gaye Luna and Deborah L. Cullen (ASHE-ERIC Higher Education Report [Vol. 24 No. 3], Washington, D.C.: The George Washington University, Graduate School of Education and Human Development)

The publisher's website says: "This report synthesizes mentoring literature in terms of conceptual frameworks, mentoring arenas, and roles and functions of mentors and proteges. Further discussed are the dynamics of mentoring for empowering faculty members as leaders and the importance of mentoring women and minorities in academe. Planning mentoring and faculty mentoring models are shared with the focus of developing and empowering faculty and ultimately benefiting the institution."

Enacting Diverse Learning Environments: Improving the Climate for Racial/Ethnic
Diversity in Higher Education by Sylvia Hurtado, Jeffrey F. Milem, Alma R. Clayton-Pedersen and Walter R. Allen (ASHE-ERIC Higher Education Report [Vol. 26 No. 8], Washington, D.C.: The George Washington University, Graduate School of Education and Human Development)

The publisher's website says: "Higher education institutions will need to improve their climates for diversity in fundamental ways in order to increase the number of baccalaureate degrees necessary for the national economy. This monograph is written with the assumption that achieving diversity and educational equity will remain one of higher education’s primary goals as we move into the next millennium. It will provide college administrators, faculty and students with information that can guide them in improving the climate for diversity on their campuses."

Enhancing Student Learning: Intellectual, Social and Emotional Integration by Anne Goodsell Love and Patrick Love (ASHE-ERIC Higher Education Report [Vol. 24 No. 4], Washington, D.C.: The George Washington University, Graduate School of Education and Human Development)

The publisher's website says: "This report views the intellectual, social, and emotional divide from a broader and more inclusive perspective which recognizes that student learning can and should be integrated in additional ways."

First Steps to Excellence in College Teaching (Madison, WI: Atwood-Magna).

Reviewer Mary Dobbs' reactions range from calling teaching ideas "not new" but clearer than usual to "left . . . with my mouth hanging open."

Learning from Students: Early Term Feedback (The National Center on Postsecondary Teaching, Learning, and Assessment)

Learning Style Perspectives: Impact in the [College] Classroom by Lynne Celli Sarasin (Madison, WI: Atwood-Magna, 1998)

This 7-chapter booklet focuses on practical ways to apply research on learning styles "to the postsecondary classroom," defining the traits of "auditory, visual, and tactile" learners, especially their "strengths, then suggesting teaching strategies that address these three learning styles." --from the book's "Preface"

Making More Changes Edited by Mary Lou Santovec (Madison, WI: Atwood-Magna)

Recruitment and retention: Dozens of good ideas and clever practices range from the award-winning "A Model for Creating Diversity" and "Collaboration Makes Transfers 'Supergraduates'" to "Orientation Program Is 'For Adults Only'" and "Dead Lecture Society Enlivens Faculty-Student Relationships."

The Potential Power of Learning Communities (ASHE-ERIC Higher Education Report [Vol. 26 No. 6], Washington, D.C.: The George Washington University, Graduate School of Education and Human Development)

The publisher's website says: An in-depth discussion of a number of approaches to student learning communities, introduces the reader to virtual learning communities, and gives specific suggestions for creating special, purposeful, powerful learning communities that can promote and optimize student learning.

The Quality Professor: Implementing TQM in the Classroom by Robert Cornesky and edited by Jennifer Lind (Madison, WI: Atwood-Magna Books)

Whoa! This "customer" stuff really means focusing on success, empowering students rather than coercing them in order to enlist more cooperation, and becoming a student-centered instructor who can build teams and relationships--and these are just surprises from the "Introduction."

Random Thoughts 1 (Atwood-Magna Books)

Random Thoughts 2 (Atwood-Magna Books)

Teaching and Performing: Ideas for Energizing Your Classes by William M. Timpson, Suzanne Burgoyne, Christine S. Jones, and Waldo Jones. Madison, WI: Magma, 1997.

	This book is being used along with 4 videos under a VCCS Professional Development Research Grant at J. Sargeant Reynolds in a series of discussions, starting with faculty on the college's Professional Development and Renewal Management Advisory Committee.
	Here's the table of contents and topics raised in this book.

Tools for Teaching by Barbara Gross Davis (San Francisco: Jossey-Bass, 1993)

Where�s the Learning in Service-Learning? by Janet Eyler and Dwight E. Giles, Jr. San Francisco: Jossey-Bass, 1999.

According to reviewer Martha Lou Green, this is the seminal book that investigates service learning as a valid learning activity. It presents the history, theoretical basis, and best practices for utilizing service learning on the college and university campuses.

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