IU SOTL Bibliography
NOTE: Please send suggestions to smiths@indiana.edu.
Professor Craig Nelson graciously provided the initial titles of books
and articles in this bibliography.
Absolute Essentials
Two Major Collections of Key Articles:
B. A. Pescosolido and R. Aminzade, eds. 1999. The Social Worlds
of Higher Education: Handbook for Teaching in a New Century. Pine
Forge Press [55+ articles]. With a companion CD: J. H. Shin et al. 1999.
Field Guide for Teaching in a New Century: Ideas from Fellow Travelers.
[Includes 70+ additional items with particular emphasis on pedagogical
techniques.]
K. A. Feldman and M. B. Paulsen, eds. 1998. Teaching and Learning
in the College Classroom. 2nd ed. ASHE Reader. Ginn Press/Simon
and Schuster] [50+ articles] [ASHE = Association for the Study of Higher
Education]
Two Books that Will Probably Change Your Pedagogy:
T. A. Angelo and K. P. Cross. 1993. Classroom Assessment Techniques.
2nd ed. Jossey-Bass.
B. E. F. Walvoord and V. J. Anderson. 1998. Effective grading:
A tool for learning and assessment. Jossey-Bass.
Two Major Reports
The Boyer Commission on Educating Undergraduates in the Research University.
1998. Reinventing Undergraduate Education: A Blueprint for America's
Research Universities. Carnegie Foundation for the Advancement
of Teaching. See
Website.
NSF Division of Undergraduate Education. 1996. Shaping The Future:
New Expectations for Undergraduate Education in Science, Mathematics,
Engineering, and Technology. See
Website.
One of the Examples Showing That Different Pedagogy Really Matters:
R. R. Hake. 1998. Interactive-engagement vs. traditional methods: A
six- thousand-student survey of mechanics test data for introductory
physics courses. American Journal of Physics 66, 64.
M. D. Sorcinelli. 1991. Research findings on the Seven Principles.
Ch. 2 in A. W. Chickering and Z. F. Gamson. Applying the Seven Principles
in Undergraduate Education. Jossey-Bass.
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Part A: Fundamentals of Good Teaching
A1. Recent, Good Handbooks (Manna for beginners, sauce for experts)
W. McKeachie [and others] 1998. Teaching Tips. A Guidebook for
the Beginning College Teacher. 10th ed. Houghton Mifflin.
R. Boice. 1996. First-Order Principles for College Teachers: Ten
Basic Ways to Improve the Teaching Process. Anker.
S. D. Brookfield. 1995. Becoming a Critically Reflective Teacher.
Jossey-Bass.
W. E. Campbell and Karl A. Smith, eds. 1997. New Paradigms For
College Teaching. Interaction Book Company (612-831-9500). [Includes
Craig E. Nelson. Tools For Tampering With Teaching's Taboos.]
B. G. Davis. 1993. Tools for Teaching. Jossey-Bass. Paperback.
B. L. Erickson and D. W. Strommer. 1991. Teaching College Freshmen.
Jossey-Bass.
J. Lowman. 1995. Mastering the Techniques of Teaching. 2nd
ed. Jossey-Bass.
R. J. Menges, M. Weimer, and associates. 1996. Teaching on Solid
Ground: Using Scholarship to Improve Practice. Jossey-Bass.
K. W. Pritchard and R. M. Sawyer, eds. 1994. Handbook of College
Teaching: Theory and Applications. Greenwood Press. [Ch. 28—“Dealing
with Troublesome Behaviors in the Classroom,” by Mary Deane Sorcinelli—is
said to be one of the best on this topic.]
A2. SELECTED Articles (and a book) on Classroom Performance
J. Lowman. 1995. What Constitutes Masterful Teaching? Ch. 1 in his
Mastering the Techniques of Teaching. 2nd ed. Jossey-Bass.
P. J. Frederick. 1986. The Lively Lecture—Eight Variations. College
Teaching 34:43-50
W. E. Cashin. 1985. Improving Lectures. Idea Paper No. 14. and W. E.
Cashin and P. McKnight. 1986. Improving Discussions. Idea Paper No.
15.
M. Gregory. If Education is a Feast, Why Do We Restrict the Menu? A
Critique of Pedagogical Metaphors. College Teaching 34:2.
P. Frederick: The Dreaded Discussion: Ten Ways To Start. Improving
College and University Teaching 29:109-14.
R. T. Tauber and C. S. Mester. 1994. Acting Lessons for Teachers:
Using Performance Skills in the Classroom. Praeger.
A3. Paths to a Great Syllabus
J. Grunet. 1997. The Course Syllabus: A Learning-Centered Approach.
Anker.
Office of Teaching Effectiveness, University Colorado-Denver. 1999
[and online]. Nutshell Notes 7(1) Launching a Teaching System-1:
A Higher-Level. Syllabus and the antecedent materials on Website.
Also see the chapters in the handbooks (A1 above) by B. G. Davis, W.
McKeachie, and Campbell and Smith.
A4. Writing
J. M. Williams and L. McEnerney. Online. Writing
in College: A Short Guide to College Writing. Written for students.
A5. Active Learning, Discussions, and Learning Communities
K. Bosworthand S. Hamilton, eds. 1994. Collaborative Learning and
College Teaching. Jossey-Bass. [Includes Craig E. Nelson Collaborative
Learning and Critical Thinking.]
D. Bligh, ed. 1986. Teaching Thinking by Discussion. Taylor
and Francis.
F. Gabelnick, J. McGregor, R. S. Matthews, and B. L. Smith. 1990. Learning
Communities: Creating Connections Among Students, Faculty and Disciplines.
Jossey-Bass.
A. Goodsell, M. Maher, and V. Tinto. 1992. Collaborative Learning:
A Sourcebook for Higher Education. National Center on Postsecondary
Teaching, Learning and Assessment.
D. W. Johnson, R. T. Johnson and K. A. Smith. 1991. Cooperative
Learning: Increasing College Faculty Instructional Productivity.
ASHE-ERIC Higher Education Report.
C. Meyers and T. B. Jones. 1993. Promoting Active Learning.
Jossey-Bass.
B. J. Millis and P. G. Cottell Jr. 1998. Cooperative Learning For
Higher Education Faculty. Oryx.
N. A. Whitman. 1988. Peer Teaching. ASHE-ERIC Higher Education
Report.
A6. Critical Thinking
J. Kurfiss 1989. Critical Thinking. ASHE/ERIC Higher Education
Report. (Superb Brief Survey. Buy it and other ASHE/ERIC reports @ 202/296-
2597).
A7. Discourse Communities
K. A. Bruffee. 1999. Collaborative Learning: Higher Education,
Interdependence, and the Authority of Knowledge. 2nd ed. Johns
Hopkins.
A8. Classroom Assessment, Exams and Grades
T. A. Angelo and K. P. Cross. 1993. Classroom Assessment Techniques.
2nd ed. Jossey-Bass, 427 pp. Paperback. [Listed above as essential].
B. E. F. Walvoord and V. J. Anderson. 1998. Effective grading: A tool
for learning and assessment. Jossey-Bass. [Listed above as essential].
Clegg and Cashin. 1986. Improving MULTIPLE Choice Tests. Idea Paper
No. 16;; W. Cashin. 1987. Improving Essay Tests. Idea Paper
No. 17; and Hanna and Cashin. 1988. Improving College Grading.
Idea Paper 19.
L. C. Jacobs and C. I. Chase. 1992. Developing and Using Tests
Effectively: A Guide for Faculty. Jossey-Bass.
L. L. Baird. 1985. Do Grades and Tests Predict Adult Accomplishment?
Research in Higher Education, 23:3-85. [Very weakly; Achievement
in same area much better.].
O. Milton, H. R. Pollio, and J. A.. Eison. 1986. Making Sense of
College Grades: Why the Grading System Does Not Work and What Can Be
Done About It. Jossey-Bass.
A9. Assessment & Evaluation of Teaching
L. Richlin and B. Manning. 1995. Improving a College/University
Teaching Evaluation System. Alliance Publishers. [Teach-Yourself
Teach- Each-Other Courses on Basic Teaching, Building Teaching Portfolios
and Peer Review. A Must See.]
P. Seldin. 1997. The Teaching Portfolio: A Practical Guide to Improved
Performance and Promotion/tenure Decisions. 2nd ed. Anker.
N. Van Note Chism. 1999. Peer Review of Teaching: A Sourcebook. Anker.
T. W. Banta and Associates. 1993. Making a Difference: Outcomes of
a Decade of Assessment in Higher Education. Jossey-Bass.
W. E. Cashin. 1988. Student Ratings of Teaching: A Summary of the
Research. Idea Paper 20.
H. W. Marsh. 1984. Students' Evaluations of University Teaching: Dimensionality,
Reliability, Validity, Potential Biases, and Utility. Journal of
Educational Psychology 76: 707-754. [One of the best-supported
personnel evaluation systems in any profession.]
K. A. Feldman. 1987. Research Productivity and Scholarly Accomplishment
of College Teachers as Related to Their Instructional Effectiveness:
A Review and Exploration. Research in Higher Education 16:
227-98. [Research productivity and instructional effectiveness “essentially”
independent.]
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Part B: Student Heterogeneity (Diversity)
B1. Cognitive Development
R. G. Fuller, ed. 1987. Piagetian Programs in Higher Education.
ADAPT Program, University of Nebraska.
J. D. Herron. 1975. Piaget for Chemists: Explaining What “Good”
Students Cannot Understand. Journal of Chemical Education 52:146-50.
W. G. Perry, Jr. [1970] 1998. Forms of Intellectual and Ethical
Development in the College Years, A Scheme. New introduction by
Lee Knefelkamp. Jossey-Bass.
R. J. Kloss. 1994. A nudge is best: Helping students through the Perry
scheme of intellectual development. College Teaching 42:151-58.
C. Nelson. 1999. On The Persistence Of Unicorns: The Tradeoff Between
Content And Critical Thinking Revisited. In B. A. Pescosolido and R.Aminzade,
eds. The Social Worlds of Higher Education. Pine Forge Press.
[Apply Perry in the classroom.]
M. Basseches. 1984. Dialectical Thinking and Adult Development.
Ablex Publishing.
M. B. Baxter Margolda. 1992. Knowing and Reasoning in College,
Gender-Related Patterns in Students' Intellectual Development.
Jossey-Bass, 446 pp.
M. B. Baxter Margolda. 1999. Creating Contexts for Learning and
Self-Authorship: Constructive-Developmental Pedagogy. Vanderbilt.
M. Belenky, B. Clinchy, N. Goldberger, and J. Tarule. [1986] 1997.
Women's Ways of Knowing. 10th Anniversary ed. Basic Books.
R. Kegan. 1994. In Over Our Heads: The Mental Demands of Modern
Life. Harvard.
P. M. King and K. Strohm Kitchner. 1994. Developing Reflexive Judgement:
Understanding and Promoting Intellectual Growth and Critical Thinking
in Adolescents and Adults. Jossey-Bass. [Liberal Education
78(1), Jan./Feb. 1992, is devoted to reflexive judgment as applied in
different disciplines]
B2. Learning Styles
C. S. Claxton and P. H. Murrell. 1987. Learning Styles: Their Impact
on Teaching and Administration. ASHE-ERIC Higher Education Research
Report. [Great.]
C. C. Bonwell. Online. N. Fleming's VARK [Visual, Aural, Read/write,
and Kinesthetic sensory modalities] Inventory. Instrument and support
on Website.
A. F. Grasha. 1995. Teaching With Style: A Practical Guide To Enhancing
Learning By Understanding Teaching And Learning Styles. Alliance.
D. A. Kolb. 1984. Experiential Learning: Experience as the Source
of Learning and Development. Prentice-Hall.
M. D. Svinicki and N. M. Dixon. 1987. The Kolb Model Modified for Classroom
Activities. College Teaching 35:141-46.
J. A. Provost and S. Anchors, eds. 1987. Applications, of Myers-Briggs
Type Indicator in Higher Education. Consulting Psychologists Press.
[Try the following book by Lawrence first, if new to MBTI.]
G. Lawrence. 1982. People Types and Tiger Stripes, A Practical
Guide to Learning Styles. 2nd ed. Center For Applications of Psychological
Type. [Best overview of Myers-Briggs for teaching, but not focused on
higher education.]
D. Keirsey. Online. Keirsey Temperament Theory [somewhat parallel to
MBTI]. Keirsey Temperament Sorter etc. free from Website.
B3. Experiential Heterogeneity
Two Major Collections of Key Articles:
J. S. Glazer, E. M. Bensimon and B. K. Townsend, eds. 1993. Women
in Higher Education: A Feminist Perspective. ASHE Reader. Ginn
Press/Simon and Schuster
C. Turner, M. Garcia, A. Nora and L. I. Rendon. 1996. Racial and
Ethnic Diversity in Higher Education. ASHE Reader. Ginn Press/Simon
and Schuster.
Three Gripping General Examples [in 4 sources]:
C. M. Steele. 1997. A threat in the air: How stereotypes shape intellectual
identity and performance. American Psychologist 52:613-29.
M. Rose. 1989. Lives On The Boundary: A Moving Account of the Struggles
and Achievements of America's Underclass. Penguin Books. [Chs.
7 and 8 essential.]
[P.] U. Treisman. 1992. Studying Students Studying Calculus: A Look
at the Lives of Minority Mathematics Students in College. College
Mathematics Journal 23: 362-72. [UC Berkely, Workshop Calculus,
African-American D/F/W rate from 60 percent to 4 percent.]
See also R. E. Fullilove and P. U. Treisman. 1990. Mathematics Achievement
Among African American Undergraduates at the University of California,
Berkeley: An Evaluation of the Mathematics Workshop Program. Journal
of Negro Education 59: 463-78.
D. W. Miller 1998. Opportunity Without Preference: Colleges that Set
the Standard for Boosting Black Achievement. Policy Review
[Heritage Foundation] Nov./Dec. 1998. Website
summarizes more data. See also ongoing
projects at U Illinois, and Northeastern U's Project
Excel.
Additional Resources
M. Adams, ed. 1992. Promoting Diversity in College Classrooms:
Innovative Responses for the Curriculum, Faculty and Institutions.
Jossey-Bass.
M. J. Bennett. 1986. Towards Ethnorelativism: A Developmental Model
of Intercultural Sensitivity. In Michael Paige, ed. Cross-Cultural
Orientation, pp. 27-69. University Press of America. [Multicultural
development parallels Perry.]
L. L. B. Border and N. Van Note Chism, eds. 1992. Teaching for
Diversity. Jossey-Bass.
T. Kochman. 1981. Black and White Styles in Conflict. University
of Chicago.
C. E. Nelson. 1996. Student Diversity Requires Different Approaches
to College Teaching, Even in Math and Science. American Behavioral
Scientist 40:165-75. [Entire issue on “Multiculturalism and
diversity in higher education.”]
S. V. Rosser. 1986. Teaching Science and Health From A Feminist
Perspective: A Practical Guide. Pergamon.
S. V. Rosser. 1997. Re-Engineering Female Friendly Science.
Teachers College Press.
S. Tobias. 1990. They're Not Dumb, They're Different. Stalking
the Second Tier. Research Corporation.
K. Weiler. 1988. Women Teaching For Change: Gender, Class and Power.
Bergan and Harvey. [Concise overview, 163 pp.]
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Part C: Curricular Reform: Issues & Resources
Issue 1—Coverage:
M. D. Sundberg and M. L. Dini. 1993. Science majors vs. nonmajors:
Is there a difference? Journal of College Science Teaching
Mar./Apr. 1993:299-304. [Multiple sections and instructors. Both courses
taught with traditional pedagogy, but with different intensities of
‘coverage.’ “The most surprising, in fact shocking, result
of our study was that the majors completing their course did not perform
significantly better than the corresponding cohort of nonmajors.”
[Note: Less wasn't more, without pedagogical change, but more wasn't
more either—and student attitudes suffered.]
I. J. Russell, W. D. Hendricson, and R. J. Herbert. 1984. Effects of
lecture information density on medical student achievement. Journal
of Medical Education 59:881-89. [Three different lectures on the
same subject. 90 percent of the sentences in the high-density lecture
disseminated new information as did 70 percent in the medium and 50
percent in the low. Remaining time used for restating, highlighting
significance, more examples, and relating the material to the student's
prior experience. Students randomly distributed into the 3 groups (no
significant differences in prior GPA or on knowledge base pretest).
Students in low treatment learned and retained lecture information better.
Here less is more. (From C. C. Bonwell.)
Issue 2—Technology:
T. R. Russell. 1997. Explaining, Exploring [and] Understanding the
No Significant Difference Phenomenon. Adult Assessment Forum
Winter 1997: 6-9. [“. . . scholars have been able to find no significant
difference resulting from the use or lack thereof of technological means
of delivery.” “No matter how it is produced, how it is delivered,
whether or not it is interactive, low-tech or high tech, students learn
equally well . . . even though students would rather be on campus with
an instructor if that were a real choice.” At Russell lists approx.
250 studies on the Website.
[CEN: If we don't like this conclusion we should either document the
differences or, if possible, change classroom pedagogy so that it is
better than technology can provide.]
Two Evaluations of Our Collective Success:
A. W. Chickering and L. Reisser. 1993. Education and Identity.
2nd ed. Jossey-Bass. [A good place for experienced faculty to begin
to consider the scholarship of teaching.]
E. T. Pascarella and P. T. Terenzini. 1991. How College Affects
Students. Jossey-Bass. [Content through moral development. 894
pp. Reviews approx. 3000 references.]
Holistic Solutions (with More Issues) [Also see Pescosolido and Aminzade,
above]:
J. G. Gaff, J. L. Ratcliff and Associates. 1996. Handbook of the
Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structure,
Practices and Change. Jossey-Bass.
L. F. Gardnier. 1994. Redesigning Higher Education: Producing Dramatic
Gains in Student Learning. ASHE-ERIC Higher Education Research
Report.
P. G. Love and A. Goodsell Love. 1995. Enhancing Student Learning:
Intellectual, Social and Emotional Integration. ASHE-ERIC Higher
Education Research Report.
Two Prime Examples of Success:
Alverno College,
Milwaukee WI, a small little-selective Catholic women's college. Curriculum
an especially innovative and effective experiment in undergraduate education
(deeply focused on eight central abilities or outcomes; new departures
in the use of assessment as part of learning), extensively documented
(some on Website,
but ask for the complete list), and highly lauded (e.g., a MacArthur
Foundation “genius” grant to the college, 1 of 3 Pew Leadership
Awards, and citation by the Carnegie Foundation as one of three institutions
where undergraduate education is working [other 2: Harvard, University
of Chicago]).
Washington
Center for Improving the Quality of Undergraduate Education, at Evergreen
State College [A good place to begin looking into learning communities
and collaborative learning.]
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Part D: Online Resources
See list of linked online resources.
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