Campus Instructional Consulting
Indiana University Bloomington

Publications on Teaching & Learning

These online articles and webpages are among the best that we have found so far. If you have others to suggest, please contact us. There is also an excellent set of links to various other journals at Selected Library Resources on the Scholarship of Teaching and Learning.

In addition, to find the latest research on any teaching/learning topic, use the EBSCO search engine available through the IU Library.

Please note that all citations appended with the symbol, can only be accessed from machines accessing this page from inside the IU network.

Contents

Academic Dishonesty

Hunt, Russell, Four Reasons to be Happy about Internet Plagiarism, Teaching Perspectives (St. Thomas University), 5 (December 2002), pp. 1–5.
Park, Chris, In Other (People’s) Words: Plagiarism by University Students—Literature and Lessons, Assessment and Evaluation in Higher Education, 28:5 (Oct. 2003), pp. 471–488.
Pincus, Holly S., & Liora P. Schmelkin, Faculty Perceptions of Academic Dishonesty: A Multidimensional Scaling Analysis, Journal of Higher Education, 74:2 (Mar./Apr. 2003), pp. 196&209.
Writing Program Administrators (WPA), Defining and Avoiding Plagiarism: The WPA Statement on Best Practices, (Jan. 2003).

Adult Education

Polson, Cheryl, Teaching Adult Students, IDEA Papers, 29 (Sept. 1993).

Assessment of Student Learning

Astin, A., et. al, (1996). American association for higher education principles of good practice for assessing student learning. Retrieved January 5, 2006 from http://www.csus.edu/acaf/Assessment/prncpls.stm
Angelo, T. and Cross. K. P. (1993). Classroom Assessment Techniques. San Francisco: Jossey-Bass.
Cross, K. Patricia, What Do We Know about Student Learning, and How Do We Know It?, Innovative Higher Education, 23:4 (Summer 1999), pp. 255–270.
Dickinson, D. (1995, September). Assessment terminology: A glossary of useful terms. New Horizons for Learning. Retrieved January 4, 2006 from http://www.newhorizons.org/strategies/assess/terminology.htm
Ellis, A.B, Landis, C.R., and Meeker, K. 2003. Field–tested Learning Assessment Guide (FLAG). Wisconsin: University of Wisconsin. Retrieved January 6, 2006.
How Can I Tell What My Students are Thinking?
Kennedy, Ellen J., Leigh Lawton, & E. Elroy Plumlee, Blissful ignorance: The problem of unrecognized incompetence and academic performance, Journal of Marketing Education, 24:3 (Dec. 2002), pp. 243–252.
Novak, J., & Cañas, J. (2006). The Theory Underlying Concept Maps and How to Construct Them. Technical Report IHMC CmapTools 2006-01. Pensacola, FL: Florida Institute for Human and Machine Cognition.
Nuhfer, E. & Knipp, D. (2003). The knowledge survey: a tool for all reasons. To Improve the Academy, 21, pp. 59-78.
Romance, Nancy R., & Michael R. Vitale, Concept Mapping as a Tool for Learning, College Teaching, 47:2 (Spring 1999), pp. 74–80.
Strada, Michel J., Assessing the Assessment Decade, Liberal Education, 87:4 (Fall 2001).

Attendance

Friedman, Paul, Fred Rodriguez, & Joe McComb, Why Students Do and Do Not Attend Classes, College Teaching, 49:4 (Fall 2001), pp. 124–133.

Best Practices

Best Practices of IU Faculty
“Best Practice” Teaching Ideas IU Professors Have Shared with Us
Chickering, Arthur, & Zelda Gamson, Principles of Good Practice in Undergraduate Education.
Chickering, Arthur, & Zelda Gamson, Development and Adaptations of the Seven Principles of Good Practice in Undergraduate Education, New Directions in Teaching & Learning, 80 (Winter 1999), pp. 75–81.
Halpern, Diane F., & Milton D. Hakel, Applying the Science of Learning to the University and Beyond, Change, 35:4 (July/Aug. 2003), pp. 36–41.
King, James W., Seven Principles of Teaching Practice, http://www.agron.iastate.edu/nciss/kingsat2.html, c2004.
Middendorf, Joan. “Learning Student Names” TRC Newsletter, 7:1 (Fall 1995).

Books

Here is CIC staff’s recommended reading list:

McKeachie, W. (1999). Teaching tips: Strategies, research, and theory for college and university teachers (10th ed.). Lexington, MA: D. C. Heath and Co.
Erickson, B. L., and Strommer, D. W. (1991). Teaching college freshmen. San Francisco: Jossey–Bass Publishers.
Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey–Bass.
Angelo, T. A., and Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey–Bass.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Braskamp, L. A., and Ory, J. L. (1994). Assessing faculty work: Enhancing individual and institutional performance. San Francisco: Jossey–Bass.
Goodsell, A., et. al. (1992). Collaborative learning: A sourcebook for higher education. University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment.
Jacobs, L. C., and Chase, C. I. (1992). Developing and using tests effectively: a guide for faculty. San Francisco: Jossey–Bass
Baxter Magolda, M. (1992). Knowing and reasoning in college: general patterns in students’ intellectual development. San Francisco: Jossey–Bass.
Tauber, R. T., and Mester, C. S. (1994). Acting lessons for teachers: Using performance skills in the classroom. Westport, CT: Praeger.
Menges, R. J., and Mathis, B. C. (1988). Key resources on teaching, learning, curriculum, and faculty development: A guide to the higher education literature. San Francisco: Jossey–Bass.

Civility

Kuther, Tara. A Profile of the Ethical Professor, College Teaching, 51:4 (Fall 2003), pp. 153–160.

Classroom Design

North, Joan D., Put Your Money where your Mouth is: A Case Study, The Importance of Physical Space in Creating Supportive Learning Environments, Eds. Nancy Chism & Deborah Bickford (San Francisco: Jossey–Bass, 2002).

Collaborative Learning

Michaelsen, L. Team–based Learning: The Power of Teams for Powerful Learning. This site includes articles about key principas for team learning, how to design assignments to enhance team learning, and actual footages of students teams interacting in a college classroom.
Millis, Barbara, Enhancing Learning—and More!—Through Cooperative Learning, IDEA Papers, 38 (Oct. 2002).

Cognitive Theory

Hansen, Edmund J., Creating Teachable Moments… and Making Them Last, Innovative Higher Education, 23:1 (Fall 1998), pp. 7–26.
Jacksonville State University, Explorations in Learning & Instruction (Florida: http://tip.psychology.org/index.html, 2002). The Theory Into Practice Database contains a vast array of basic information about learning theory.
Kloss, Robert J., A Nudge is Best: Helping Students through the Perry Scheme of Intellectual Development, College Teaching, 42:4 (Fall 1994), pp. 151–158.
Meyer, Debra K., Recognizing and changing students’ misconceptions, College Teaching, 41:3 (Summer 1993), pp. 104–108.
Pugh, Sharon, Models of College Students’ Epistemological Development. This includes a discussion of the Perry Scheme, of Baxter–Magolda’s Model, and Belenky’s model.
Robeson, Bob, Self’Efficacy Beliefs and Learning: Linking Theory to Practice, (http://www.indiana.edu/~l506/theoryframe/robeson.htm, 2004).

Controversial Topics

Pace, D. (2003). “Controlled Fission: Teaching Supercharged Subjects.” College Teaching, v51 n2 p42-45.
Payne, Brian K., & Randy R. Gainey, Understanding & Developing Controversial Issues in College Courses, College Teaching, 51:2 (Spring 2003), pp. 52–58.
Warren, Lee, & Derek Bok Center, Managing Difficult Moments in the Classroom, NEA Advocate, (Oct. 2000).

Course Design

Altman, Howard, & William Cashin, Writing a Syllabus, IDEA Papers, 27 (Sept. 1992).
Stout, Julie C., Radical Course Revision: A Case Study, The National Teaching & Learning Forum, 10:4 (2001).

Critical Reading

Basics of Critical Reading, (University of Minnesota Learning Skills Center).
Raney, David, Whose Authority? Learning and Active Resistance, College Teaching, 51:3 (Summer 2003), pp. 86-91.
Thouless, Robert H., Thirty–eight dishonest tricks which are commonly used in argument, with the methods of overcoming them, Straight and Crooked Thinking (New York: Pan Books, 1930, 1953, 1974).

Critical Thinking

Lynch, Cindy, & Susan Wolcott, Helping Your Students Develop Critical Thinking Skills, , IDEA Papers, 37 (Oct. 2001).

Deep Learning

Grauerholtz, Liz, Teaching Holistically to Achieve Deep Learning, College Teaching, 49:2 (Spring 2001), pp. 44–50.

Disabilities

Disabled Student Services, Arranging Test Modifications & Referring Students to DSS, IUB (2003).
Disabled Student Services, The Faculty Role in Services for Students with Disabilities, IUB (2003).

Disciplinary Perspectives

Eisenmann, Linda, Integrating Disciplinary Perspectives into Higher Education Research: The Example of History, Journal of Higher Education, 75:1 (Jan./Feb. 2004), pp. 7–22.
Kezar, Adrianna, Wrestling with Philosophy: Improving Scholarship in Higher Education, Journal of Higher Education, 75:1 (Jan./Feb. 2004), pp. 42–55.
National Center for Postsecondary Improvement, Grading Skills by Discipline: A Comparison of Faculty Instructional Goals, Change, 31:3 (May/June 1999), pp. 49–52.
Shumar, Wesley, Making Strangers at Home: Anthropologists studying Higher Education, Journal of Higher Education, 75:1 (Jan./Feb. 2004), pp. 23–41.
Tobias, Sheila, They’re Not Dumb. They’re Different., Change, 22:4 (July/Aug. 1990), pp. 11–30.
Tobias, Sheila, Non’scientists studying Science and Scientists studying Poetry: Why is it so ‘Hard?’ TRC Newsletter, 9:2 (Fall/Winter 1997).

Discussions

Blowers, Paul, Using Student Skill Self–Assessments to get Balanced Groups for Group Projects, College Teaching, 51:3 (Summer 2003), pp. 106–110.
Brookfield, Stephen D., & Stephen Preskill, Strategies for Reporting Small–Group Discussions to the Class, College Teaching, 47:4 (Fall 1999), pp. 140–142.
Cashin, William, Answering and Asking Questions, IDEA Papers, 31 (Jan. 1995).
Cashin, William, & Phillip McKnight, Improving Discussions, IDEA Papers, 15 (Jan. 1986).
Eisen, James, Confidence in the classroom: Ten maxims for new teachers, College Teaching, 38:1 (Winter 1990), pp. 21–25.
Joseph, Brian D., On Questions: Asking Them, Answering Them, and Learning from Them, Talking about Teaching: Essays by members of the Ohio State University Academy of Teaching, (2004).

Distance Education

Taylor, Jessica, The Use of Principles of Good Practice in Undergraduate Distance Education, (M.A. thesis, Education, Virginia Polytechnic Institute & State University, May 2002).

Diversity

Bernstein, Alison, Sex, Race, and Diversity Tapes: Students on Campus, Change, 22:2 (Mar./Apr. 1990), pp. 18–23.
Chesler, Mark. A., Perceptions of Faculty Behavior by Students of Color, CRLT Occasional Papers, 7 (1997).
Crombie, Gail, Sandra W. Pyke, Naida Silverthorn, Alison Jones, & Sergio Piccinin, Student Perceptions of Their Classroom Participation and Instructor as a Function of Gender and Context, Journal of Higher Education, 74:1 (Jan./Feb. 2003), pp. 51–76.
Frederick, Peter, Walking on eggs: Mastering the Dreaded Diversity Discussion, College Teaching, 43:3 (Summer 1996), pp. 83–92.
Lopez, Gilda, & Nancy Chism, Classroom concerns of gay and lesbian students, College Teaching, 41:3 (Summer 1993), pp. 97–103.
Mbuva, James, Investigating Diversity in American Institutions: Going Beyond Awareness, Acceptance an its Implications on Education, National Social Science Journal, 19:2 (2003), pp. 97’101.
McIntosh, Peggy, White Privilege: Unpacking the Invisible Knapsack, excerpted from “White Privilege and Male Privilege: A Personal Account of Coming To See Correspondence through Work in Women’s Studies,“ Working Paper 189, (Wellesley College Center for Research on Women, 1988). See also the sheet from Earlham College entitled, Unpacking the Invisible Knapsack II: Daily Effects of Straight Privilege, (Earlham College, c2001).
Moses, Yolanda M, Diversity, Globalism, and Democracy: Higher Education’s Imperative, AAHE (2002).
Saunders, Shari, & Diana Kardia, Creating Inclusive College Classrooms (University of Michigan, Center for Research on Teaching and Learning, 2003).
Smith, Daryl G., The Challenge of Diversity: Alienation in the Academy and Its Implications for Faculty, Journal on Excellence in College Teaching, 2 (1991), pp. 129-137.
Southern Poverty Law Center, 20 Ways to Fight Hate on Campus, Tolerance.org (2003).
Suarez–Balcazar, Yolanda, Lucia Orellana–Damacela, Nelson Portillo, Jean M. Rowan, & Chelsea Andrews Guillen, Experiences of Differential Treatment among College Students of Color, Journal of Higher Education, 74:4 (July/Aug. 2003), pp. 429–444.
Trosset, Carol, Obstacles to Open Discussion and Critical Thinking: The Grinnell College Study, Change, 30:5 (Sept./Oct. 1998), pp. 44–49.
Wellman, Doug, Brenda Alston–Mills, Harriette Griffin, Tom Regan, & Laura Severin, Teaching in the Diverse Classroom, Emphasis: Teaching and Learning, 9:4 (Apr. 2000), pp. 1–4.

First–Year Students

Smith, Raymond, Changing Institutional Culture for First–Year Students and Those Who Teach Them, About Campus, (Mar.–Apr. 2003), pp. 3–8.

Grade Inflation

Rojstaczer, Stuart, Grade Inflation at American Colleges and Universities, www.gradeinflation.com, Mar. 17, 2003.
Rosovsky, H. & M. Hartley, Evaluation and the academy: Are we doing the right thing? Grade inflation and letters of recommendation (Cambridge, MA: American Academy of Arts & Sciences, 2002).

Graduate Students & Teaching

Feldhusen, John F., Derek Ball, Betty Wood, Felicia A. Dixon, & Laurie Larkin, A University Course on College Teaching, College Teaching, 46:2 (Spring 1998), pp. 72&75.
Gaff, Jerry G., The Disconnect between Graduate Education and the Realities of Faculty Work: A Review of Recent Research, Liberal Education, (Summer 2002).
Lewis, Karron G., Training Focused on Postgraduate Teaching Assistants: the North American Model, Seminar Report—CVCP (May 1, 1997).
Nyquist, Jody D., Laura Manning, Donald H. Wulff, Ann E. Austin, Jo Sprague, K. Patricia Fraser, Claire Calcagno, & Bettina Woodford, On the Road to Becoming a Professor, Change, 31:3 (May/June 1999), pp. 18–27.

Information Technology

Chickering, Arthur W., & Stephen C. Ehrmann, Implementing the Seven Principles: Technology as a Lever, AAHE Bulletin, (Oct. 1996).
Lloyd, Joan, How to: Rein in PowerPoint Abuse, Orlando Business Journal, (Dec. 14, 2001).
Rozaitis, Bill, and Paul Baepler, Active Lecturing, 12 Active Learning Strategies, and Using Powerpoint to facilitate Classroom Assessment Techniques (University of Minnesota Center for Teaching & Learning Services, 2004).
Teaching with Slides

Inquiry–based Instruction

Inquiry in the National Science Teaching Standards
Evans, Robert C., & David V. Witosky, Who Gives a Damn What They Think Anyway?: Involving Students in Mentored Research, National Social Science Journal, 23:1 (2004), pp. 21–30.

International Instructors

Kuhn, Elisabeth, Cross–cultural stumbling blocks for international teachers, College Teaching, 44:3 (Summer 1996), pp. 96–99.

IU Student Culture

Sperber, M. (2000). Beer and Circus. New York: Henry Holt.

Labs

Kerfield, Cheryl A., Marc Levis, & L. Jeanne Perry, Teaching & Exploring the Social Implications of Twenty–First Century Molecular Biology in a Laboratory–Based General Education Course, Innovative Higher Education, 26:2 (Winter 2001), pp. 87–102.
Stalheim–Smith, Ann, Focusing on Active, Meaningful Learning, IDEA Papers, 34 (Feb. 1998).

Large Classes

Starting Point is an excellent website designed for Geoscience professors, but useful to many disciplines.
From the Eller Learning Technologies Center at the Univ. of Arizona: Teaching Tools & Strategies for Large Classes.
Felder, Richard (June, 1997). Beating the Numbers Game: Effective Teaching in Large Classes. Presentation at 1997 ASEE Annual Conference, Milwaukee, WI.

Lectures

Andrews, P. (Feb., 1989). Improving Lecture Skills: Some Insights from Speech Communication. University Office for Learning Resources Newsletter, Indiana University Bloomington.
Cashin, William, Improving Lectures, IDEA Papers, 14 (Sept. 1985).
Goulden, Nancy, Improving Instructors’ Speaking Skills, IDEA Papers, 24 (Jan. 1991).
Gullette, M.M., Leading Discussion in a Lecture Class, Change, 24:2 (Mar./Apr. 1992), pp. 32–37.
Heward, William L., Want to Improve the Effectiveness of your Lectures? Try Guided Notes, Talking about Teaching: Essays by members of the Ohio State University Academy of Teaching, (2004).
King, Alison, From sage on the stage to guide on the side, College Teaching, 41:1 (Winter 1993), pp. 30–35.
McClanahan, Elaine B., & Lon L. McClanahan, Active Learning in a Non–Majors Biology Course: Lessons Learned, College Teaching, 50:3 (Summer 2002), pp. 92–96.
Middendorf, J., & Kalish, A. (1996). The Change–up in Lectures. National Teaching and Learning Forum, 5(2).
Pollio, Howard R., & W. Lee Humphreys, What award–winning lecturers say about their teaching, College Teaching, 44:3 (Summer 1996), pp. 101–105.
Windschitl, Mark, Using Small–Group Discussions in Science Lectures, College Teaching, 47:1 (Winter 1999), pp. 23–27.

Mentoring Students

Gregory, Marshall, Teaching Narrative: Correspondence School and Waterford Crystal, Change, 31:1 (Jan./Feb. 1999), pp. 32–37.

Moral Instruction

Hutchings, Pat, Competing Goods: Ethical Issues in the Scholarship of Teaching and Learning, Change, 35:5 (Sept. 2003), pp. 26–33.

Motivation

Anderson, Lynne E., & John Carta–Falsa, Factors that makes Faculty & Student Relationships Effective, College Teaching, 51:2 (Fall 2002), pp. 134–138.
Beidler, Peter, Loving Teaching, Journal on Excellence in College Teaching, 1:1 (1990), pp. 1–8.
Cashin, William, Motivating Students, IDEA Papers, 1 (Aug. 1979).
Fleming, Neil, Establishing Rapport: Personal Interaction and Learning, IDEA Papers, 39 (Oct. 2003).
Hoyt, Donald, & Subashan Perera, Are Qualitatively–Oriented Courses Different?, IDEA Papers Research Reports, 3 (Dec. 2001).
Middendorf, Joan, “Learning Student Names ” (Indiana University at Bloomington, 1995).

Online Instruction

Borrowman, Shane, Critical Surfing: Holocaust Deniability & Credibility on the Web, College Teaching, 47:2 (Spring 1999), pp. 44–48.
Brush, A.J. Bernheim, David Bargeron, Jonathan Grudin, Alan Borning, & Anoop Gupta, Supporting Interaction outside of Class, (Microsoft Research & the University of Washington, 2001).
Chickering, Arthur, & Stephen Ehrmann, Implementing the Seven Principles: Technology as a Lever, AAHE Bulletin, (Oct. 1996), pp. 3–6.
Graham, Charles, Kursat Cagiltay, Byung–Ro Lim, Joni Craner, & Thomas M. Duffy, Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses, The Technology Source, Mar./Apr. 2001.
Kirby, Peter G., & Joan L. Biever, Introducing Technology into the Classroom: A Qualitative Study of Trained Faculty’s Reactions, National Social Science Journal, 23:1 (2004), pp. 64–67.
MacKnight, Carol B., Teaching Critical Thinking through Online Discussions, Educause Quarterly, 4 (2000), pp. 38–41.
Stansberry, Susan, Myra Haulmark, & Linda Sheeran, “I Agree” Does Not Constitute Discussion: Applying Theoretical Frameworks to Assess Student Learning in Asynchronous Online Discussions, National Social Science Journal, 20:1 (2003), pp. 91–101.
Wheeler, Bert G., Using Shockwave Flash to Teach Macroeconomics, Annual Conference of Ohio Learning Network (2003).

Post–Tenure

North, Joan D., Post–Tenure Review: Rehabilitation or Enrichment?, AAHE Bulletin, 51:8 (April 1999).

Publishing about Teaching

Cashin, William, & Victoria Clegg, Periodicals Related to College Teaching, IDEA Papers, 28 (Jan. 1994).
Hake, Richard, Research, Development, and Change in Undergraduate Biology Education (REDCUBE): A Web–Guide for Non–Biologists (http://www.physics.indiana.edu/~redcube/redcube.pdf, 1999).
Indiana University Bloomington Libraries, Selected Library Resources on the Scholarship of Teaching and Learning (http://www.indiana.edu/~libsalc/SOTL/, 2002).
McCallon, Mark, Journals in the Area of Scholarship of Teaching and Learning (Abilene Christian University, http://faculty.acu.edu/~mccallonm/sotl.html, 2002).

Student Evaluations of Teaching

Allen, Gary, John F. Wedman, & Lillian C. Folk, Looking Beyond the Valley: A Five–Year Case Study of Course Innovation, Innovative Higher Education, 26:2 (Winter 2001), pp. 103–119.
Cashin, William, Defining and Evaluating College Teaching, IDEA Papers, 21 (Sept. 1989).
Cashin, William, Developing an Effective Faculty Evaluation System, IDEA Papers, 33 (Jan. 1996).
Cashin, William, Student Ratings of Teaching: A Summary of the Research, IDEA Papers, 20 (Sept. 1988).
Cashin, William, Student Ratings of Teaching: Recommendations for Use, IDEA Papers, 22 (Jan. 1990).
Cashin, William, Student Ratings of Teaching: The Research Revisited, IDEA Papers, 32 (Sept. 1995).
Coffman, Sara Jane, Helping Students Understand Grades, College Teaching, 46:3 (Summer 1998), pp. 106–111.
Felder, Richard, What Do They Know, Anyway?, Chemical Engineering Education, 26:3 (Summer 1992), pp. 134-135.
Felder, Richard, What Do They Know Anyway? II. Making Evaluations Effective, Chemical Engineering Education, 27:1 (Winter 1993), pp. 28-29.
Hoyt, Donald, & Eun–Joo Lee, Disciplinary Differences in Student Ratings, IDEA Center Technical Reports, 13 (Dec. 2002).
Hoyt, Donald, & Subashan Perera, Are Student Ratings of Courses and Instructors Fair to Faculty Teaching General/Liberal Edcuation Classes?, IDEA Papers Research Reports, 5 (Dec. 2002).
Hoyt, Donald, & Subashan Perera, Validity of the IDEA Student Ratings of Instruction System: An Update, IDEA Papers Research Reports, 2 (Nov. 2000).
Hoyt, Donald, & William Pallett, Appraising Teaching Effectiveness: Beyond Student Ratings, IDEA Papers, 36 (Nov. 1999). See also: Appendix A, Appendix B, Appendix C, & Appendix D.
Jacobs, Lucy, Student Ratings of College Teaching: What Research has to Say (Bloomington, IN: B.E.S.T., 1994).
Marsh, Herbert W., & Lawrence A. Roche, Making Students’ Evaluations of Teaching Effectiveness Effective: The Critical Issues of Validity, Bias, and Utility, American Psychologist, 52:11 (Nov. 1997), pp. 1187–1197.
McKeatchie, Wilbert J., Student Evaluations: The Validity of Use, American Psychologist, 52:11 (Nov. 1997), pp. 1218–1225.
Obenchain, Kathryn M., Tammy V. Abernathy, & Lynda R. Wiest, The Reliability of Students’ Ratings of Faculty Teaching Effectiveness, College Teaching, 49:3 (Summer 2001), pp. 100–104.
Sojka, Jane, Ashok K. Gupta, & Dawn R. Deeter–Schmelz, Student & Faculty Perceptions of Student Evaluations of Teaching, College Teaching, 50:2 (Spring 2002), pp. 44–49.
Theall, Michael, Looking for Bias in all the Wrong Places: A Search for Truth or a Witch Hunt in Student Ratings of Instruction?, New Directions for Institutional Research, 109 (Spring 2001), pp. 45–56.

Study Habits of IU Students

Kurz, Lisa, David Perry, & Ray Smith. Learning Activities of Bloomington Students: Report of an Online Survey, (Bloomington, IN: Instructional Support Services, 2004).

Teaching Portfolios and the Job Search

Dantzig, Jonathan A., Landing an Academic Job: The Process and Pitfalls (Champaign–Urbana: University of Illinois, 2001).
Emmerson, Richard K., ‘When Do I Knock on the Hotel Room Door?’: The MLA Convention Job Interview, ADE Bulletin, 111 (Fall 1995), pp. 4–6.
Gregory, Marshall, How to Talk about Teaching in the MLA Interview, ADE Bulletin, 111 (Fall 1995), pp. 7–8.
Green, Eleanor H., The Job Search: Observations of a Reader of 177 Letters of Application, ADE Bulletin, 113 (Spring 1996), pp. 11–13.
Paulsen, Michael B., Evaluating Teaching Performance, New Directions for Institutional Research, 114 (Summer 2002), pp. 14–18.
Port, Robert, Open Letter for a Job Candidate, Indiana University at Bloomington, Feb. 15, 1995.
Schönwetter, Dieter J., Laura Sokal, Marcia Friesen, & K. Lynn Taylor, Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements, International Journal for Academic Development, 7:1 (May 2002), pp. 83–97.

Teaching Styles

Grasha, Anthony F., A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator, College Teaching, 42:4 (Fall 1994), pp. 12–19.
Hoyt, Donald, & Eun–Joo Lee, Teaching ‘Styles’ and Learning Outcomes, IDEA Papers Research Reports, 4 (Nov. 2002).
Lowman, Joseph, Professors as performers and motivators, College Teaching, 42:4 (Fall 1994), pp. 137–141.
National Center for Postsecondary Studies, Comparing Faculty Instructional Practices at Three Types of Institutions, Change, 31:2 (Mar./Apr. 1999), pp. 55–58.
Reinsmith, William A., Archetypal forms in teaching, College Teaching, 42:4 (Fall 1994), pp. 131–136.
Wagener, Ursula E., Changing the Culture of Teaching: Mathematics at Indiana, Chicago, and Harvard, Change, 23:4 (July/Aug. 1991), pp. 28–37.
Weimer, Maryellen, Competing Goods: Ethical Issues in the Scholarship of Teaching and Learning, Change, 35:5 (Sept. 2003), pp. 48–54.

Tenure & Promotion

See also Post–Tenure

Chaite, Richard P., The Questions of Tenure, (Cambridge, MA: Harvard University Press, 2002).
Hatfield, Susan, Department Level Assessment: Promoting Continuous Improvement, IDEA Papers, 35 (May 1999).
Middendorf, J, & Kalish, A. (1995). Peer Evaluation of Teaching. TRC Newsletter, Indiana University Bloomington, (6)2.
North, Joan D., Administrative Courage to evaluate the Complexities of Teaching, Changing Practices in Evaluating Teaching: A Practical Guide to Improved Faculty Performance and Promotion/Tenure Decisions (Bolton, MA: Anker Publishing Co., Inc., 1999), pp. 183–193.
Seldin, Peter, Court Challenges to Tenure, Promotion, and Retention Decisions, IDEA Papers, 12 (Sept. 1984).

Testing and Grading

Cashin, William, Improving Essay Tests, IDEA Papers, 17 (Jan. 1987).
Clegg, Victoria, & William Cashin, Improving Multiple–Choice Tests, IDEA Papers, 16 (Sept. 1986).
Fernald, Peter S., The Monte Carlo Quiz: Encouraging Punctual Completion & Deep Processing of Assigned Readings, College Teaching, 52:3 (Summer 2004), pp. 95–99.
Haladyna, Thomas M., Steven M. Downing, & Michael C. Rodriguez, A Review of Multiple–Choice Item–Writing Guidelines for Classroom Assessment, Applied Measurement in Education, 15:3 (2002), pp. 308–313.
Hanna, Gerald, & William Cashin, Improving College Grading, IDEA Papers, 19 (Jan. 1988).
Hanna, Gerald, & William Cashin, Matching Instructional Objectives, Subject Matter, Tests, and Score Interpretations, IDEA Papers, 18 (Sept. 1987).
Jacobs, Lucy, How to Write Better Tests (Bloomington, IN: B.E.S.T., 1990). See also Quick Guide to Better Tests (Bloomington, IN: B.E.S.T., 1994).
Montgomery, Kathleen, Authentic Tasks & Rubrics: Going Beyond Traditional Assessments in College Teaching, College Teaching, 50:1 (Winter 2002), pp. 34–39.
O’Keefe, Robert D., Comment Codes, College Teaching, 44:4 (Fall 1996), pp. 137–138.
Silva, Francisco, Student Generated Test Questions, TRC Newsletter, 7:2 (Winter 1995)
Svnicki, Marilla, Helping Students Understand Grades, College Teaching, 46:3 (Summer 1998), pp. 101–105.
Svinicki, M. (1996). I’d Like to use Essay Tests, But… TRC Newsletter, Indiana University Bloomington, (7)3.

TRC Newsletter Archives

The consultants at Campus Instructional Consulting include those formerly at the Teaching Resources Center (TRC), which was founded in 1975. Over the years, the TRC produced a great number of articles on teaching and learning, some of which are listed here.

Angelo, Thomas A. “Classroom Assessment: Guidelines for Success.” POD’s Essays on Teaching Excellence.
Altman, Howard B., & William E. Cashin. “Writing a Syllabus.” IDEA Paper, 27 (Sept. 1992).
Bellows, Laurie. “Prior Knowledge and Student Learning: Assessing what your students know.” TRC Newsletter, 13:2 (Winter 2001).
Cashin, William E. “Answering and Asking Questions.” IDEA Paper, 31 (Jan. 1995).
Cashin, William E. “Defining and Evaluating College Teaching.” IDEA Paper, 21 (Sept. 1989).
Cashin, William E. “Developing an Effective Faculty Evaluation System.” IDEA Paper, 33 (Jan. 1996).
Cashin, William E. “Improving Essay Tests.” IDEA Paper, 17 (Jan. 1987).
Cashin, William E. “Improving Lectures.” IDEA Paper, 14 (Sept. 1985).
Cashin, William E. “Motivating Students.” IDEA Paper, 1 (Aug. 1979).
Cashin, William E. “Readings to Improve Student Teaching Methods.” IDEA Paper, 30 (Sept. 1994).
Cashin, William E. “Student Ratings of Teaching: A Summary of the Research.” IDEA Paper, 20 (Sept. 1988).
Cashin, William E. “Student Ratings of Teaching: Recommendations for Use.” IDEA Paper, 22 (Jan. 1990).
Cashin, William E. “Student Ratings of Teaching: The Research Revisited.” IDEA Paper, 32 (Sept. 1995).
Cashin, William E., & Philip C. McKnight. “Improving Discussions.” IDEA Paper, 15 (Jan. 1986).
Cashin, William E., & Victoria L. Clegg. “Periodicals Related to College Teaching.” IDEA Paper, 28 (Jan. 1994).
Chism, Nancy Van Note. “Developing a Philosophy of Teaching Statement.” POD’s Essays on Teaching Excellence.
Clegg, Victoria L., & William E. Cashin. “Improving Multiple–Choice Tests.” IDEA Paper, 16 (Sept. 1986).
Craig, James. “Minute Papers in a Large Class.” TRC Newsletter, 7:2 (Winter 1995).
Doyle, Terry. “Integrating Learning Strategies into Teaching.” TRC Newsletter, 13:1 (Fall 2001).
Duch, Barbara J., & Mary K. Norton. “A Visit with a Valuable Old Friend: Perry’s Model for Cognitive Growth.” Adapted for TRC Newsletter, 11:3 (Spring 2000).
Felder, Richard M. "“What Do They Know, Anyway?”. TRC Newsletter, 6:2 (Spring 1995). Reprinted with permission from Chemical Engineering Education, 26:3 (1992), pp. 134–135.
Fink, L. Dee. “Higher Level Learning: A Taxonomy for Identifying Different Kinds of Significant Learning.” POD’s Essays on Teaching Excellence.
Goulden, Nancy R. “Improving Instructors’ Speaking Skills.” IDEA Paper, 24 (Jan. 1991).
Grites, Thomas J. “Improving Academic Advising.” IDEA Paper, 3 (August 1980).
Halliburton, David. “The Legacy of John Dewey.” POD’s Essays on Teaching Excellence.
Hanna, Gerald S., & William E. Cashin. “Improving College Grading.” IDEA Paper, 19 (Jan. 1988).
Hanna, Gerald S., & William E. Cashin. “Matching Instructional Objectives, Subject Matter, Tests, and Score Interpretations.” IDEA Paper, 18 (Sept. 1987).
Hatfield, Susan R. “Department Level Assessment: Promoting Continuous Improvement.” IDEA Paper, 35 (May 1999).
Hetrick, Judi. “Savion finds that Control increases Student Motivation.” TRC Newsletter, 10:3 (Spring 1999).
Hoyt, Donald P., & William H. Pallett. “Appraising Teaching Effectiveness: Beyond Student Ratings.” IDEA Paper, 36 (Nov. 1999).
Kalish, Alan, & Joan Middendorf. “What Kinds of Thinking do you want?” TRC Newsletter, 9:4 (Spring 1998).
Kurz, Lisa, & Laura Plummer. “Faculty develop Writing—to”Think Components for their Course.” TRC Newsletter, 9:2 (Fall/Winter 1997).
Lynch, Cindy L., & Susan K. Wolcott. “Helping Your Students Develop Critical Thinking Skills.” IDEA Paper, 37 (Oct. 2001).
Menges, Robert J. “Teaching: Beliefs and Behaviors.” POD’s Essays on Teaching Excellence.
Michaelson, Larry K. “Three Keys to Using Learning Groups Effectively.” POD’s Essays on Teaching Excellence. Reprinted with permission in TRC Newsletter, 11:1 (Fall 1999).
Middendorf, Joan. “Learning Student Names” TRC Newsletter, 7:1 (Fall 1995).
Middendorf, Joan. “Make Investment in Technology Pay Off—in Learning.” TRC Newsletter, 10:3 (Spring 1999).
Middendorf, Joan. “Why Don’t the Students Who Need Help Ask For It?”. TRC Newsletter, 6:1 (Winter 1995).
Middendorf, Joan, & Alan Kalish. “Course Planning Guide.” TRC Newsletter, 9:4 (Spring 1998).
Middendorf, Joan, & Alan Kalish. “Peer Evaluation of Teaching”. TRC Newsletter, 6:1 (Winter 1995).
Middendorf, Joan, & Alan Kalish. “The ‘Change–up’ in Lectures“. TRC Newsletter, 8:1 (Fall 1996).
Middendorf, Joan, Judi Hetrick, & Bill Roberson. “Motivation: Teachers can make a Difference” . TRC Newsletter, 10:2 (Spring 1999).
Neal, Ed. “Leading the Seminar: Graduate and Undergraduate”. TRC Newsletter, 8:2 (Fall/Winter 1996).
Novak, Gregor. “Pre–Class Warm–ups Improve Learning Outcomes.” TRC Newsletter, 11:3 (Spring 2000).
Pace, David. “Teaching Supercharged Subject Matter.” TRC Newsletter, 12:2 (Spring 2001).
Paul, Richard, & Linda Elder. “How Can I Get Students to Think and Question?” Adapted for TRC Newsletter, 8:3 (Winter 1997).
Roberson, William. “Teaching + Testing: Do they really add up to Student Learning?” TRC Newsletter, 11:2 (Fall 1999).
Seldin, Peter. “Court Challenges to Tenure, Promotion, and Retention Decisions.” IDEA Paper, 12 (Sept. 1984).
Seldin, Peter, & Linda Annis. “The Teaching Portfolio.” POD’s Essays on Teaching Excellence.
Sellers, Patrick. “Managing a Large Class for Maximum Learning.” TRC Newsletter, 11:4 (Spring 2000).
Silva, Francisco. “Student–Generated Test Questions”. TRC Newsletter, 7:2 (Winter 1995).
Smit, David W. “Improving Student Writing.” IDEA Paper, 25 (Sept. 1991).
Smith, Raymond. “The Rhetoric of Paper–Marking, Or, A Wheelbarrow for Sisyphus.” TRC Newsletter, 9:1 (Fall 1997).
Sorcinelli, Mary Deane. “Dealing with Troublesome Behaviors in the Classroom.” TRC Newsletter, 9:3 (Winter 1998).
Stalheim–Smith, Ann. “Focusing on Active, Meaningful Learning.” IDEA Paper, 23 (Feb. 1998).
Stout, Julie C. “Radical Course Revision.” TRC Newsletter, 12:1 (Fall 2000).
Svinicki, Marilla. “I’d Like to Use Essay Tests, But…”. TRC Newsletter, 7:3 (January 1996).
Tansey, Michael R. “How I Accidentally Won the Fight against Grade Inflation, but Lost a War”. TRC Newsletter, 8:3 (Winter 1997).
Tobias, Sheila. “Non–scientists Studying Science and Scientists Studying Poetry: Why is it ‘Hard?’” TRC Newsletter, 9:2 (Fall/Winter 1997).
Warren, Lee. “Class in the Classroom.” TRC Newsletter, 10:1 (Fall 1998).
Whitman, Neal. “A Guide to Clinical Performance Testing.” IDEA Paper, 7 (Feb. 1982).

Writing Skills

See also the Campus Writing Program’s Library.

Connors, Robert J., & Andrea A. Lunsford, Teacher’s Rhetorical Comments on Student Papers, College Composition and Communication, 44:2 (May 1993), pp. 200–223.
Elbow, Peter, Writing for Learning—Not Just for Demonstrating Learning (University of Massachusetts Amherst, 1994).
Greenlaugh, Anne H., Voices in Response: A Postmodern Reading of Teacher Response, College Composition and Communication, 43:3 (Oct. 1992), pp. 401–410.
Haswell, Richard, Minimal Marking, College English, 45:6 (Oct. 1983), pp. 600–604.
Kiniry, Malcolm, & Ellen Strenski, Sequencing Expository Writing: A Recursive Approach, College Composition and Communication, 36:2 (May 1985), pp. 191–202.
Leahy, Richard. Conducting Writing Assignments, College Teaching, 50:2 (Spring 2002), pp. 50–54.
Leahy, Richard. Microthemes: An experiment with very short writings, College Teaching, 42:1 (Winter 1994), pp. 15–18.
Smit, David, Improving Student Writing, IDEA Papers, 25 (Sept. 1991).
Sommers, Nancy, Responding to Student Writing, College Composition and Communication, 33:2 (May 1982), pp. 148–156.
Strunk Jr., William, The Elements of Style (Ithaca, NY: 1918).

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