Higher Ed Bibliography
Allen, Mary J. (2004) Assessing Academic Programs in Higher Education. Bolton, MA: Anker Publishing
Based on the author's extensive experience conducting assessment training workshops, this book is an expansion of a workshop/consultation guide that has been used to provide assessment training to thousands of busy professionals. Assessing Academic Programs in Higher Education provides a comprehensive introduction to planning and implementing the assessment of college and university academic programs.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques (2nd ed.). San Francisco: Jossey-Bass.
The book features fifty valuable Classroom Assessment Techniques, each presented in a format that provides an estimate of the ease of use, a concise description, step-by-step procedures for adapting and administering the technique, practical advice on how to analyze the data, pros, cons, caveats, and other useful information. These fifty Classroom Assessment Techniques are cross-indexed so that teachers can easily locate the appropriate techniques for assessing their particular teaching goals in their academic disciplines. Techniques are also indexed for their usefulness in assessing content knowledge, higher-order thinking skills, course-related attitudes and values, and students' reactions to the course.
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is--it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out--but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn.
Bonwell, C., & Eison, J., (1991) Active Learning - creating excitement in the classroom, Washington, ASHE-ERIC Higher Education Report No. 1
Experience and research show that students must be enthusiastic participants in the learning process if teachers want the classroom experience to result in deeper understanding and the building of new knowledge. This how-to guide for the classroom offers practical, brain-compatible, proven strategies for facilitating active learning. With a focus on kinesthetic techniques, interpersonal and classroom management skills, and relationship building, this reader-friendly book helps teachers engage students' interest and activate their learning for an exciting classroom experience.
Brookfield, S. (1991), Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting, Jossey-Bass
1989 Winner of the Cyril O. Houle World Award for Literature in Adult Education "Developing Critical Thinkers is a book practitioners and others interested in applying critical thinking principles will find extremely useful. The writing is clear, the examples are many, and the ideas are well grounded in theory and research.''--Adult Education Quarterly
Brookfield, S. (1992), The Skillful Teacher, Jossey-Bass
In this second edition of the book that has become a classic in the field, award-winning author Stephen D. Brookfield offers inspiration and down-to-earth advice to new and seasoned teachers. The Skillful Teacher is a comprehensive guide that shows how to thrive on the unpredictability and diversity of classroom life and includes insights developed from the hundreds of workshops conducted by the author. This new edition also reflects the many changes that have come about in the decade since the book was first published and includes new chapters that deal with emerging topics such as classroom diversity and teaching in online learning environments.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, Stephen D. Brookfield offers a very personal and accessible guide to how faculty at any level and across all disciplines can improve their teaching. Brookfield describes what critical reflection is and why it is so important. He tells how teachers can reframe their teaching by viewing their practice through four distinctive lenses. He includes specific advice on using practical approaches to critical reflection such as teaching diaries, role model profiles, participant learning portfolios, structured critical conversation. the Critical Incident Classroom Questionnaire, the Good Practices Audit, and more. He explains how the literature of educational research and philosophy can be used as an aid to, rather than an inhibitor of, critical reflection. And he discusses how to create a campus culture that supports critically reflective teaching.
Brookfield, S., & Preskill, S., (1999) Discussion as a Way of Teaching - tools and techniques for university teachers, Society for Research into Higher Education and Open University Press
Discussion as a Way of Teaching is a book full of ideas, techniques, and usable suggestions on how to prepare students and teachers to participate in discussion, how to get discussions started, how to keep discussions going, and how to ensure that teachers' and students' voices are kept in some sort of balance. It considers the influence of factors of race, class and gender on discussion groups and argues that teachers need to intervene to prevent patterns of inequity present in the wider society automatically reproducing themselves inside the discussion-based classroom. It also grounds the evaluation of discussions in the multiple subjectivities of students' perceptions. An invaluable and helpful resource for university and college teachers who use, or arc thinking of using, discussion approaches.
Cooper, J. L., Robinson, P., & Ball, D. (Eds). (2003). Small group instruction in higher education: Lessons from the past, visions of the future. Stillwater, OK: New Forums Press.
This text represents a compilation of work completed by Jim Cooper and his colleagues in the Network for Cooperative Learning in higher education over the last fifteen years. The Network and its newsletter, Cooperative Learning and College Teaching, were formed in 1990 with funding provided by a FIPSE grant to Jim. The first part of the text reprints 30 of the best articles in small-group learning in higher education from1990-1999 , articles first published in the newsletter that Jim and Pamela Robinson edited during that time. The volume presents a look at the history of small group instruction research, theory and practice and offers a glimpse at the future of this powerful instructional strategy.
Bean, J. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
A practical nuts and bolts guide for teachers from any discipline who want to design interest-provoking writing and critical thinking activities and incorporate them into their courses in a way that encourages inquiry, exploration, discussion and debate.
Biggs, J. (2003). Teaching for quality learning at university (2nd ed.). Buckingham, UK: Open University Press.
This book is a sophisticated and insightful conceptualization of outcomes-based learning developed from the concept of constructive alignment. The first author has already made a significant contribution to the scholarship and practice of teaching and learning in universities...Together with the second author, there is now added richness through the practical implementation and practices. The ideas in this book are all tried and shown to contribute to more successful learning experience and outcome for students.
Feldman, K., & Paulsen, M. (Eds.) (1994). Teaching and learning in the college classroom. New York: Simon and Schuster.
This volume presents 41 papers on teaching and learning in the college classroom. Papers include empirical studies as well as papers offering philosophical views and informed speculations. Both quantitative and qualitative research are included; and many different research and theoretical perspectives are represented -- educationist, feminist, humanistic, psychological, sociological, anthropological, and more. Articles vary from research reports to literature reviews to essays to practitioner-oriented articles. The reader is divided into six major sub-areas. Each sub-area also contains an introduction to the group of articles and a list of suggested readings. (Most articles also contain references.)
Fink, D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.
Forsyth, D. R. (2002). The professor's guide to teaching: Psychological principles and practices. Washington, DC: American Psychological Association.
This volume explores what research has revealed about effective teaching and mines this resource to offer useful suggestions and practical recommendations for both new and seasoned instructors.
Fry, H., Ketteridge, S. & Marshall, S. (Eds.). (2003). A handbook for teaching and learning in higher education, (2nd ed.). London: Kogan Page Publishers.
This handbook is sensitive to the competing demands of teaching, research and scholarship and academic management. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity, this updated and expanded edition includes new material on for example, e-learning.
Gardiner, L. F. (1994). Redesigning higher education: Producing dramatic gains in student learning. Washington, DC: ASHE Higher Education Report.
Reviews and synthesizes numerous studies of college student development and college effects on students. Analyses the effectiveness of common practices in curriculum, instruction, campus climate, and academic advising as revealed by research. Provides an overview of research-based recommendations for best practice in these areas, and many resources for improving practice, ideas for assessment, and evidence for developing a sense of urgency for change, and a vision of what is possible today.
Gibbs, G., & Jenkins, A.(1992) Teaching Large Classes in Higher Education - how to maintain quality with reduced resources, Kogan Page
This guide combines theory on teaching methodology with advice on good teaching practice in order to help teachers face the challenge of larger numbers of students in their classrooms. It includes a number of case studies which explore innovative teaching methods.
Hativa, N. (2001). Teaching for effective learning in higher education. New York: Springer.
Research on teaching in higher education shows that students who are well taught learn more than students who are poorly taught, and there are some teaching behaviors and strategies that are consistently associated with good teaching. This book identifies these strategies and presents them within a theoretical framework that explains how they promote students' active and meaningful learning. The book addresses college and university teachers of all subject domains, faculty developers, and researchers of teaching in higher education. It provides extensive practical advice that is based on the vast experience of the author as an instructional consultant and on research on accomplished teachers, taken from the domains of education, psychology, and speech communication.
Huba, M.E. & Freed, J.E. (2000). Learner-Centered Assessment on College Campuses. Boston:Allyn and Bacon.
This book integrates current thinking and research regarding the learning of undergraduate students with principles of best practice in assessment and teaching. The book will help readers see the connection among three powerful trends in higher education today: the focus on learning and learners, the emphasis on the assessment of learning, and the need to continually improve what those in higher education do. Grounded in principles of constructivist learning theory and continuous improvement, the book provides opportunities for readers to make connections with what they already know about assessment, integrate new information with their current knowledge, and try new approaches to enhance the learning of their students.
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment. San Francisco: Jossey-Bass.
This book fills a critical gap in our understanding of a long-neglected facet of the critical thinking process: reflective judgment. Drawing on extensive cross-sectional and longitudinal research, including their own ten-year study, Patricia M. King and Karen Strohm Kitchener detail the series of stages that lay the foundation for reflective thinking, and they trace the development of reflective judgment through adolescence and adulthood.
Kalman, C. (2008). Successful science and engineering teaching: Theoretical and learning perspectives. New York: Springer.
The intent of this book is to describe how a professor can provide a learning environment that assists students to come to grips with the nature of science and engineering, to understand science and engineering concepts, and to solve problems in science and engineering courses. As such, this book is intended to be useful for any science or engineering professor, who wants to change their course to include more effective teaching methods, to instructors at post-secondary institutions, who are beginning their careers, and as a handbook for TA's.
Kalman, C. (2006). Successful science and engineering teaching in colleges and universities. San Francisco: Jossey-Bass.
This book offers broad, practical strategies for teaching science and engineering courses and describes how faculty can provide a learning environment that helps students comprehend the nature of science, understand science concepts, and solve problems in science courses. The student-centered approach focuses on two main themes: reflective writing and working in collaborative groups. When faculty incorporate methods into their courses that challenge their students to critically reflect, collaborate, and problem solve, students gain a better understanding of science as a connected structure of concepts rather than as a simple tool kit of assorted practices.
Leamnson, R. (1999). Thinking about teaching and learning: Developing habits of learning with first year college and university students. Sterling, VA: Stylus.
Practical and thoughtful, and based on forty years of teaching, wide reading and much reflection, Robert Leamnson provides teachers with a map to develop their own teaching philosophy, and effective nuts-and-bolts advice. His approach is particularly useful for those facing a cohort of first year students less prepared for college and university. He is concerned to develop in his students habits and skills that will equip them for a lifetime of learning. He is especially alert to the psychology of students. He also understands, and has experienced, the typical frustration and exasperation teachers feel when students ingeniously elude their teachers' loftiest goals and strategies. Most important, he has good advice about how to cope with the challenge. This guide will appeal to college teachers in all disciplines.
McIntosh, M., & Kysilka, M. (2002). Teaching college in an age of accountability. Boston: Allyn and Bacon.
This book provides professors with the insights and tools necessary to achieve higher levels on accountability assessment outcomes while preparing students for enhancing their own career success in a more complex future. In recent years, many initiatives have been implemented by a number of state legislatures and boards of trustees to increase "institutional effectiveness." These measures have made colleges and universities aware that practices once accepted as sacrosanct within the culture will, from this time forward, be assessed regularly for their contribution to achieving more accountable outcomes. This book equips professors to address outcome goals in a proactive manner.
Nilson, L. B. (2003). Teaching at its best: A research-based resource for college instructors. San Francisco: Jossey-Bass.
This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more.
Palmer, P. (1998). The Courage to Teach:Exploring the Inner Landscape of a Teacher's Life. San Francisco: Jossey-Bass./John Wiley and Sons, 2010
This book builds on a simple premise: good teaching cannot be reduced to technique but is rooted in the identity and integrity of the teacher. Good teaching takes myriad forms but good teachers share one trait: they are authentically present in the classroom, in community with their students and their subject. They possess "a capacity for connectedness" and are able to weave a complex web of connections between themselves, their subjects, and their students, helping their students weave a world for themselves. The connections made by good teachers are held not in their methods but in their hearts -- the place where intellect, emotion, spirit, and will converge in the human self -- supported by the community that emerges among us when we choose to live authentic lives.
Perry, W (1970) Forms of Intellectual and Ethical Development in the College Years, Holt Reinhart/Jossey-Bass Publishers, 1998
Since its original publication in 1970, this landmark book by William Perry has remained the cornerstone of much of the student development research that followed. Using research conducted with Harvard undergraduates over a fifteen-year period, Perry derived an Anduring framework for characterizing student development--a scheme so accurate that it still informs and advances investigations into student development across genders and cultures. Drawing from firsthand accounts, Perry traces a path from students' adolescence into adulthood. His nine-stage model describes the steps that move students from a simplistic, categorical view of knowledge to a more complex, contextual view of the world and of themselves. Throughout this journey of cognitive development, Perry reveals that the most significant changes occur in forms in which people perceive their world rather than in the particulars of their attitudes and concerns. He shows ultimately that the nature of intellectual development is such that we should pay as much attention to the processes we use as to the content.
Pratt, D., & Associates. (1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger.
This book, which is about five alternative points of view or perspectives on teaching adults, is the result of several years of teaching and research in Canada, China, Hong Kong, Singapore, and the United States. The perspectives were obtained through a study of 253 teachers of adults.
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: Routledge.
The classic text has a simple message: to become a good teacher, first you must understand your students' experiences of learning. Out of this grow a set of principles for effective teaching in higher education. This fully revised and updated new edition reflects a changed higher education environment, addressing issues of quality, standards and professional development in today's universities. The book includes new research findings and suggestions for further reading, while case studies of exemplary teaching connect ideas to practice.
Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess, and document learning. Sterling, VA: Stylus.
The book is packed with resources that will help readers structure their courses and constitute a rich reference of proven ideas.What Laurie Richlin offers is a intellectual framework, set of tools and best practices to enable readers to design and continually reassess their courses to better meet their teaching goals and the learning needs of their students.
Rotenberg, R. (2006). The art and craft of college teaching: A guide for new professors and graduate students. Walnut Creek, CA: Left Coast Press.
The second edition of Rotenberg's popular guide to college teaching includes additional material on teaching in a digital environment, universal design, and teaching diverse students. As in the first edition, the book provides a hands-on, quick-start guide to the complexities of the college classroom for instructors in their first five years of teaching independently. The chapters survey the existing literature on how to effectively teach young adults, offering specific solutions to the most commonly faced classroom dilemmas. The author, a former department chair and award-winning instructor, encourages the new teacher to support their students as individual learners who are engaged in a program of study beyond their individual class.
Stevens, Dannelle D., & Antonia J. Levi. 2005. Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA: Stylus.
This book defines what rubrics are, and how to construct and use them. It provides a complete introduction for anyone starting out to integrate rubrics in their teaching. The authors go on to describe a variety of processes to construct rubrics, including some which involve student participation.They demonstrate how interactive rubrics--a process involving assessors and the assessed in defining the criteria for an assignment or objective--can be effective, not only in involving students more actively in their learning, but in establishing consistent standards of assessment at the program, department and campus level.
Suskie, L. (2009). Assessing Student Learning. San Francisco: Jossey-Bass.
The first edition of Assessing Student Learning has become the standard reference for college faculty and administrators who are charged with the task of assessing student learning within their institutions. The second edition of this landmark book offers the same practical guidance and is designed to meet ever-increasing demands for improvement and accountability. This edition includes expanded coverage of vital assessment topics such as promoting an assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, setting benchmarks and standards, and using results to inform and improve teaching, learning, planning, and decision making.
Suskie, Linda (2001) Assessment to Promote Deep Learning—Insight from AAHE’s 2000 and 1999 Assessment Conferences. Washington, D.C.: American Association of Higher Education.
This edited collection of presentations by major speakers at AAHE's 1999 and 2000 Assessment Conferences offers cutting-edge ideas from: Jorge Klor de Alva; Noel Entwistle; James Anderson; Victor Borden; Jean MacGregor, Vincent Tinto, Jerri Holland Lindblad; Barbara Wright; and others. Questions explored include: (1) How does a successful for-profit institution define and assess its learning outcomes and use that information to develop programs? (2) How can we create curricula and assessments that promote "deep" learning that endures, rather than superficial surface learning? (3) What is an effective performance indicator, and what keys determine the best utilization in varied situations? (4) What have we learned from assessments of the learning community movement? (5) How can we use both assessment and accreditation to promote cultural change?
Tagg, John (2003). The Learning Paradigm College. Boston, MA: Anker Publishing.
The Learning Paradigm College presents a new lens through which faculty and administrators can see their own institutions and their own work. The book examines existing functional frameworks and offers a way to reenvision and recast many familiar aspects of college work and college life, so that readers may better understand their learners and move toward a framework that focuses on learning outcomes.
Walvoord, B. E. F., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass./John Wiley and Sons, 2009
The second edition of Effective Grading-the book that has become a classic in the field-provides a proven hands-on guide for evaluating student work and offers an in-depth examination of the link between teaching and grading.
Weimer, M. (2002).Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.
In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. "Learner-Centered Teaching "shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Wiggins, G., & McTighe, J. (2001). Understanding by design (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall./ASCD, 2005
Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks.
Zander, R. S., & Zander, B., (2000). The art of possibility: Transforming professional and personal life. Cambridge, MA: Harvard Business School Press.
The Art of Possibility offers a set of breakthrough practices for creativity in all human enterprises. Infused with the energy of their dynamic partnership, the book joins together Ben's extraordinary talent as a mover and shaker, teacher, and communicator, with Rosamund Stone Zander's genius for creating innovative paradigms for personal and professional fulfillment.
Zull, J. E. (2002). The art of changing the brain. Sterling, VA: Stylus.
James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher. "The Art of Changing the Brain" is grounded in the practicalities and challenges of creating effective opportunities for deep and lasting learning, and of dealing with students as unique learners.