TEACHING AND LEARNING TOOL BOX

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1 TEACHING AND LEARNING TOOL BOX Book Sources Anderson, L., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (2001). A taxonomy for learning, teaching, and assessing. New York: David McKay Company. Chatterji, M. (2003). Designing and using tools for educational assessment. Boston, MA: Allyn & Bacon. Huba, M., & Freed, J. (2000). Learner-centered assessment on college campuses. Needham Heights, MA: Allyn & Bacon. Johnson, D., Johnson, R., & Smith, K. (1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company. Joyce, B., Weil, M., & Calhoun, E. (2004). Models of teaching. Boston, MA: Allyn & Bacon. Kolb, D. (1999). Learning style inventory. Experience based learning systems. Boston, MA: Hay/McBen Training Resource Group. Nilson, L. (2003). Teaching at its best. Boston, MA: Anker Publishing Company. Nitko, A. (2004). Educational assessment of students. Upper Saddle River, NJ: Pearson Education. Rogers, G. (2002). Alternative assessment methods: Beyond tests. Wiggins, G. (1998). Educative assessment. San Francisco: Jossey-Bass. Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. Book Chapters, Articles, and Conference Sources Alva, K. (2000). Assessment to promote deep learning. A conversation with Jorge Klor de Alva. Fort Collins, CO: American Association for Higher Education. Angelo, T., & Cross, P. (1993). Classroom assessment techniques. San Francisco, CA: Jossey-Bass. Anderson, J. (2000). Developing a learning/teaching style assessment model for diverse populations. In Assessment to Promote Deep Learning. Fort Collins, CO: American Association for Higher Education. 1

2 Anderson, R., & Speck, B. (1998a). Designing and grading written assignment. In Changing the way we grade student performance: Classroom assessment and the new learning paradigm. San Francisco: Jossey-Bass. Anderson, R., & Speck, B. (1998b). Evaluating technology-based process and products. In Changing the way we grade student performance: Classroom assessment and the new learning paradigm. San Francisco: Jossey-Bass. Anderson, R., & Speck, B. (1998c). Grading classroom participation. In Changing the way we grade student performance: Classroom assessment and the new learning paradigm. San Francisco: Jossey-Bass. Anderson, R., & Speck, B. (1998d). Portfolios: Purposeful collections of student work. In Changing the way we grade student performance: Classroom assessment and the new learning paradigm. San Francisco: Jossey-Bass. Anderson, R. & Speck, B. (1998e). Unveiling Some of the Mystery of Professional Judgment in Classroom Assessment. In Changing the way we grade student performance: Classroom assessment and the new learning paradigm. San Francisco: Jossey-Bass. Anderson, R. & Speck, B. (1998f). Why talk about ways to grade? The shift from traditional assessment to alternative assessment. In Changing the way we grade student performance: Classroom assessment and the new learning paradigm. San Francisco: Jossey-Bass. Banta, T. (2001). Assessing competence in higher education. Sterling, VA: Stylus. Balcazar, Y., Damacela, L., & Portillo, N. (2003). Experiences of differential treatment among college students of color. Journal of Higher Education, 74, Baron, M., & Boschee, F. (1995). Authentic assessment. Lancaster, PA.: Technomic Publishing. Biggs, J. (2000). Assessing for quality in learning. In Assessment to promote deep learning. Fort Collins, CO: American Association for Higher Learning. Borden, V. (2000). A few good measures: The impossible dream. In Assessment to promote deep learning. Fort Collins, CO: American Association for Higher Education Brown, J. (2000). Growing up digital. How the web changes work, education, and the ways people learn. Change. Bussler, D. (2005). Democratic circles. In The coolest school in America. Oxford: EdVisions. 2

3 Cambridge, B. (1999). The scholarship of teaching and learning: A national initiative. American Association for Higher Education. Campbell, W., & Smith, K. (1997). For openers: An inclusive course syllabus. In New paradigms for college teaching. Edina, MN: Interaction Book Company. Crombie, G., Pyke, S., & Silverthorn, N. ( 2003). Students perceptions of their classroom anticipation and instructor as function of gender and context. Journal of Higher Education, 74, Dann, R. (2002). Assessment as learning. In Promoting assessment as learning. New York, NY: Taylor & Francis Group. Danserau, D., & Newbern, D. (1997). Using knowledge maps to enhance teaching. In New paradigms for college teaching. Edina, MN: Interaction Book Company. Dominowski, R. (2002a). Grading systems. In Teaching undergraduates. NJ: Lawrence Erlbaum Associates. Dominowski, R. (2002b). Learning and remembering. In Teaching undergraduates. NJ: Lawrence Erlbaum Associates. Dominowski, R. (2002c) A planning timetable. In Teaching undergraduates. NJ: Lawrence Erlbaum Associates. Dominowski, R. (2002d). Teaching thinking. In Teaching undergraduates. NJ: Lawrence Erlbaum Associates. Donald, J. (2002a). Hard thinking. In Teaching undergraduates. NJ: Lawrence Erlbaum Associates. Donald, J. (2002b). Inductive thinking. Teaching undergraduates. NJ: Lawrence Erlbaum Associates. Donald, J. (2002c). Learning to think. In Learning to think: Disciplinary perspectives. San Francisco: Jossey-Bass. Donald, J. (2002d). Learning, understanding, and meaning. In Teaching undergraduates. NJ: Lawrence Erlbaum Associates. Donald, J. (2002e). Orderly thinking. In Teaching undergraduates. NJ: Lawrence Erlbaum Associates. Entwistle, N. (2000). Promoting deep learning through teaching and assessment. In Assessment to promote deep learning. Fort Collins, CO: American Association for Higher Education. 3

4 Ewell, P., & Lopez, C. (2000). Assessment at the Millennium. In Assessment to promote deep learning. Fort Collins, CO: American Association for Higher Education. Facione, P. (1994). Holistic critical thinking scoring rubric. San Francisco: California Academic Press. Farquharson, A. & Styve, S. (1995). Self assessment of teaching/facilitating skills. San Francisco, CA: Jossey-Bass. Felder, R., & Silverman, L. (1988). Learning and teaching styles. Engineering Education 78, Felder, R., & Wankat, P. (1994). The scholarship of teaching and learning in engineering. In M.T. Huber and S. Morreale (Eds.). Discipline Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Washington: AAHE. Forsyth, D. (2004). The professor s guide to teaching: Psychological principles and practices. Washington, DC: American Psychological Association. Frye, B. (1994). Planning student evaluation, Constructing tests and grading. In Teaching in college. Cleveland, OH: Info-Tec. Golding, J. (2001). Teaching the large lecture class. In Teaching tips. Needham Heights, MA: Allyn & Bacon. Guiffrida, D. (2005). Othermothing as a framework for understanding African American students definitions of student-centered faculty. Journal of Higher Education, 76, Hein, T., & Budny, D. (1999). Teaching to students learning styles: Approaches that work. San Juan, Puerto Rico. Hein, T., & Budny, D. (1999). Teaching and learning with style: Classroom approaches for science and engineering educators. San Juan, Puerto Rico. Horgan, J. (2002). Lecturing for Learning. In Learning to think: Disciplinary perspectives. San Francisco: Jossey-Bass. Ignelzi, M. (2000). Meaning-making in the learning and teaching process. In Teaching to promote. Austin, TX: Jossey-Bass. Joyce, B., & Calhoun, E. (1996). Creating learning experiences: The role of instructional theory and research. Alexandria, VA: Association for Supervision and Curriculum Development. 4

5 Killian, D. (1995). Stalking the superior syllabus. In Teaching within the rhythms of the semester. San Francisco, CA: Jossey-Bass. Knowlton, D., & Sharp, D. (1990a). Designing problems to promote higher-order thinking. In Problem-based learning in the information age. San Francisco, CA: Wiley Periodicals. Knowlton, D., & Sharp, D. (1990b). Exploring the tensions of problem-based learning: Insights from research. In Problem-based learning in the information age. San Francisco, CA: Wiley Periodicals. Knowlton, D., & Sharp, D. (1990c). Fostering collaboration among students in problembased learning. In Problem-based learning in the information age. San Francisco, CA: Wiley Periodicals. Knowlton, D., Sharp, D. (1990d). Guiding students toward solutions in field experiences. In Problem-based learning in the information age. San Francisco, CA: Wiley Periodicals. Knowlton, D., & Sharp, D. (1990e). Heuristics and problem solving. In Problem-based learning in the information age. San Francisco, CA: Wiley Periodicals. Knowlton, D., & Sharp, D. (1990f). Integrating computers into the problem-solving process. In Problem-based learning in the information age. San Francisco, CA: Wiley Periodicals. Knowlton, D., & Sharp, D. (1990g). Preparing students for educated living: Virtues of problem-based learning across the higher education curriculum. In Problembased learning in the information age. San Francisco, CA: Wiley Periodicals. Knowlton, D., & Sharp, D. (1990h). Problem solving through design. In Problem-based learning in the information age. San Francisco, CA: Wiley Periodicals. Knowlton, D., & Sharp, D. (1990i). Problem-based learning in an MBA economics course: Confessions of a first-time user. In Problem-based learning in the information age. San Francisco, CA: Wiley Periodicals. Levine, L. (1996). The opening of the American mind. Boston: Beacon Press. Light, G., & Cox, R. (2001). A critical matrix of learning and teaching. Great Britain: Athenaeum Press. Louie, B., Drevdahl, D., Purdy, J., & Stackman, R. (2003). Advancing the scholarship of teaching through collaborative self-study. Journal of Higher Learning, 74,

6 MacGregor, J., Tinto, V., & Lindblad, J. (2001). Assessment of innovative efforts: Lessons from the learning community movement. In Assessment to promote deep learning. Fort Collins, CO: American Association for Higher Learning. Marzano, R., Pickering, D., & McTighe, J. (1993). Assessing student outcomes. Alexandria, VA: McREL Institute. Miller, J. (1996). On learning why I became a teacher. In Rhythms of academic life. Thousand Oaks, CA: Sage Publications. Mu, S,. & Gnyawali, D. (2003). Developing synergistic knowledge in student groups. Journal of Higher Education, 74, Newstead, S., & Hoskins, S. (2002). Encouraging student motivation. In Learning to think: Disciplinary perspectives. San Francisco: Jossey-Bass. Nkomo, S. (1996). Teaching as an act of scholarship. In Rhythms of academic life. Thousand Oaks, CA: Sage Publications. Nord, W. (1996). Research/teaching boundaries. In Rhythms of academic life. Thousand Oaks, CA: Sage Publications. Osterman, K., & Kottkamp, R. (2004). Reflective practice for educators. Thousand Oaks, CA.: Corwin Press. Overton, T. (1999). Key aspects of teaching and learning in experimental sciences and engineering. In Teaching and learning in higher education. Great Britain: Bell & Bain Limited. Pike, G., & Kuhs, G. (2005). First and second generation college students: A comparison of their engagement and intellectual development. Journal of Higher Education, 76, Race, P. (1998). Refreshing your lecturing. In The lecturer s toolkit. Great Britain: Thanet Press. Race, P. (1998). Making small-group teaching work. In The lecturer s toolkit. Great Britain: Thanet Press. Ramsden, P. (1993). Approaches to learning. In Learning to teach in higher education. London: RoutledgeFalmer. Robinson, S. (2000). Assessment to promote deep learning. Testing disadvantage students: The elusive search for what is fair. Fort Collins, CO: American Association for Higher Education. 6

7 Royse, D. (2001). Basic course components. In Teaching tips. Needham Heights, MA: Allyn & Bacon. Salmon, J. (1983). Teaching in racially and culturally diverse environments. In Teaching in college. Cleveland, OH: Info-Tec. Savage, E., & Sterry, L. (1990). A conceptual framework for technology education. Reston, VA. Sheafor, B., & Sheafor, B. (2001) Grading. In Teaching tips. Needham Heights, MA: Allyn & Bacon. Snyder, J., & Hales, J. (1981). Jackson Mill industrial arts curriculum theory. West Virginia: Department of Education. Srisethanil, C. (1995). Engineering: Providing adaptive teaching in the engineering tutor. Frontiers in Education Conference. Sutherland, T., & Bonwell, C. (1996a). A range of options for faculty. The active learning continuum: Choosing activities to engage students in the classroom. In Using active learning in college classes. San Francisco, CA: Jossey-Bass. Sutherland, T., & Bonwell, C. (1996b). A range of options for faculty. Cooperative learning: Making groupwork work. In Using active learning in college classes. San Francisco, CA: Jossey-Bass. Sutherland, T., & Bonwell, C. (1996c). A range of options for faculty. Enhancing the lecture: Revitalizing a traditional format. In Using active learning in college classes. San Francisco, CA: Jossey-Bass. Sutherland, T., & Bonwell, C. (1996d). A range of options for faculty. Emerging issues in the discussion of active learning. In Using active learning in college classes. San Francisco, CA: Jossey-Bass. Sutherland, T., & Bonwell, C. (1996e). A range of options for faculty. Encouraging selfassessment: Writing as active learning. In Using active learning in college classes. San Francisco, CA: Jossey-Bass. Sutherland, T., & Bonwell, C. (1996f). A range of options for faculty. Providing structure: The critical element. In Using active learning in college classes. San Francisco, CA: Jossey-Bass. Sutherland, T., & Bonwell, C. (1996g). A range of options for faculty. Using electronic tools to promote active learning. In Using active learning in college classes. San Francisco, CA: Jossey-Bass. 7

8 Taylor, S. (1996). Becoming a teacher. In Rhythms of academic life. Thousand Oaks, CA: Sage Publications. Walvoord, B., & Anderson, V. (1998). Effective grading. San Francisco, CA.: Jossey- Bass. Weaver, R., & Qi J. (2005). Classroom organization and participation: College students perceptions. Journal of Higher Learning, 76, Wright, B. (2000). Assessment to promote deep learning. Accreditation - where credit is due. Fort Collins, CO: American Association for Higher Education. Zhao, C., Kuhs, G., & Carni, R. (2005). Comparison of international student and American student engagement in effective educational practices. Journal of Higher Education, 76, Zuber-Skerritt, O. (1992). Action research in higher education. London: Kogan Page. Zywno, M. (2003). A contribution to validation of score meaning for Felder-Solomon s index of learning styles. Journal of Engineering Education, 78. Websites About grades. Website: Argyris. C. (1976). Double loop learning. Website: stmail.fju.edu.tw/clinical/theory/double.htm Argyris, C. (1976). Double loop learning. Website: tip.psychology.org/argyris.html Argyris, C. Theories of action, double loop learning and organizational learning, Website: Brainstorming. Website: Classroom assessment. Website: fcit.usf.edu/assessment/performance/assessb.html Creating your own rubrics. Website: Collaboration rubric. Website: edweb.sdsu.edu/triton/tidepoolunit/rubrics/collrubric.html 8

9 Concept mapping. Website: Concept mapping. Website: users.edte.utewente.nl/lanzing/cm_home.htm Education Research Report. What do student grades mean? Website: Evaluation of lab exercise. Website: Felder, R., & Soloman, B. Learning styles and strategies. Website: Felder, R. Reaching the second tier. Website: Genes-r-us problem-solving rubric. Website: cte.jhu.edu/techacademy/web/2000/roberson/problem.html Georgia State University analytical assessment guide. Website: Grading practices. Website: //teaching.berkelye.edu/ggd/grading.html History of influence in the development of intelligence theory & testing. Website: Kinds of concept maps. Website: classes.aces.uiuc.edu?aces100/mind/c-m2.html Learning styles. Website: Learning styles. Website: ww.ncsu.edu Learning styles in the DVC survey. Website: Maryland technology performance task summaries. Website: 9

10 Master teacher program: On learning styles. Website: Pelley, J. Concept mapping. Website: classes.aces.uiuc.edu/aces100/mind/c-m2.html Practical assessment, research & evaluation. Website: pareonline.net/getvn.asp Pros and cons of typical grading practices. Website: depts..washington.edu/grading/plan/procon.htm Rubric: Essay research and bibliography. Website: Soloman, B., & Felder, R. Index of learning styles questionnaire. Website: Table of specifications. Website: home.regent.edu/louz/00tblspecsmtp.htm Table of specifications. Information for examination. Website: ed.uno.edu/faculty/joescher/edfr6700/assessments?tsexam2.htm Table of specifications. Website: people.uncw.edu/moallemm/sites/tableofspecificationassesss.htm Tools for teaching. Grading practices. Website: teaching.berkeley.edu/bgd/grading.html Trochim, W. An introduction to concept mapping for planning and evaluation. Website: University of Minnesota Duluth. Learning styles. Website: What do student grades mean? Differences across schools. Website: What should grades mean? Website: What s your learning style? Website: 10