These books may be checked out at the CTE office, Philosophy Hall B2. Please call (718) 289-5100 ext. 5075 for book status.
Angelo, Thomas & Cross, K. Patricia. Classroom Assessment Techniques: A Handbook for College Teachers, (2nd ed.). San Francisco: Jossey-Bass, 1993.
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment, from what it is and how it works, to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.
Beach, Richard. Teachingmedialiteracy.com: A Web-linked Guide to Resources and Activities. New York: Teachers College Press, 2007.
The Internet offers enormous possibilities for teachers who include discussion of media arts in their courses. However, without expert guidance, it is difficult for instructors to know how to use the Web most effectively. This is the resource that teachers need to meet that challenge.
Blythe, Tina, Allen, David & Powell, Barbara S. Looking Together at Student Work, (2nd
ed.). New York: Teachers College Press, 2008.
This book provides teachers and administrators with strategies and resources for working together to examine and discuss student work, such as essays, projects, art work, math problems, and more. Providing real examples of how educators can do this, the authors describe three structured conversations, or protocols: (1) the Collaborative Assessment Conference, (2) the Tuning Protocol, and (3) the Consultancy. The book also offers case studies from schools that developed their own protocols.
Boyer, Ernest L. Scholarship Reconsidered: Priorities of the Professoriate. San Francisco, CA: Jossey-Bass, 1990.
This book offers a new paradigm that recognizes the full range of scholarly activities by college and university faculty, and questions the existence of a reward system that pushed faculty toward research and publication and away from teaching.
Chadwick-Blossey, Sandra & Robertson, Douglas R. (Eds.). To Improve the Academy:
Resources for Faculty, Instructional, and Organizational Development. Vol. 23. Hoboken, NJ: John Wiley & Sons, 2004.
This volume is a collection of articles that explore the emerging climate of change is providing a backdrop for the concerns and constituents of higher education. In particular, the authors focus on promoting excellence in teaching and learning through faculty renewal. It describes the ways in which faculty development is changing and offers insight on how to manage these changes. This book offers an essential resource for improvement in higher education to faculty and instructional development staff, department chairs, deans, student services staff, chief academic officers, and educational consultants.
Cornwell, Grant and Stoddard, Eve. Globalizing Knowledge: Connecting International and Intercultural Studies.
Washington, DC: Association of American Colleges and Universities, 1999.
This is the fourth in a series of papers that analyze the changes taking place in U.S. undergraduate education. The essay examines two streams of reform on the campus and in the curriculum--internationalization and diversification--and suggests that these separate movements must come together in a new paradigm of higher education in which diversity would be taught as the historical result of multiple overlapping diasporas created by the evolving process of globalization.
Ferguson, Michael. Advancing Liberal Education: Assessment Practices on Campus. Washington, DC: Association of American Colleges and Universities, 2005.
This publication presents the stories of six different colleges and universities that have developed innovative programs to advance and assess key liberal education outcomes. These stories, which focus on writing, information literacy, understanding diversity, critical thinking, quantitative reasoning, and civic engagement, offer models for effective assessment practices. Also included is information about finding additional assessment resources.
Gardner, Howard. The Unschooled Mind: How Children Think and How Schools Should
Teach. New York: Basic Books, 2004.
This book presents a convincing call to reexamine the way children learn in their earliest years, and to make use of those new findings in classrooms. The author developed a theory that human beings learn and perform through multiple intelligences (seven, to be precise, from verbal to kinesthetic and interpersonal). His own and other studies in these areas revealed that students who may be letter-perfect in a school subject such as physics fail spectacularly in transferring that knowledge from classroom exercises to problems in the real world.
Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan, 2007.
This is a controversial look at the positive things that can be learned from video games by a well known professor of education. The author, one of America's most well-respected professors of education, looks seriously at the good that can come from playing video games. He is interested in the cognitive development that can occur when someone is trying to escape a maze, find a hidden treasure and, even, blasting away an enemy with a high-powered rifle. Talking about his own video-gaming experience learning and using games as diverse as Lara Croft and Arcanum, he looks at major specific cognitive activities like how individuals develop a sense of identity, how one grasps meaning, how one evaluates and follows a command, how one picks a role model, and how one perceives the world. This is a ground-breaking book that takes up a new electronic method of education and shows the positive upside it has for learning.
Greater Expectations: A New Vision for Learning as a Nation Goes to College. Washington, DC: Association of American Colleges and Universities, 2002.
A National Panel of leaders in education, government, business and community action formulated a statement of aims and purposes for twenty-first century college-level study. This is the Panel’s report that recommends ways to link with best aspects of school reform. The report recommends the creation of a New Academy characterized by high expectations, a focus on learning, commitment to demonstrated achievement, intentional practices, and an engaged, practical liberal education for all students.
Green, Madeleine & Shoenberg, Robert. Where Faculty Live: Internationalizing the
Disciplines. Washington, DC: American Council on Education, 2006.
This paper suggests using global learning outcomes to internationalize the academic disciplines. Two premises provide the paper’s foundation: (1) internationalizing the curriculum is the most important strategy institutions can use to instill the knowledge and skills students will need in a globalized world; and (2) because the disciplines provide "intellectual homes" for faculty, disciplinary associations can and should lead the way in promoting internationalization.
Huber, Mary Taylor & Hutchings, Pat. Integrative Learning: Mapping the Terrain. Washington, DC: Association of American Colleges and Universities, 2004.
This paper explores the challenges to integrative learning today as well as its longer tradition and rationale within a vision of liberal education. In outlining promising directions for campus work, the authors draw on AAC&U's landmark report "Greater Expectations" as well as the Carnegie Foundation's long-standing initiative on the scholarship of teaching and learning. Readers will find a map of the terrain of integrative learning on which promising new developments in undergraduate education can be cultivated, learned from, and built upon.
Johnson, Kay & Magusin, Elaine. Exploring the Digital Library: A Guide for Online Teaching and Learning. San Francisco, CA: Jossey-Bass, 2005.
This book addresses the key issue of library services for faculty and their students in the online learning environment. It shows how faculty can effectively use digital libraries in their day-to-day work and in the design of electronic courses. It is filled with information, ideas, and discusses how information and communication technologies are transforming scholarship communication, provides suggestions for integrating digital libraries into teaching and course development, describes approaches to promoting information literacy skills and integrating these skills across the curriculum, outlines the skills and knowledge required in digital library use, and suggests opportunities for faculty and librarians to collaborate in the online educational environment.
Kist, William. New Literacies in Action: Teaching and Learning in Multiple Media.New York: Teachers College Press, 2006.
What do classroom teachers do on a daily basis to incorporate the study and production of texts in multiple media? What are some of their assignments? How do teachers assign grades in a classroom where the final project may be a sculpture, a film, or a website? This book answers these and many other questions by examining the work of pioneers: teachers who have transformed their classrooms in an effort to broaden the literacy of their students. Describing some of the most innovative examples of teaching and learning, this volume offers practical guidance, including actual lessons, assignments, and assessments that have been used successfully in pioneering classrooms.
Leskes, Andrea & Wright, Barbara D. The Art and Science of Assessing General
Education Outcomes. Washington, DC: Association of American Colleges and
This guide offers practical recommendations for individuals involved with the assessment of general education programs and outcomes on campus. It includes a step-by-step assessment checklist, tips for better assessment, and examples of assessment tools, methods, and rubrics for assessing a variety of key outcomes of a quality general education.
Leskes, Andrea & Miller, Ross. Purposeful Pathways: Helping Students Achieve Key
Learning Outcomes. Washington, DC: Association of American Colleges and Universities, 2005.
This final publication of the “Greater Expectations” project reports on practices from high school through college to advance four selected liberal education outcomes: inquiry, civic, global, and integrative learning. From defining outcomes, to reviewing current practices, to charting sequences of learning over time, readers will find numerous resources helpful in their curricular planning.
Magnan, Robert, ed. 147 Practical Tips for Teaching Professors. Madison, WI: Atwood
Atwood Publishing, 1990.
Whether you're new to teaching or an experienced veteran, this is a book you'll want to keep handy. From pre-term activities right through final exams, grading, and evaluation, it covers all the important phases of the teaching process. Educators use this book for a quick idea to spice up a class; teaching and learning centers keep shelf copies as a reference for faculty and teaching assistants, and Chairs and Deans give the book to their faculty during orientation.
Mezirow, Jack. Transformative Dimensions of Adult Learning. San Francisco, CA:
This book describes the dynamics of how adults learn--and how their perceptions are transformed by learning--as a framework for formulating educational theory and practice. It presents an in-depth analysis of the ways in which adults learn, how they make meaning of the learning experience, and how their lives can be transformed by it.
Millem, Jeffrey F., Chang, J. & Antonio, A.. Making Diversity Work on Campus: A
Research-Based Perspective. Washington, DC: Association of American Colleges and Universities, 2005.
The authors of this book discuss recent empirical evidence demonstrating the educational benefits of diverse learning environments. These are environments that must be intentionally planned and nurtured, where diversity is conceived of as a process toward better learning and not merely an outcome that one can check off a list. Included are numerous suggestions for how to engage diversity in the service of learning, ranging from recruiting a compositionally diverse student body, faculty, and staff to transforming curriculum, co-curriculum, and pedagogy to reflect and support goals for inclusion and excellence.
Miller, Ross. Assessment in Cycles of Improvement: Faculty Designs for Essential Learning Outcomes. Washington, DC: Association of American Colleges and Universities, 2007.
This monograph contains campus stories of highly intentional approaches to learning that (1) begin with clear goals for learning, (2) move to logically related learning experiences, (3) include assessments to monitor the quality of learning, and (4) foster improvements based upon assessment data. Common practice often fails to utilize all facets of this ideal teaching/learning cycle. While course syllabi may include learning goals and a series of learning experiences (readings, papers, projects, presentations, etc.), assessment that validly and reliably reveals individual student achievement is often neglected. Using assessment data for revisions and improvement is very often neglected. Data that are intentionally collected and then interpreted by faculty and departments have the potential to systematically improve teaching and learning. The stories illustrate how individual campuses are working to make such improvements for a wide range of liberal education outcomes.
McDonald, Joseph P. et al. The Power of Protocols: An Educator’s Guide to Better Practice (2nd ed.). New York: Teachers College Press, 2007.
Since the publication of the first edition of this book, the use of protocols has spread from conferences and workshops to everyday school and university settings. Responding to educators' ongoing needs, this new edition features seven completely new protocols. This teaching and professional development tool is essential for anyone working with collaborative groups of teachers on everything from school improvement to curriculum development to teacher education at all levels.
McKeachie, Wilbert J. & Svinicki, Marilla. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Boston: Houghton Mifflin Company, 2006.
This is a handbook designed to provide helpful strategies for dealing with both the everyday problems of teaching at the university level, and those that pop up in trying to maximize learning for every student. The suggested strategies are supported by research and are grounded in enough theory to enable teachers to adapt them to their own situations. The author does not suggest a "set of recipes" to be followed mechanically, but gives teachers the tools they need to deal with the ever changing dynamics of teaching and learning.
McLaughlin, Milbrey W. and Talbert, Joan E. Building School-Based Teacher Learning Communities: Professional Strategies to Improve Student Achievement. New
York: Teachers College Press, 2006.
Building on extensive evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. It provides an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities. Offering a compelling, straightforward blueprint for action, this book takes a comprehensive look at the problem of improving the quality of teaching across the United States, based on evidence and examples from the authors’ nearly two decades of research, demonstrates how and why school-based teacher learning communities are bottom-line requirements for improved instruction, outlines the resources and supports needed to build and sustain a long-term school-based teacher professional community, discusses the nature of high-quality professional development to support learning and changes in teaching, and details the roles and responsibilities of policymakers at all levels of the school system.
Olson, Christa L, Green, Madeleine F. & Hill, Barbara A. A Handbook for Advancing Comprehensive Internationalization: What Institutions Can Do and What Students Should Learn. Washington, DC: American Council on Education, 2006.
Providing practical advice for institutions striving to effectively educate students for life in the global age, this handbook offers detailed guidance on how to implement a strategy that integrates a review of international activities and programs with articulation and assessment of student learning outcomes. It includes real-world examples and documents that illustrate the strategies offered.
Palloff, Rena M. & Pratt, Keith. The Virtual Student: A Profile and Guide to Working with Online Learners. San Francisco, CA: Jossey-Bass, 2003.
This book is an essential resource for online educators working with students in higher education and training settings. The authors offer an overview of the key issues of student online learning and provide a practical guide to working with online students. The book covers a broad range of topics including learning styles, multicultural issues, evaluation, retention, and the challenging problems of plagiarism and cheating.
Palloff, Rena M. & Pratt, Keith. Collaborating Online: Learning Together in Community. San Francisco, CA: Jossey-Bass, 2005.
This book provides practical guidance for faculty seeking to help their students work together in creative ways, move out of the box of traditional papers and projects, and deepen the learning experience through their work with one another. The authors draw on their extensive knowledge and experience to show how collaboration brings students together to support the learning of each member of the group while promoting creativity and critical thinking. This book helps higher education professionals improve the practice of online teaching and learning by providing concise, practical resources focused on particular areas or issues they might confront in this new learning environment.
Palloff, Rena M. & Pratt, Keith. Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco, CA: Jossey-Bass, 2007.
This book further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. It includes the most current information on effective online course development and delivery. A practical, hands-on guide, this resource is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. The authors offer proven strategies for handling challenges that include engaging students in the formation of an online learning community, establishing a sense of presence online, maximizing participation, developing effective courses that include collaboration and reflection, and assessing student performance. They share insights designed to guide readers through the steps of online course design and delivery.
Robertson, Douglas Reimondo & Nilson, Linda B. (Eds.). To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. Vol. 25. Bolton, MA: Anker Publishing Co, Inc., 2007.
This book focuses on contributing to and expanding the scholarship of educational development. Each chapter of this volume provides context and strategies for faculty and organizational development that advances student learning. It offers a resource for innovating and meeting new challenges in higher education to faculty and instructional development staff, department chairs, deans, student services staff, chief academic officers, and educational consultants. This book guides readers to a workable understanding of how to contribute to improvements in higher education.
Robertson, Douglas Reimondo & Nilson, Linda B. (Eds.). To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. Vol. 26. San Francisco, CA: Jossey-Bass, 2008.
This book offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Its contents include evaluating teaching; teaching awards in research universities; individual inquiry; collaborative investigation, and collective scholarship; the scholarship of teaching and learning and focused assessments; supporting the scholarship of teaching and learning at liberal arts colleges; grounded theory research in faculty development; assessment of a faculty learning community program; stereotype threat; inclusive teaching resources for science, technology, engineering, and math; marketing plans for faculty development; faculty development at small and liberal arts colleges; the importance of the faculty status for faculty developers; co-teaching as a faculty development model; promoting learning-focused teaching; team mentoring; a research-based rubric for developing statements of teaching philosophy; meeting the challenges of integrative learning; the teaching resource portfolio; reflecting and writing about our teaching; and using technology for teaching in higher education.
Teel, Karen M. and Obidah, Jennifer E. (Eds.). Building Racial and Cultural Competence in the Classroom: Strategies from Urban Educators. New York: Teachers College Press, 2008.
In this compelling anthology, a diverse group of experienced and practicing teachers tackle the impact of race and culture on teaching and learning. Sharing their personal experiences, research, and reflections, they focus on the connections among teacher quality, teacher preparation, and the achievement gap for African Americans and other children of color. They address ways that teachers can assess and enhance their own racial and cultural competence and in so doing better educate their students, especially in inner-city schools. Providing an inspiring and practical tool for engaging in successful, meaningful education with K–12 students of color, the contributors offer concrete ideas and advice on what educators can do to support teachers to become more racially and culturally competent, multiple perspectives providing a variety of new insights on current research and practice, and honest and thought-provoking personal narratives on race and schooling.
Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. San
Francisco: Jossey-Bass, 2002.
The author, 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. She explains that 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 book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. It shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Zubizarreta, John. The Learning Portfolio: Reflective Practice for Improving Student Learning. San Francisco, CA: Jossey-Bass, 2004.
This rich, flexible book engages students in continuous, thoughtful analysis of their learning. Developed through a process of reflection, evidence, and collaboration, the portfolio may be paper, electronic, or another creative medium; at its center, the power of writing and reflection are combined with purposeful, selective collection and assessment of learning endeavors and outcomes in order to improve learning. Straightforward and easy to understand, this book offers readers both an academic understanding of, and rationale for, learning portfolios along with practical information that can be custom tailored to suit many disciplinary, pedagogical, programmatic, and institutional needs.