Library/CTL Partnership
Faculty Professional Development Library Collection

INDEX TO CTL/LIBRARY
FACULTY PROFESSIONAL DEVELOPMENT COLLECTION
ALPHABETICAL LISTING BY TITLE

0-787944-62-9

0-787952-27-3

0-201886-78-2

INDEX TO CTL/LIBRARY
FACULTY PROFESSIONAL DEVELOPMENT COLLECTION
ALPHABETICAL LISTING BY AUTHOR

Author Name	Title	Topic	ISBN
Judith Grunert, Robert M. Diamond	The Course Syllabus: A Learning Centered approach	Instructional Design	1-882982-18-5
Elisabeth Hayes, Daniele D. Flannery, Ann K. Brooks, Elizabeth J. Tisdell, Jane M. Hugo	Women as Learners: The Significance of Gender in Adult Learning	Diversity & Learner Needs	0-787909-20-3
Robert Leamnson	Thinking About Teaching & Learning: Developing Habits of Learning in First Year College & University Students	Diversity & Learner Needs	1-579220-13-4
Wilbert J. McKeachie,	Teaching Tips: Strategies, Research, & Theory for College & University Teachers	Teaching Strategies & Methods	0-669194-34-4
Chet Meyers, Thomas B. Jones	Promoting Active Learning : Strategies for the College Classroom	Learning Approaches	1-55542-524-0
Orlich, Harder, Callahan, Gibson	Teaching Strategies: A guide to Better Instruction, 8th edition	Teaching Strategies & Methods	0-618042-87-3
Rena M. Palloff, Keith Pratt	Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom	Distance Learning	0-787944-60-2
Nancy S. Shapiro, Jodi H. Levine	Creating Learning Communities: A Practical Guide to Winning Support, Organizing for Change, and Implementing Programs	Learning Approaches	0-787944-62-9
Ruth Federman Stein , Sandra Hurd	Using Student Teams in the Classroom: A Faculty Guide	Teaching Strategies & Methods	1-882982-37-1
David L. Sigsbee, Bruce W. Speck, Bruce Maylath	Approaches to Teaching Non-Native English Speakers Across the Curriculum, NDTL # 70	Diversity & Learner Needs	0-787998-60-5

Jane Vella	Taking Learning to Task: Creative Strategies for Teaching Adults	Diversity & Learner Needs	0-787952-27-3
Barbara E. Walvoord, Virginia Johnson Anderson	Effective Grading: A Tool for Learning and Assessment	Assessment	0-787940-30-5
Luann Wilkerson, Wim H. Gijselaers	Bringing Problem-Based Learning to Higher Education:Theory & Practice , NDTL # 68	Teaching Strategies & Methods	0-787999-34-2
Edward A. Zlotkowski	Successful Service Learning Programs	Learning Approaches	1-882982-16-9

INDEX TO CTL/LIBRARY
FACULTY PROFESSIONAL DEVELOPMENT COLLECTION
LISTING BY TOPIC

Topic	Sub-Topic	Title	Author Name	ISBN
Assessment	Classroom/ Program Assessment	Assessment in Practice: Putting Principles to Work on College Campuses	Trudy W. Banta, Jon P. Lund, Karen E. Black, Frances W. Oblander	0-787901-34-2
Assessment	Classroom Assessment	Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition	Thomas A. Angelo, Patricia K. Cross	1-555425-00-3
Assessment	Testing & Grading	Effective Grading: A Tool for Learning and Assessment	Barbara E. Walvoord, Virginia Johnson Anderson	0-787940-30-5
Distance Learning	Learning Communities	Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom	Rena M. Palloff, Keith Pratt	0-787944-60-2
Diversity and Learner Needs	Non-Native English Speakers	Approaches to Teaching Non-Native English Speakers Across the Curriculum, NDTL # 70	David L. Sigsbee, Bruce W. Speck, Bruce Maylath	0-787998-60-5
Diversity and Learner Needs	Adult Learners	Taking Learning to Task: Creative Strategies for Teaching Adults	Jane Vella	0-787952-27-3
Diversity and Learner Needs	College Freshmen as Learners	Thinking About Teaching & Learning: Developing Habits of Learning in First Year College & University Students	Robert Leamnson	1-579220-13-4

Topic	Sub-Topic	Title	Author Name		ISBN
Diversity and Learner Needs	Women as Learners	Women as Learners: The Significance of Gender in Adult Learning	Elisabeth Hayes, Daniele D. Flannery, Ann K. Brooks, Elizabeth J. Tisdell, Jane M. Hugo		0-787909-20-3
Educational Technology	Web Design	Elements of Web Design, 2nd edition	Darcy DiNucci, Maria Giudice, Lynne Stiles, Simon Hayes		0-201696-98-3
Educational Technology	Teaching with Technology	Interactive Learning	David G. Brown		1-882982-29-0
Educational Technology	Teaching with Technology	Teaching with Technology: Seventy-Five Professors from Eight Universities Tell Their Stories	David G. Brown		1-882982-34-7
Educational Technology	Web Design	Web Design WOW! Book	Jack Davis, Susan Merritt		0-201886-78-2
Instructional Design	Course Syllabus Design	The Course Syllabus: A Learning Centered approach	Judith Grunert, Robert M. Diamond		1-882982-18-5
Learning Approaches	Learning Communities	Creating Learning Communities: A Practical Guide to Winning Support, Organizing for Change, and Implementing Programs	Nancy S. Shapiro, Jodi H. Levine		0-787944-62-9
Learning Approaches	Writing Across the Curriculum	Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom	John C. Bean		0-787902-03-9
Learning Approaches	Active Learning	Promoting Active Learning : Strategies for the College Classroom	Chet Meyers, Thomas B. Jones		1-55542-524-0
Learning Approaches	Service Learning	Successful Service Learning Programs	Edward A. Zlotkowski		1-882982-16-9

Teaching Strategies & Methods	Problem-Based Learning	Bringing Problem-Based Learning to Higher Education:Theory & Practice , NDTL # 68	Luann Wilkerson, Wim H. Gijselaers	0-787999-34-2
Teaching Strategies & Methods	Discussion	Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms	Stephen D. Brookfield, Stephen Preskill	0-787944-58-0
Teaching Strategies & Methods	Teaching Tips & Strategies	Teaching Strategies: A guide to Better Instruction, 8th edition	Orlich, Harder, Callahan, Gibson	0-618042-87-3
Teaching Strategies & Methods	Teaching Tips & Strategies	Teaching Tips: Strategies, Research, & Theory for College & University Teachers	Wilbert J. McKeachie,	0-669194-34-4
Teaching Strategies & Methods	Team-based/ Collaborative Learning	Using Student Teams in the Classroom: A Faculty Guide	Ruth Federman Stein , Sandra Hurd	1-882982-37-1
Teaching Strategies & Methods	Lecturing	What's the Use of Lectures? First U.S. Edition of the Classic Work on Lecturing	Donald A. Bligh	0-787951-62-5

Library/CTL Partnership
Faculty Professional Development Collection

All books are in the general collection at each campus library.

Topic: Learning Approaches Sub-Topic: Service Learning
Title	Author Name	Media/ Pages	ISBN	Publisher	Pub Date	Qty
Successful Service Learning Programs	Edward A. Zlotkowski	Hardcover/ 324	1-882982-16-9	Anker Publishing	March 1998	3
Summary: Service learning offers college students valuable hands-on learning experiences as they unite with their community in cooperative service efforts. Students and professors who participate in service learning engage in authentic problem definition and problem solving in powerful application of what they have discussed in the classroom. In this book, experienced leaders share how they have championed successful service-learning programs that have enriched their campuses and renewed their communities. Each chapter provides a personal account of how these directors of service-learning projects have gained the acceptance and resources to design programs that foster a lifelong student commitment to community service and learning. Contents include: The evolution of ten successful service-learning programs across a range of institution types: Bates College, Bentley College, Brevard Community College, Santa Clara University, University of Utah, Portland State University, Augsburg College, University of Pennsylvania, and North Carolina Central University An overview of each program’s internal operations Strategies, rationales, and priorities in developing successful programs Service-learning and comprehensive institutional reform The most common issues facing service-learning programs The development of a service-learning major Creating effective, rigorous, academically rich service-learning courses across the curriculum A review of important community collaborations The relationship between service-learning and extracurricular volunteer work Earning formal recognition of service-learning within the promotion and tenure process Appendices which include practical sample documents for designing or enhancing service learning programs.

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Topic: Learning Approaches Sub-Topic: Active Learning
Title	Author Name	Media/ Pages	ISBN	Publisher	Pub Date	Qty
Promoting Active Learning : Strategies for the College Classroom	Chet Meyers, Thomas B. Jones	Cloth/ 224	1-55542-524-0	Jossey-Bass	April 1993	3
Summary: This book draws on classroom experiences and faculty suggestions in providing a practical guide to teaching strategies to encourage active learning in the college classroom. A wide range of teaching tools which ask students to apply what they are learning are considered, including problem-solving exercises, cooperative student projects, informal group work, simulations, case studies, and role playing. Additionally, the book discusses how various small-group exercises, simulations, and case studies can be blended with the technological and human resources available outside the classroom. The book is divided into three parts. Part 1 surveys the general subject of active learning and why it makes sense as a teaching strategy. Part 2 considers four major active-learning teaching strategies in more depth: informal small groups, cooperative student projects, simulations, and case studies. Part 3 explores how reading assignments, outside resource persons, and electronic media can be successfully integrated with active-learning strategies in the classroom. Contains approximately 150 references and an index.

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Topic: Instructional Design Sub-Topic: Course Syllabus Design
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
The Course Syllabus: A Learning Centered Approach	Judith Grunert, Robert M. Diamond	Paper/112	1-882982-18-5	Anker Publishing	Sept 1999	3
Summary: This best selling practical manual presents why and how to construct a syllabus that shifts from what you will cover (the traditional syllabus) to one that reflects what tools and information you can provide students to help them learn (the learning-centered syllabus). The book’s underlying assumption is that good teaching helps students understand how to actively acquire, use, and extend knowledge in an ongoing process of learning. The book’s goal is to assist anyone interested in designing a learning-centered syllabus to plan and construct one. Contents include: Definition of a learning-centered syllabus Planning the syllabus, starting with developing a rationale Eight principles of designing a course that fosters critical thinking Checklist for the content of a learning-centered syllabus Using email, listservs, and the World Wide Web (WWW) Actual samples of contents of a learning-centered syllabus: letter to students; purpose of course; course descriptions, goals, and objectives; resources for students; readings; evaluation and self-evaluation; learning contract form; learning style inventory; purpose of syllabus; how to study for this course Helpful references and suggested readings.

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Topic: Teaching Strategies & Methods/ Sub-Topic: Team-Based/Collaborative Learning
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Using Student Teams in the Classroom: A Faculty Guide	Ruth Federman Stein , Sandra Hurd	Paper/222 pages	1-882982-37-1	Anker Publishing	Oct 2000	3
Summary: Teamwork builds cooperation, problem solving, active learning, and responsibility; such skills are increasingly important in both the classroom and in the workplace. For faculty who want to actively engage students with both the material and one another by using teamwork, this book answers many questions including: What happens when one student dominates the group? What do we do about students who sit back and are passive or resistant? How can tasks be designed to elicit full participation and engagement of every student in the group? How do we evaluate group work? The examples in this book are drawn from a wide variety of fields, including architecture, biology, ceramics, engineering, and English. The range of imaginative strategies – all of which include students working in groups – is evidence of the wealth of ways in which cooperative learning can be incorporated in college classrooms. The authors marry diverse examples and practical applications with solid explanations of the caveats of cooperative learning and a deep respect for how such pedagogical changes will challenge long-held beliefs and practices. Contents include: Teamwork theory and discussion Technology and teamwork Resolving conflicts Team evaluation Teaching tips Teamwork in the disciplines – examples form 20 disciplines Articles and resources on small group performance, connecting students and problems, and cooperative learning.

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Topic: Diversity & Learner Needs Sub-Topic: College Freshmen as Learners
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Thinking About Teaching & Learning: Developing Habits of Learning in First Year College & University Students	Robert Leamnson	Paper/ 169	1579220134	Stylus Publishing, LLC	April 1999	3
Summary: Here is a compelling read for every teacher in higher education who wants to refresh or reexamine his or her classroom practice. Starting with a summary of recent discoveries about how the brain works and his own useful definitions of teaching, learning and education, the author proceeds to the practical details of instruction that teachers are most interested in -- the things that make or break teaching. 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 teaching advice. His approach is particularly useful for teachers 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. A biology professor, Robert Leamnson's avocation is the mind and what affects it. Having attended and contributed to national conferences on teaching, he is familiar with the best of recent and traditional thought on the subject. His counsels in this book are equally valuable for teachers of the humanities, the social sciences, and the natural sciences. Informed by practical good sense, the fruits of the selected best of educational research, a love for his work, and love for students, Leamnson has written one of the most useful studies of teaching to appear in many years. The Table of Contents includes the following chapters: The Biological Basis of Learning: Learning as brain change, rather than brain use Language: On the questionable utility of unexpressed ideas Today's First-Year Students: Culture, motivation and preparation Teaching and Pedagogy: How the way we teach affects the way students learn The Classroom: The classroom as dynamic arena - What students are really doing Writing and other Technologies: Technology, old, and new, and as a means to an end

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Topic: Educational Technology Sub-Topic: Teaching with Technology
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Teaching with Technology: Seventy-Five Professors from Eight Universities Tell Their Stories	David G. Brown		1-882982-34-7	Anker Publishing	2000	3
Summary: Teaching with Technology is a gold mine of specific ways in which instructors may use technology to enhance teaching and learning. Contributors to this book are instructors whose institutions are members of the Learning Technology Consortium (LTC), a group of universities which are committed to providing strong technology and faculty support programs, that include: Indiana University, University of Delaware, University of Florida, University of Georgia, University of Notre Dame, University of Pittsburgh, Virginia Polytechnic Institute and State University, and Wake Forest University. The book is organized into three parts: Part I introduces the concept and practice of teaching with technology and is especially useful to those redesigning traditional courses into ones that integrate technology. Part II describes the computing environments at each of the universities featured in this book, providing a contextual framework for the courses taught with technology that are presented in Part III. Part III contains 52 accounts of teaching with technology by teaching faculty from LTC. Each author describes a specific course, the technology tools used, the educational notions behind course design, the course outcomes, the measured assessments, and the lessons learned. The essays are easily accessible and grouped by discipline: physical sciences, mathematics, and engineering; biological and health sciences; languages, literature, and the humanities; art and music; and business, education, and social sciences.

Topic: Educational Technology Sub-Topic: Teaching with Technology
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Interactive Learning	David G. Brown		1-882982-29-0	Anker Publishing	2000	3
Summary: Interactive Learning is a rich collection of best practices in the use of instructional technology from 3 of America’s most wired campuses. In 93 brief, informal, and practical vignettes, professors how they transformed courses with technology, discuss how the technology affected teaching and learning, and distill important lessons learned. The accounts are written in lay language and are brimming with information and examples that will help anyone –from the novice to the computer-savvy – who is interested in classroom applications of technology. The book is divided into two parts. Part 1 provides a useful overview of the educational philosophies that are driving the redesign of college courses, the most effective technology tools available, and a clear and concise list of lessons learned from the 93 vignettes. Part 2 is the heart of the volume – the compelling vignettes that candidly describe and assess real experiments with the use of technology by real professors and students. The vignettes are organized into broad discipline categories: physical sciences and engineering; computer science, information systems and mathematics; biological sciences and medicine; social sciences; fine arts; and literature, languages, writing and humanities. Each vignette includes: A state-of-the-art best practice The educational beliefs behind the course redesign The computer tools and techniques used int the course Measured impacts on learning Lessons learned Course web site addresses and contributor contact information

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Topic: Educational Technology Sub-Topic: Web Site Design
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Web Design WOW! Book	Jack Davis, Susan Merritt	Paper/ 224	0201886782	PeachPit Press	April 1998	3
Summary: this award-winning book has practical advice and creative inspiration for designers of Web, CD-ROM, or other onscreen communications. It showcases successful designs and covers the conceptual process, design fundamentals, and essential interface components. " Designed to inspire as well as to educate."--The New York Times —Sam McMillan " If you're a Web designer in search of innovative ideas and solutions to your most challenging projects, you'll be wowed by this graphically gorgeous guide."-- Tech Week —Joanne Eglash "There is no shortage in this superb book of attention-grabbing tricks and features sure to lend your Web site 'the draw it needs to succeed.' "--Cricket in the Corner —Jean Kozlowski "The book provides an excellent overview of the principles of electronic interface design. Topics include marketing, sales, publishing and education."-- Technology Resources The chapters of the book are: Chapter 1: Overview of the Production Process Chapter 2:Interfaces and Multimedia Chapter 3:Five Design Reminders Chapter 4:Marketing Chapter 5: Entertainment Chapter 6: Tools and Applications Chapter 7: Education and Training Chapter 8: Publishing Chapter 9: Portfolios and Presentations Gallery Sampler

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Topic: Educational Technology Sub-Topic: Web Site Design
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Elements of Web Design, 2nd edition	Darcy DiNucci,Maria Giudice,Lynne Stiles,Simon Hayes	Paper/ 240	0201696983	PeachPit Press	Nov 2000	3
Summary: A guide for people who don't know the Web, explaining how the Web is different from print and covering all phases of Web design, from building a team through structuring the Web site, controlling typography, using graphics and multimedia, and making a site interactive. Includes many color illustrations and examples, plus cross-references, key terms and definitions, quick-reference guides to HTML, quotes from Web designers, and online resources. This second edition contains sample code in HTML 4, and new illustrations. Annotation c. by Book News, Inc., This visually stunning book is filled with oodles of example sites and explanations of how they were created. The specific problems and benefits of various designs are discussed along with the general coverage of web design, HTML, graphics, sound, interactivity, and more. For the advanced beginner on up, this should do well in most collections. – Library Journal Chapters are: What Is the Web? Possibilities and Limitations Who's Doing Web Design? The Process of Web Design Structuring the Site HTML Basics Page Layout With HTML Web Typography Web Graphics Alternate Web Publishing Formats Multimedia Interactivity Programming the Web Keeping the Site Fresh HTML Reference Browser Capabilities Glossary

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Topic: Teaching Strategies & Methods Sub-Topic: Teaching Tips
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Teaching Strategies: A Guide to Better Instruction, 6th edition	Donald C. Orlich, Robert J. Harder, Richard C. Callahan, Harry W. Gibson	Hard/ 388	0618042873	Houghton-Mifflin	July 2000	3
Summary: Two Washington State University professors, Donald Orlich and Bob Harder, wrote this popular book, "Teaching Strategies: A Guide to Better Instruction." First published over 20 years ago, the book is used by 146 colleges and universities. The book's latest edition includes a 100+-page version of "Integrating Technology for Meaningful Learning." The authors believe their book is successful due to its simplicity and brevity. The book guides aspiring teachers through innovations in teaching. It sets forth the basic, proven teaching strategies the authors believe educators should know, and avoids what Harder calls, "the miracle fix for the year."

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Topic: Teaching Strategies & Methods Sub-Topic: Teaching Tips
Title	Author Name	Media/ Pages	ISBN	Publisher	Pub Date	Qty
Teaching Tips: Strategies, Research, & Theory for College & University Teachers	Wilbert J. McKeachie,	Paper/ 444	0669194344	Houghton Mifflin Company	1994	3
Summary: One of the few comprehensive overviews of college teaching that is as practical as it is scholarly. This book can serve a broad array of purposes and users with equal facility. From the beginner's essential guide to teaching in higher education to a valuable desk reference for the experienced academic, Teaching Tips offers friendly advice backed up by relevant research and theory. Chapters cover: course preparation first class meeting+ organizing discussions lecturing testing and grading a variety of teaching methods and techniques experiential and collaborative learning teaching with cases games and roleplays computers and educational technology classroom management student diversity learning and cognition ethics motivation appraising teaching. A great book by a respected cognitive psychologist with classroom experience.

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Topic: Learning Approaches Sub-Topic: Learning Communities
Title	Author Name	Media/Pages	ISBN	Publisher	Date	Qty
Creating Learning Communities A Practical Guide to Winning Support, Organizing for Change, and Implementing Programs	Nancy S. Shapiro, Jodi H. Levine	Paper/ 240	0-787-94462-9	Jossey-Bass	Sept 1999	3
Summary: "One of the most powerful ideas in higher education today is transforming campuses into learning communities. At last, Shapiro and Levine have given us-faculty, students, and administrators—a handbook on how to accomplish this. It is one of those too rare and much-needed volumes on translating theory into practice by authors who have actually done it." —Arthur Levine, president, Teachers College, Columbia University "Shapiro and Levine convince us that learning communities address what we now know about how students learn inside and outside the classroom. Read this book for conceptual rationale, practical answers to implementation questions, and passionate voices that speak for a social contract among students, faculty members, and institutions, a contract enacted and assessed for the benefit of all." —Barbara L. Cambridge, director, Teaching Initiatives, AAHE In recent years, learning communities—a curricular instructional innovation that integrates different facets of the undergraduate experience to enhance and enrich learning—have become the most promising new strategy for promoting student success and satisfaction in college. Learning communities give students the chance to deepen and diversify their education, connect with others who share their interests, and actively participate in the educational process. Creating Learning Communities is a practical, insightful guide to the essentials of this rewarding new program area, including how to design, fund, staff, manage, and integrate learning communities into different campuses. Drawing from their own experience as well as from experiences of campuses around the country, Nancy S. Shapiro and Jodi H. Levine provide both a sound theoretical rationale and nuts-and-bolts advice on the logistical, administrative, financial, and turf-related issues of creating an effective learning community. They show how to ensure that such communities embody and fulfill the objectives for which they were established. Readers will discover a pragmatic blueprint for creating a learning community that can be adapted to almost any campus culture—including specific guidance on planning committees, samples of course syllabi, monthly activity calendars, and other operational program models.

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Topic: Diversity & Learner Needs Sub-Topic: Adult Learners
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Taking Learning to Task: Creative Strategies for Teaching Adults	Jane Vella	Cloth/ 176	0-787-95227-3	Jossey-Bass	July 2000	3
Summary: "Reading this wonderful book is like having Jane Vella at your side. She encourages, she coaches, she inquires, she models--and ultimately she gives us the courage to risk changing our established habits of teaching. An important book, to be read and reread."--Clifford Baden, director of programs in professional education, Harvard University " By marrying theory and practice, she has shown how to design learning that takes hold of the learner--mind, heart, and muscles. I'm going to use learning tasks in my own work and prove that it is never too late to learn."--Jack McCall, professor, Principals' Executive Program, University of North Carolina, Chapel Hill "Vella has inspired me to rethink my teaching and move in a new direction. Instead of merely giving a lecture, I now weave theoretical information into creative learning tasks. It's a dynamic new teaching-learning approach, and your students will thank you for it."--Monica Rector, professor, University of North Carolina at Chapel Hill . Table of contents includes: Learning Tasks: Assumptions and Definition, Comparing Teaching Tasks and Learning Tasks, Learning Tasks As Part of a Complete Design, Four Types of Learning Tasks The Power of Action: "The Verb's the Thing" Principles to Guide Design The Art of Leading Learning Tasks Time and the Learning Task Checkpoint: Reviewing Concepts Through Examples Matching Tasks to the Group: One Size Does Not Fit All Tasks for Distance Learning and the Internet Using Learning Tasks: Twenty Reasons and Twenty Principles. Learning Tasks in Action: A Workshop Model, Example of a Distance-Learning Course, and Technical Guide for Designing and Using Learning Tasks.

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Topic: Diversity & Learner Needs Sub-Topic: Teaching Non-Native English Speakers
Title	Author Name	Media/ Pages	ISBN	Publisher	Pub Date	Qty
Approaches to Teaching Non-Native English Speakers Across the Curriculum, NDTL # 70	David L. Sigsbee, Bruce W. Speck, Bruce Maylath	Paper/128	0-787-99860-5	Jossey-Bass	May 1997	3
Summary: This volume of New Directions for Teaching and Learning makes the knowledge and skills of academic specialists available to subject-area faculty who deal with the writing and oral communication styles of non-native users of English in their classrooms. The chapters offer information and much-needed advice in non-technical language about ways to help these students improve their writing and speaking skills in content-area courses. The volume also considers the points of view of the students themselves and discusses their differing levels of intent about becoming proficient in English writing and speaking. The authors are specialists from institutions of higher education across the United States, and their academic fields included English as a Second Language, composition theory, editing, technical editing, interpersonal communication, oral communication, and linguistics. Faculty, especially those involved in writing-across-the-curriculum programs, will find this an invaluable help in dealing with the writing aspects of their courses, and those in charge of faculty development activities will particularly welcome this volume for use in their seminars. This is the 70th issue of the journals New Directions for Teaching and Learning.

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Topic: Diversity & Learner Needs | Sub-Topic: Women as Learners
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Women as Learners: The Significance of Gender in Adult Learning	Elisabeth Hayes, Daniele D. Flannery, Ann K. Brooks, Elizabeth J. Tisdell, Jane M. Hugo	Cloth/340	0-787-90920-3	Jossey-Bass	Feb 2000	3
Summary: 'This thorough and up-to-date exploration of women's learning is a much-needed addition to the field of adult education. The authors' refreshingly engaging style renders complex theoretical material accessible to scholars and practitioners alike. While theories and research on women's learning are situated in the broader context of adult learning, the authors never lose sight of what it all means for the teaching/learning transaction.' --Sharan B. Merriam, Department of Adult Education, The University of Georgia' An impressive case for why women's experiences of education should receive the attention of educators, developmental psychologists, social theoreticians, and policy makers. In the process of making their case, the authors challenge many of the assumptions that underlie popular gender-blind adult learning theories. They demonstrate how often social context, culture, and the politics of power are ignored in educational theory and practice to the detriment of women learners. They delve into personal narratives to 'give voice' to the fears, aspirations, rebellions, and transformations that accompany women's educational journey. In an era in which women constitute the majority in higher education, we sorely need a comprehensive map such as Women as Learners to broaden our horizons. I applaud this book!' --Nancy Goldberger, psychology faculty member, The Fielding Institute, and coauthor of Women's Ways of Knowing Here, at last, is a volume that explores and analyzes learning as a distinctive experience for women. The authors are all established adult education professionals and recognized authorities on women as adult learners. Together, they examine and compare the importance of such factors as sense of identity, self-esteem, social world, and power in what and how women learn. Drawing from extensive research and scholarship, as well as from personal stories, they reveal the numerous ways in which women experience the learning process. They explain, for example, how women often become personally connected to the object and process of learning. They also analyze these different experiences to show education and training professionals how to better design and conduct programs for women. Women as Learners offers specific recommendations to improve all types of formal and informal adult educational programs, including literacy education, counseling and support groups, workplace training, and professional development activities. Concise yet comprehensive, this long-awaited book provides the current principles for practice.

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Topic: Learning Approaches Sub-Topic: Writing Across the Curriculum
Title	Author Name	Media/ Pages	ISBN	Publisher	Pub Date	Qty
Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom	John C. Bean	Paper/304	0-787-90203-9	Jossey-Bass	March 1996	3
Summary: 'Engaging Ideas surprised me. I didn't expect to like it, but I really did. I didn't expect to find so much in it that would cause me to pause and reflect on my own practices as a teacher, but this is exactly what happened repeatedly. I didn't expect to find the writing so sprightly and attention-holding, but it was. And I didn't expect that I would decide to change the nature of the writing assignments I give students as a result of this book, but I have. An excellent resource for faculty across all disciplines who long for ways of improving student writing and thinking skills.' -- Howard B. Altman, director, Linguistics Program, University of Louisville 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.

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Topic: Teaching Strategies & Methods Sub-Topic: Lecturing
Title	Author Name	Media/ Pages	ISBN	Publisher	Pub Date	Qty
What's the Use of Lectures? First U.S. Edition of the Classic Work on Lecturing	Donald A. Bligh	Paper/368	0-787-95162-5	Jossey-Bass	Jan 2000	3
Summary: 'A comprehensive guide to the uses and possible abuses of the lecture method. Supported by copious research, Bligh offers a wealth of practical suggestions for making lectures more engaging and effective. Written in an accessible and helpful style, What's the Use of Lectures? should be required reading for all college teachers who use this method.' --Stephen Brookfield, Distinguished Professor, University of St. Thomas, St. Paul, Minnesota A rewarding read for anyone who lectures--experienced or not. I wish we had a book this engaging and this informative on every element of the teaching art.' --Michele Marincovich, assistant vice provost and director, Center for Teaching and Learning, Stanford University ' A source of great insight for people who teach. Bligh’s research is impeccable and his conclusions are immensely practical. Alex Main, Academic Staff Development, British Universities, Australia.

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Topic: Teaching Strategies & Methods Sub-Topic: Problem Based Learning (PBL)/Case Method
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Bringing Problem-Based Learning to Higher Education:Theory & Practice , NDTL # 68	Luann Wilkerson, Wim H. Gijselaers	Paper	0-787-99934-2	Jossey-Bass	Dec 1996	3
Summary: Problem-based learning (PBL) has become a widespread teaching methodology in disciplines where students must learn to apply knowledge, not just acquire it. This volume describes the basics of the method, along with the variables that affect its success. The chapters provide examples of its application in a wide range of disciplines, including medicine, business, education, engineering, mathematics, and the sciences. The authors make a persuasive argument that professional fields as well as academic fields would find much to recommend PBL as a standard teaching method. This is the 68th issue of New Directions for Teaching and Learning. A book for teachers, it delves into the special role of teacher and students in the case method learning process. Schools that want to use the case method more effectively can use this book to teach groups of faculty how to apply case method techniques. For the first time, too, a book about case method teaching attempts to show how the method can be applied to a liberal arts setting. A liberal arts module in the book presents an innovative program for instructors who want to experiment with discussion teaching in traditional arts and science areas. The book focuses on a wide range of knotty problems faced by most instructors, experienced or new, creating an opportunity for them to learn from each other. Its main purpose is to provide a rich opportunity for both professional school and liberal arts instructors to develop their own discussion leadership skills, and to further the process of learning for both themselves and their students..

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Topic: Teaching Strategies & Methods Topic: Classroom Discussion
Title	Author Name	Media/Pages	ISBN	Publisher	Date Pub	Qty
Discussion as a way of Teaching: Tools and Techniques for Democratic Classrooms	Stephen D. Brookfield, Stephen Preskill	Cloth/272	0-787-94458-0	Jossey-Bass	1999	3
Summary: A 1999 Critics’ Choice Selection of the American Educational Studies Association. This book offers a variety of practical ideas, tools, and techniques for creating democratic classrooms. It suggests exercises to get discussion started, strategies for maintaining its momentum, ways to elicit a diversity of views and voices, ideas for creative groupings and formats, and processes to encourage student participation. In exploring the role of the teacher in discussion, the book addresses the tensions and possibilities arising from ethical, cultural, social class, and gender differences. The book continually emphasizes how discussion fosters democratic participation and enhances learning. It also reviews how to balance the voices of students and teachers while still preserving the moral, political, and pedagogical integrity of discussion. The 11 chapters are: Discussion in a Democratic Society How Discussion Helps Learning and Enlivens Classrooms Preparing for Discussion Getting Discussion Started Keeping Discussion Going Through Questioning, Listening, and Responding Keeping Discussion Going Through Creative Grouping Discussion in Culturally Diverse Classrooms Discussing Across Gender Differences (written with Eleni Roulis) Keeping Students voices in Balance Keeping Teachers’ Voices in Balance Evaluating Discussion.

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Topic: Distance Learning Sub-Topic: Online Learning Communities
Title	Author Name	Media/Pages	ISBN	Publisher	Pub Date	Qty
Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom	Rena M. Palloff, Keith Pratt	Paper/ 240	0-787-94460-2	Jossey-Bass	1999	3
Summary: Written for faculty, instructors, and trainers in any distance-learning environment, Building Learning Communities in Cyberspace shows how to create a virtual classroom environment that helps students excel academically, while fostering a sense of community. This practical, hands-on guide 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 with subject matter Accounting for attendance and participation Working with students who do not participate Understanding the signs of when a student is in trouble Building online communities that accommodate personal interaction. Based on many years of work in information systems and over five years of experience in on-line distance education, Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of computer-mediated course design and implementation.

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Topic: Assessment Sub-topic: Classroom Assessment
Title	Author Name	Media/ Pages	ISBN	Publisher	Pub Date	Qty
Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition	Thomas A. Angelo, K. Patricia Cross	Paper/ 448	1-55542-500-3	Jossey-Bass	1993	3
Summary: These are useful and proven techniques for the assessment of students' academic skills and intellectual development. Each technique is fully described, and purposes, suggestions for use, procedures, data analysis, ideas for adaptations/extensions are detailed. This book would prove very useful for teachers at all levels of assessment expertise, from novices through the "experts." Original references for each of the techniques are provided for those interested in the research support of each assessment procedure. Appendix includes Teaching Goals Inventory.

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Topic: Assessment Sub-Topic: Classroom/Program Assessment
Title	Author Name	Media/Pages	ISBN	Publisher	PubDate	Qty
Assessment in Practice: Putting Principles to Work on College Campuses	Trudy W. Banta, Jon P. Lund, Karen E. Black, Frances W. Oblander	Paper/	0-787-90134-2	Jossey-Bass	1996	3
Summary: This book applies the "Principles of Good Practice for Assessing Student Learning" developed by the American Association for Higher Education (AAHE) to 82 case examples of assessment strategies being implemented at American institutions of higher education. Part 1 presents 10 chapters each covering one of the nine AAHE principles (and an additional principle proposed by the authors). Each of these chapters begins with a statement of the principle, followed by discussion of the underlying assumptions and rationale for the principle, then provides illustrations of the principle in action in the various cases presented later in the book. Part 2 presents the 82 full cases of assessment practice, originally obtained from a national survey of 375 institutions with representatives attending a recent conference on assessment. Cases are presented in the words of faculty, student affairs professionals, and campus assessment administrators who developed the procedures. The 82 cases are grouped into six sections: (1) "Assessing Student Achievement in the Major" (2) "Assessing Student Achievement in General Education" (3) "Assessing Student Development and Progress" (4) "Assessment at the Classroom Level" (5) "Faculty Development to Promote Assessment" (6) "Developing a Campus wide Approach to the Assessment of Institutional Effectiveness." (ERIC Review DB)

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Topic: Assessment Sub-Topic: Testing & Grading
Title	Author Name	Media/ Pages	ISBN	Publisher	Pub Date	Qty
Effective Grading: A Tool for Learning and Assessment	Barbara E. Walvoord, Virginia Johnson Anderson	Paper/ 272	0-787-94030-5	Jossy-Bass	Feb 1998	3
Summary: Effective Grading is written for the faculty member who believes the grading process is a valuable measure of student learning. This hands-on guide for evaluating student work offers an in-depth examination of the linkage between teaching and grading. It uses grades not as isolated artifacts, but as part of a process that, when integrated with course objectives, provides rich information about student learning. The authors reveal how the grading process can also be used for broader assessment objectives, such as curriculum and institutional assessment. As practical as it is informative, Effective Grading contains a wealth of special materials, including: AAHE's Principles of Good Practice for Assessing Student Learning; types of assignments and tests; and a plan for a faculty workshop on grading and assessment. In addition, the book provides background to the principles of the grading process as well as a wealth of illustrative examples, offering faculty both a sound basis in assessment theory and the practical tools they need to put it to work. Table of contents includes: The Power of Grading for Learning and Assessment Grading in the Classroom Managing the Grading Process Making Assignments Worth Grading Fostering Motivation and Learning in the Grading Process Establishing Criteria and Standards for Grading Calculating Course Grades Making Grading More Time-Efficient Using the Grading Process to Improve Teaching How Grading Serves Broader Assessment Purposes Determining Faculty Performance, Rewards, and Incentives Strengthening Departmental and Institutional Assessment A Case Study of Grading as a Tool for Assessment.

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last updated 08/21/06