This article by Maryellen Weimer might help you breath some new life into your teaching as we start a new semester. I find Dr. Weimer’s blog, The Teaching Professor, a great place for teaching resources and to find ideas for renewing my practice. This particular post includes a host of articles. I’ve listed a few of them below.
A couple of months ago a colleague asked me to recommend a book for his new faculty reading group. I rattled off the names of several, but then wondered if a packet of articles might not be a better option. When I started to identify articles, it came to me that the what-to-read dilemma for new and not-so-new faculty goes beyond the articles themselves. It is more about the categories of work on teaching and learning rather than individual pieces.
Continue reading at Faculty Focus
The articles she mentions are listed below
- Collins, H. “On Becoming a Teacher.” Teaching Professor, May 2009, p. 3.
- Gonzalez, J. J. “My Journey with Inquiry-Based Learning.” Journal on Excellence in College Teaching, 2013, 24 (2), 33-50.
- Cohan, M. “Bad Apple: The Social Production and Subsequent Reeducation of a Bad Teacher.” Change, 2009, (November/December), 32-36.
- Delgado, T. “Metaphor for Teaching: Good Teaching Is Like Good Sex.” Teaching Theology & Religion, 2014, 18 (3), 224-232.
- Singham, M. “Moving Away from the Authoritarian Classroom.” Change, May/June 2005, 51-57.
- Spence, L. D. “The Case Against Teaching.” Change, November/December 2001, 11-19.
- Tanner, K. D. “Reconsidering ‘What Works.’” Cell Biology Education—Life Sciences Education, 2011, 10 (Winter), 329-333.
- Corrigan, H., and Craciun, G. (2013). “Asking the Right Questions: Using Student-Written Exams as an Innovative Approach to Learning and Evaluation.” Marketing Education Review, 2013, 23 (1), 31-35.
- Hudd, S. S. “Syllabus Under Construction: Involving Students in the Creation of Class Assignments.” Teaching Sociology, 2003, 31 (2), 195-202.
- Van Gelder, T. “Teaching Critical Thinking: Some Lessons from Cognitive Science.” College Teaching, 2005, 53 (1), 41-46.
- Rank, A., and Pool, H. “Writing Better Writing Assignments.” PS, Political Science and Politics, 2014, 47 (3), 675-681.
- Schinske, J., and Tanner, K. “Teaching More by Grading Less (or Differently).” Cell Biology Education—Life Sciences Education, 2014, 13 (Summer), 159-166.
- Brame, C. J., and Biel, R. “Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses.” Cell Biology Education—Life Sciences Education, 2015, 14 (Summer), 1-12.
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J. and Willingham, D. T., (2013). “Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology.” Psychological Science in the Public Interest, 14 (1), 4-58.
- Michael, J. “Where’s the Evidence that Active Learning Works?” Advances in Physiology Education, 2006, 30, 159-167.
- Prince, M. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education, July 2004, 223-231.
- Gregory, M. “From Shakespeare on the Page to Shakespeare on the Stage: What I Learned about Teaching in Acting Class.” Pedagogy, 2006, 6 (2), 309-325.
- Purcell, D. “Sociology, Teaching, and Reflective Practice: Using Writing to Improve.” Teaching Sociology, 2013, 41 (1), 5-19.
- Shadiow, L. K. What Our Stories Teach Us: A Guide to Critical Reflection for College Faculty. San Francisco: Jossey-Bass, 2013.