Teaching

Citations

These citations are from the members of the teaching and learning initiative advisory council.

Daiker, Donald A. “Learning to Praise.” Writing and Response: Theory, Practice, and Research. Ed. Christopher M. Anson. Urbana, IL: National Council of Teachers of English: 1989. 103-113.

In this chapter, Daiker reviews research on the (in)frequency of praise in teachers’ comments on student writing, then discusses the importance of praise in learning. He outlines four categories of praise instructors can use in commenting on student writing.

Duarte, Nancy. Resonate: Present visual stories that transform audiences. John Wiley & Sons, 2013.

Ede, Lisa, and Andrea Lunsford. “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy.” College Composition and Communication 35 (1984): 155-171.

Elizabeth Fajans & Mary Falk, Against the Tyranny of Paraphrase: Talking Back to Texts, 78 Cornell L. Rev. 163 (1993).

Forsyth, Ann, Henry Lu, and Patricia McGirr. “Service learning in an urban context: Implications for planning and design education.” Journal of Architectural and Planning Research (2000): 236-259

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

Handelsman J, Miller S, Pfund C. 2007. Scientific Teaching. New York: W.H. Freeman
http://www.amazon.com/Scientific-Teaching-Jo-Handelsman/dp/1429201886/ref=sr_1_1?ie=UTF8&qid=1443153262&sr=8-1&keywords=scientific+teaching
Brief description: This book analyzes scientifically the most effective methods for teaching science to all students. It provides a primer on backward design and incorporating active learning in the classroom.

Hanna, Judith Lynn. Partnering Dance and Education: Intelligent Moves for Changing Times. Champaign, IL: Human Kinetics. 1999.

Holdford DA.  Is a pharmacy student the customer or the product?  American Journal of Pharmacy Education 2014: 78(1) Article 3.

This perspective piece was published by a pharmacy colleague at Virginia Commonwealth University, and addresses common perceptions about academic entitlement/student consumerism as a trend often noted in contemporary pharmacy education.  This article made an impact on me primarily because it explicitly addresses the attention we must pay to patients (as arguably the true “consumer”) as we design, re-design, and implement professional healthcare education programs.  I have found it to be a useful conversation started when working with scientist colleagues and non-academic practitioners, as we work together to design learning activities that are integrated and clinically oriented.

Cheating Lessons: Learning from Academic Dishonesty by James Lang (or his three part series in the Chronicle of Higher Education)

In an effort to address “academic integrity” issues in our college I sought advice from Kathy Corl, the former hear of COAM. She introduced me to James Lang’s work in this area. I learned a lot more about pedagogy than I expected. His approach focuses on designing an environment that motivates and instills self-efficacy in the learner as a way to curb cheating. The insights apply far beyond reducing misbehavior and instead provide useful tips for creating a learner-centric environment.

Lunsford, Andrea A. and Karen J. Lunsford. “‘Mistakes Are a Fact of Life’: A National Comparative Study.” College Composition and Communication 59.4 (June 2008): 781-806.

In this article, Lunsford and Lunsford replicate a 22-year-old national study that identified the most frequent errors in student writing. They find that although the kinds of errors found in student papers have changed, the frequency of errors has remained stable for the past 100 years. Furthermore, students are writing longer, more complex essays than they have in the past.

Palmer, Parker and Arthur Zajonc with Megan Scribner. The Heart of Higher Education. San Francisco: Jossey-Bass, A Wiley Imprint. 2010.

Rendon, Laura. Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice, and Liberation. Sterling, Virginia: Stylus Publishing, LLC. 2009.

Teaching Creativity in Engineering Courses Shanna R. Daly, Erika A. Mosyjowski, and Colleen M. Seifert
Journal of Engineering Education VC 2014 ASEE. July 2014, Vol. 103, No. 3, pp. 417–449 DOI 10.1002/jee.20048

Shapiro, Susan. Dance, Power, Difference: Critical and Feminist Perspectives on Dance Education. Champaign, IL: Human Kinetic. 1998.

Wood WB. Innovations in Teaching Undergraduate Biology and Why We Need Them. Annu. Rev. Cell Dev. Biol. 2009. 25:93–112
doi: 10.1146/annurev.cellbio.24.110707.175306
Link: http://mcdb.colorado.edu/files/pubs/19575638.pdf
This review article is appropriate for someone who is beginning to incorporate active learning in their classroom and to engage in discipline-based educational research.

Weiser, Elizabeth, Brian Fehler, and Angela Gonzalez. Engaging Audience: Writing in an Age of New Literacies. Chicago: NCTE, 2009.