Learning Designs

Scholarship On Teaching - Topic: Learning Designs - 545 results

Close Filter Panel
Cover image
Wabash tree

Teaching Large Classes: Tools and Strategies

Book
Carbone, Elisa
1998
Sage Publications, Thousand Oaks, CA
LB2331.C336 1998
Topics: Learning Designs   |   Lectures and Large Classes

Additional Info:
You have finished your Ph.D. and landed your first academic job. Scanning the fine print, you realize the introductory class you have been assigned to teach is being held in an auditorium. A really big auditorium. Panic begins to set in. . . . In this handy and practical book, Elisa Carbone offers a wealth of sound advice on how to deal with a large class, from the first day to end-of-semester ...
Additional Info:
You have finished your Ph.D. and landed your first academic job. Scanning the fine print, you realize the introductory class you have been assigned to teach is being held in an auditorium. A really big auditorium. Panic begins to set in. . . . In this handy and practical book, Elisa Carbone offers a wealth of sound advice on how to deal with a large class, from the first day to end-of-semester evaluations. Full of examples taken from many different disciplines, Teaching Large Classes will be an ideal companion for any teacher facing the challenge of the large introductory class. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction: Listening to the Experts

ch. 1 Starting the Semester: The First Class
ch. 2 Personalizing the Large Class
ch. 3 Lecturing 101: Getting Your Students to Listen
ch. 4 Lecturing 102: Using Stories and Examples
ch. 5 Using Demonstrations, Visual Aids, and Technology
ch. 6 Active Learning in a Large Class
ch. 7 Are There Any Questions?
ch. 8 Assessment and Feedback in Large Classes
ch. 9 Managing Student Behavior
ch. 10 Working Effectively With Teaching Assistants (TAs)

Index
About the Author
Cover image
Wabash tree

147 Practical Tips for Teaching Professors

Book
Magnan, Robert, ed.
1990
Atwood Publishing, Madison, WI
LB2331.M345 1990
Topics: Learning Designs

Additional Info:
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, 147 Practical Tips covers all the important phases of the teaching process.

Educators use 147 Practical Tips 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 ...
Additional Info:
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, 147 Practical Tips covers all the important phases of the teaching process.

Educators use 147 Practical Tips 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. Take advantage of the special pricing to the right so your colleagues can share these teaching tips. (From the Publisher)

Table Of Content:
Preface

Before You Begin
Class Organization
The First Day
At the Bell: 1, 2, 3 Go!

Physicality
-Delivery
-Movement
-Blackboards

Lecturing as Performance Art
Teaching Your Students to Think
Examples
Helping Your Students Read

Large Lectures
-Student Input
-Preparation
-Delivery

Discussion
-Teacher Participation
-Student Participation
-Concept and Structure
-Odds and Ends

Group Projects

How Are You Teaching?
-Check with Your Students
-Reacting to Student Evaluations
-Do It Yourself!

Motivating Your Students to Read
Work With Your Colleagues
Motivation: Critical Moments

Evaluating Your Students
-Grading Written Assignments
-Grading Participation
-Grading Tests

Reviewing: One More Time
-Reviews Can Help Students Cope with Exam Anxiety
-Reviews Can Help Motivate Students
-Reviews Can Provide Summary and Perspective
-Reviews Can Focus on Specific Areas of Need
-Reviews Can Aim at Specific Exam Items
-Reviews Can Provide Fresh Angles and Approaches

Final Words

(16 contributors listed in the acknowledgments)
Cover image
Wabash tree

Teaching Tips: Strategies, Research and Theory for College and University Teachers, 9th ed.

Book
McKeachie, Wilbert J., ed.
1994
D.C. Heath and Co., Lexington, MA
LB1738.M35 1994
Topics: Learning Designs   |   General Overviews

Additional Info:
McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The strategies suggested in the text are adaptable to specific classroom situations. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. (...
Additional Info:
McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The strategies suggested in the text are adaptable to specific classroom situations. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. (From the Publisher)

Table Of Content:
Part 1. Getting started
ch.1. Introduction
ch. 2. Countdown for course preparation
ch. 3. Planning your students' learning activities
ch. 4. Meeting a class for the first time

Part 2. Basic skills for facilitating student learning
ch. 5. Facilitating discussion: posing problems, listening, questioning
ch. 6. Lecturing
ch. 7. Testing and assessing learning: assigning grades is not the most important function
ch. 8. What to do about cheating
ch. 9. ABC's of assigning grades

Part 3. Adding to your repertoire of skills and strategies for facilitating student learning:
ch. 10. Teaching students to learn through writing: papers, journals, and reports
ch. 11. Teaching students how to learn more from textbooks and other reading
ch. 12. Laboratory teaching: teaching students to think like scientists
ch. 13. Experiential learning: service learning, fieldwork, and collaborative research
ch. 14. Peer learning, collaborative learning, cooperative learning
ch. 15. Project methods, independent study, and one-on-one teaching
ch. 16. Problem-based learning: teaching with cases, simulations, and games
ch. 17. Using communication and information technologies effectively
ch. 18. Class size and sectional courses
ch. 19. Teaching large classes (you can still get active learning)

Part 4. Understanding students
ch. 20. Taking student social diversity into account
ch. 21. Problem students (there's almost always at least one!)
ch. 22. Counseling and advising

Part 5. Lifelong learning for you as well as your students
ch. 23. Appraising and improving your teaching: using students, peers, experts, and classroom research
ch. 24. Ethics in college teaching

Part 6. Teaching for higher-level goals
ch. 25. Motivating students for your course and for lifelong learning
ch. 26. Teaching students how to learn
ch. 27. Teaching thinking
ch. 28. Teaching values: should we? Could we?
Cover image

Quick Hits: Successful Strategies by Award Winning Teachers

Book
Bender, Eileen, et al
1994
Indiana University Press, Bloomington, IN
LB2331.Q53 1994
Topics: Learning Designs

Additional Info:
The first Quick Hits were collected in 1991 at a colloquium of Indiana University faculty who had gathered to exchange tips about successful teaching. Each participant described a particular challenge and explained how he or she handled it. There are four main areas: General Teaching Tips, Student Motivation and Involvement, Philosophies of Teaching and Learning, and Discipline-Specific Ideas. Covered are such subjects as first days, teamwork, student boredom, classroom leadership, writing, ...
Additional Info:
The first Quick Hits were collected in 1991 at a colloquium of Indiana University faculty who had gathered to exchange tips about successful teaching. Each participant described a particular challenge and explained how he or she handled it. There are four main areas: General Teaching Tips, Student Motivation and Involvement, Philosophies of Teaching and Learning, and Discipline-Specific Ideas. Covered are such subjects as first days, teamwork, student boredom, classroom leadership, writing, science, history, music...and much more. (From the Publisher)
Cover image

More Quick Hits: Successful Strategies by Award-Winning Teachers

Book
Stocking, S. Holly, et al
1998
Indiana University Press, Bloomington, IN
LB2331.M58 1998
Topics: Learning Designs

Additional Info:
Learning used to be taken for granted by teachers. No more. Growing numbers of teachers realize that teaching does not always promote learning. More Quick Hits offers simple but successful strategies that award-winning teachers have found promote learning.

Included among these strategies are tips for designing courses and environments that promote learning, and advice on creating learning communities — communities where not only students learn, but teachers do too.<...
Additional Info:
Learning used to be taken for granted by teachers. No more. Growing numbers of teachers realize that teaching does not always promote learning. More Quick Hits offers simple but successful strategies that award-winning teachers have found promote learning.

Included among these strategies are tips for designing courses and environments that promote learning, and advice on creating learning communities — communities where not only students learn, but teachers do too.

More Quick Hits also includes special sections on service and learning, technology and learning, and using assessment and evaluation for learning. Finally, More Quick Hits offers thoughts on how teachers themselves learn about teaching, including through their mistakes. An annotated "Quick List" of weightier resources on teaching and learning is included at the end of the volume, and "Quick Wits" — words and pictures to both encourage and amuse — are sprinkled throughout the book. (From the Publisher)

Table Of Content:
Foreword
Introduction

ch. 1 Designing courses and environments for learning
ch. 2 Creating learning communities
ch. 3 Fostering critical and creative thinking
ch. 4 Helping students direct their own learning
ch. 5 Service and learning
ch. 6 Technology and learning
ch. 7 Using assessment and evaluation for learning
ch. 8 Learning to teach and teaching to learn
ch. 9 Quick list: Recommended books on teaching

Index of contributors
Index of subjects
Cover image

40 Ways to Teach in Groups

Book
Leypoldt, Martha M.
1992
Judson Press, Valley Forge, PA
LC6519.L45 1992
Topics: Collaborative Learning   |   Discussion   |   Learning Designs

Additional Info:
Leypoldt provides forty distinct ways to teach young people and adults, with diagrams to illustrate each method. (From the Publisher)
Additional Info:
Leypoldt provides forty distinct ways to teach young people and adults, with diagrams to illustrate each method. (From the Publisher)

Table Of Content:
ch. 1 Teaching In Groups
ch. 2 Which Way is Best For Me?
ch. 3 The Forty Ways to Teach
ch. 4 Book Report
ch. 5 Brainstorming
ch. 6 Buzz Groups
ch. 7 Case study
ch. 8 Chain-Reaction Forum
ch. 9 Circle Response
ch. 10 Colloquy
ch. 11 Couple Buzzers
ch. 12 Debate Forum
ch. 13 Demonstration- Work Group
ch. 14 Depth Bible Encounter
ch. 15 Expanding Panel
ch. 16 Field Trip
ch. 17 Film Talk-Back
ch. 18 Gallery Conversations
ch. 19 Group Discussion
ch. 20 Group Drawing
ch. 21 Group Response Team
ch. 22 Group Writing
ch. 23 Inductive Bible Study
ch. 24 Interview Forum
ch. 25 Lecture
ch. 26 Lecture Forum
ch. 27 Listening Teams
ch. 28 Music Forum
ch. 29 Panel
ch. 30 Panel Forum
ch. 31 Play-Reading Talk-Back
ch. 32 Questions and Answers
ch. 33 Reaction Panel
ch. 34 Research and Report
ch. 35 Role-Playing
ch. 36 Screened Speech
ch. 37 Seminar
ch. 38 Sermon Forum
ch. 39 Symposium
ch. 40 Symposium Dialogue
ch. 41 Symposium Forum
ch. 42 Work Groups
ch. 43 Workshop
ch. 44 Evaluation
ch. 45 Bibliography
ch. 46 Appendix
Article cover image

"Walking On Eggs: Mastering the Dreaded Diversity Discussion"

Article
Frederick, Peter J.
1995
College Teaching 43, no. 3 (1995): 83-92
Topics: Learning Designs   |   Teaching Diversity and Justice

Additional Info:
Discusses how college teachers can deal with multiculturalism in the classroom. Faculty arguments over diversity requirements in the curriculum; Intercultural education among students of diverse cultures and ethnicities; Strategies for multicultural discussions.
Additional Info:
Discusses how college teachers can deal with multiculturalism in the classroom. Faculty arguments over diversity requirements in the curriculum; Intercultural education among students of diverse cultures and ethnicities; Strategies for multicultural discussions.
Article cover image

"An Instructor Survival Kit for Use with Large Classes"

Article
Gleason, Maryellen
1986
American Association for Higher Education Bulletin 39, no. 2 (1986): 10-14
Topics: Learning Designs   |   Lectures and Large Classes

Additional Info:
Sooner or later, almost every university teacher confronts having to teach a course with 200 students in it, or suddenly finds 60 enrolled in a course so carefully designed for 20.

For that teacher, we here present Maryellen Gleason's all-too-necessary "survival kit," a set of ideas and resources that recognizes the special challenges of the large class and that can enhance it as an environment for student learning.
Additional Info:
Sooner or later, almost every university teacher confronts having to teach a course with 200 students in it, or suddenly finds 60 enrolled in a course so carefully designed for 20.

For that teacher, we here present Maryellen Gleason's all-too-necessary "survival kit," a set of ideas and resources that recognizes the special challenges of the large class and that can enhance it as an environment for student learning.
Article cover image

"85 Helpful Things You Can Do During the First Three Weeks of Class"

Article
Valparaiso TRC Newsletter
1990
Teaching Resource Newsletter, Valparaiso University, Indiana (1990)
Topics: Learning Designs

Additional Info:
The following list is offered in the spirit of starting things off right. It is a catalog of suggestions for college teachers who are looking for fresh ways of creating the best possible environment for learning. The first three weeks of a course are especially important, studies say, in retaining capable students.
Additional Info:
The following list is offered in the spirit of starting things off right. It is a catalog of suggestions for college teachers who are looking for fresh ways of creating the best possible environment for learning. The first three weeks of a course are especially important, studies say, in retaining capable students.
Article cover image

"But How Do We Get Them to Think?"

Article
Weiss, Carol A.
1992
Teaching Excellence 4, no. 5 (1992)
Topics: Learning Designs   |   Teaching Critical Thinking

Additional Info:
Additional Info:
Article cover image

"Improving Student Reading"

Article
Maleki, Razieh B., and Charles E. Heerman
1992
Idea Paper No. 26, IDEA Center, Kansas State University (1992)
Topics: Learning Designs   |   Teaching Critical Thinking

Additional Info:
(Text not available on web.) This paper focuses on methods to improve the reading abilities of college students. A list of five elements college instructors (who are not reading specialists) should establish in a content reading agenda is offered; (1) an instructional basis for the reading process which will work for them; (2) content literacy environments; (3) insights into the skill level characteristics of readers; (4) working relationships with the campus reading program; and (5) ...
Additional Info:
(Text not available on web.) This paper focuses on methods to improve the reading abilities of college students. A list of five elements college instructors (who are not reading specialists) should establish in a content reading agenda is offered; (1) an instructional basis for the reading process which will work for them; (2) content literacy environments; (3) insights into the skill level characteristics of readers; (4) working relationships with the campus reading program; and (5) inclusion of reading strategies in their content instruction. Stating that students must know the purpose of the course and understand what is to be done with the information provided through lectures and textbook reading assignments to successfully interact with the text, the paper offers methods of establishing the five elements suggested. Also addressed are the unique challenges of social science, mathematical, and scientific reading instruction. The paper concludes with a brief summary and suggestions for collaboration between the content specialist and the reading staff.
Article cover image

"Motivating Students" (pdf)

Article
Cashin, William E.
1979
Idea Paper No. 1, IDEA Center, Kansas State University (1979)
Topics: 18-22 Year Olds   |   Learning Designs

Additional Info:
Reviews research and explains several concrete best practices on how to motivate students. Idea Paper no. 1, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Additional Info:
Reviews research and explains several concrete best practices on how to motivate students. Idea Paper no. 1, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Article cover image

"On Grading Exams: Procedural Suggestions for Large Courses"

Article
Bikales, William
1991
Derek Bok Center for Teaching and Learning, (Cambridge, MA: Harvard University, 1991)
Topics: Assessing Students   |   Learning Designs   |   Lectures and Large Classes

Additional Info:
Additional Info:
Article cover image

"Tips for Teachers: Encouraging Students in a Racially Diverse Classroom"

Article
Derek Bok Center
1992
Derek Bok Center for Teaching and Learning, (Cambridge, MA: Harvard University, 1992)
Topics: Learning Designs   |   Teaching Diverse Students

Additional Info:
Additional Info:
Article cover image

"Minimal Marking"

Article
Haswell, Richard H.
1983
College English 45, no. 6 (1983): 600-604
Topics: Assessing Students   |   Learning Designs

Additional Info:
Additional Info:
Cover image

The Teaching Professor, Volume 13, Number 7

Journal Issue
1999
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Finding Connie in the Rock: A Response
Tape Recording Response to Student Work
Using Metaphors to Teach and Stretch
Preclude Cheating: A Response
Approaches to Laboratory Instruction
Oh, Those Disciplinary Differences
Student-Generated Exams Revisited
A Variation on an Old Theme: A New Peer Review Exercise
A Modest Proposal For Students
Cover image

The Teaching Professor, Volume 13, Number 8

Journal Issue
1999
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Use and Misuse of Electronic Assignments (Richard Fristensky)
Crossing Boundaries (Laura Blinderman and Barbara J. Behrens)
Team Teaching
Have You Tried Contract Grading? (Jeffrey S. Kaplan)
Talk to Me...Now (John Flaherty)
A Lesson From Baseball? (Glenna L. Sumner)
The Expectation Gap
Cover image

The Teaching Professor, Volume 13, Number 9

Journal Issue
1999
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Choosing Tools to Search the Web (Laura B. Cohen and Trudi E. Jacobson)
Evaluating Teaching: Professioral Portfolios (Rhea Paul)
Understanding Note-Taking Strategies
A Modest Proposal to Professors (Milo W. Miller)
A Modest Proposal to Instructors (Heather Clitheroe)
Jazz Teaching: The Metaphor is the Method (Paul B. Weinstein)
Cover image

The Teaching Professor, Volume 13, Number 10

Journal Issue
1999
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Multipurpose Lecture Breaks (Cynthia Desrochers)
From Zzz's to A's: Using Rubrics to Improve Student Presentations (Vicki Wilson)
Encouraging Students' Intrinsic Motivation (Kathleen McKinney)
Distance Learning: How Does it Measure Up
Helping Students Evaluate Web Pages
Do As I Say, Not as I Do (Melissa Comer)
How Do I Know Joe Wrote It? (Helen Pyke)
Getting a Handle on Student Learning (K. Patricia Cross)
Cover image

The Teaching Professor, Volume 14, Number 1

Journal Issue
2000
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Your Syllabus: Who's Looking at What?
Encourage Student Feedback Before It's Too Late (Scott Grissom)
Classroom Listserves Best Practives For Expanding Classroom Dialogue (Tom Philleo)
Classroom Lecture Language: Is Yours Interesting (Bob Bohlken)
Book Review: Creating Learning Communities (Nancy S. Shapiro and Jodi H. Levine)
Cover image

The Teaching Professor, Volume 14, Number 2

Journal Issue
2000
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Students Can Help Us Improve Our Teaching
The Silent Ones We Wish Would Speak
Survey Courses as Opportunity For Interdisciplinary Learning
Have Pity on Your Dean
Post-Tenure Review Breeds Controversy
When Students Resist Innovative Teaching
Cover image

The Teaching Professor, Volume 14, Number 3

Journal Issue
2000
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Getting Students to Read the Syllabus: Another Approach (Philip E. Johnson)
Reflections of a New-Old Teaching Professor (Carol Adamec Brown)
Group Work: Learning From the Best and Worst
Explaining Explanations
Exploring the Role of Textbooks
What is Our Commitment to Underprepared Students?
The Knowledge Game (Bill Price)
The Tools and Techniques of Technology
Distance Learning: How Does It Measure Up?
Active Learning Test Preparation (John Sheirer)
Cover image

The Teaching Professor, Volume 14, Number 5

Journal Issue
2000
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Scholarship "on" Teaching
Course Ratings For Interactive Distance Learning
"Game Show" Format Livens up Review Sessions (Elizabeth J. Wark)
"Field Trips" with a Twist (Robert Sprich)
How Real is Our Competition?
Another Look at Teaching and Learning Portfolios
Cover image
Wabash tree

The Feminist Teacher Anthology: Pedagogies and Classroom Strategies

Book
Cohee, Gail E., Elisabeth Daumer, Theresa D. Kemp, Paula M. Krebs, Sue Lafky, and Sandra Runzo, eds.
1998
Teachers College Press, New York, NY
LC197.F478 1998
Topics: Diversifying the Curriculum   |   Learning Designs   |   Diversifying the Faculty   |   Teaching Diverse Students

Additional Info:
Each selected essay is introduced by its original author who updates the chapter topic. Drawing on examples from their own experiences, the authors provide practical classroom strategies such as readings and resources, writing assignments, classroom exercises, and guidance for using journals, multimedia workshops, and new technologies. (From the Publisher)
Additional Info:
Each selected essay is introduced by its original author who updates the chapter topic. Drawing on examples from their own experiences, the authors provide practical classroom strategies such as readings and resources, writing assignments, classroom exercises, and guidance for using journals, multimedia workshops, and new technologies. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Collectively Speaking

Part I - Encountering the Classroom: Developing Feminist Strategies
ch. 1 The Radicalization of a Teacher (Carla Golden)
ch. 2 My Introduction to "Introduction to Women's Studies:" The Role of the Teacher's Authority in the Feminist Classroom (Frances A. Maher)
ch. 3 Warming Up the Classroom Climate for Women (Sue V. Rosser)
ch. 4 Rewriting the Future: The Feminist Challenge to the Malestream Curriculum (Karen J. Warren)
ch. 5 Resistance to Generalizations in the Classroom (Susanne Bohmer)
ch. 6 The Power of No (Martha E. Thompson)
ch. 7 Reflections on Teaching: "Gender, Race, and Class" (Joy James)
ch. 8 Reshaping the Introductory Women's Studies Course: Dealing Up Front with Anger, Resistance, and Reality (Ardeth Deay, and Judith Stitzel)
ch. 9 Enhancing Feminist Pedagogy. Multimedia Workshops on Women's Experience with the Newspaper and Home (Berenice Fisher)
ch. 10 This Class Meets in Cyberspace: Women's Studies via Distance Education (Ellen Cronan Rose)

Part II - Bringing The World Into The Feminist Classroom
ch. 11 Integrating the Study of Race, Gender, and Class: Some Preliminary Observations (Paula Rothenberg)
ch. 12 Homophobia and Sexism as Popular Values (David Bleich)
ch. 13 Breaking the Silence: Sexual Preference in the Composition Classroom (Allison Berg, Jean Kowaleski, Caroline Le Guin, Ellen Weinauer, and Eric A. Wolfe)
ch. 14 A Discourse on the Care and Handling of Feminist Administrators (Lynette Carpenter)
ch. 15 The Hand and the Hammer: A Brief Critique of the Overhead Projector (Eloise Knowlton)
ch. 16 Lesbian Instructor Comes Out: The Personal Is Pedagogy (Janet Wright)
ch. 17 Would You Rather Be a Goddess or a Cyborg? (Suzanne K. Damarin)
ch. 18 Educating the Living, Remembering the Dead: The Montreal Massacre as Metaphor (Jennifer Scanlon)
ch. 19 Gender, Race, and Radicalism: Teaching the Autobiographies of Native and African American Women Activists (Joy James)

Index
Cover image
Wabash tree

The Chicago Handbook for Teachers: A Practical Guide to the College Classroom

Book
Brinkley, Alan, Betty Dessants, Michael Flamm, Cynthia Fleming, Charles Forcey, Eric Rothschild
1999
University of Chicago Press, Chicago, IL
LB2331.C52332 1999
Topics: Learning Designs   |   General Overviews

Additional Info:
Unlike their counterparts on the secondary or primary school level, many who teach in colleges and universities have extensive training in their various disciplines, but surprisingly little instruction in the craft of teaching itself.. "The Chicago Handbook for Teachers is an extraordinarily helpful guide for all who face the challenge of putting together material for a course and then making it work. Representing teachers at all stages of their careers, ...
Additional Info:
Unlike their counterparts on the secondary or primary school level, many who teach in colleges and universities have extensive training in their various disciplines, but surprisingly little instruction in the craft of teaching itself.. "The Chicago Handbook for Teachers is an extraordinarily helpful guide for all who face the challenge of putting together material for a course and then making it work. Representing teachers at all stages of their careers, the authors offer practical advice for almost any situation a new instructor or lecturer might face, from preparing a syllabus to managing classroom dynamics.. "Indispensable for new teachers and graduate students, The Chicago Handbook for Teachers is also a useful refresher for experienced professionals. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Getting Ready
ch. 2 The First Weeks
ch. 3 Classroom Discussions
ch. 4 The Art and Craft of Lecturing
ch. 5 Student Writing and Research
ch. 6 Testing and Evaluation
ch. 7 Evaluating Your Teaching
ch. 8 Teaching as a Graduate Student
ch. 9 Teaching Inclusively in a Multicultural Age
ch. 10 Using Electronic Resources for Teaching

Afterword: Why Do We Teach?
Suggestions for Further Reading
About the Authors
Index
Cover image
Wabash tree

Tips for Improving Testing and Grading

Book
Ory, John C. and Katherine E. Ryan
1993
Sage Publications, Newbury Park, CA
LB3060.65.075 1993
Topics: Assessing Students   |   Learning Designs

Additional Info:
Using detailed examples, checklists and exercises, the authors show how to develop, use and grade classroom examinations. They provide a thorough, step-by-step discussion of general testing and grading issues, including: deciding on the content of an exam; assessing difficulty levels; writing different kinds of test items; scoring different test items; evaluating different subject areas; helping students review for an exam; and developing grading methods and strategies. (From the Publisher)
Additional Info:
Using detailed examples, checklists and exercises, the authors show how to develop, use and grade classroom examinations. They provide a thorough, step-by-step discussion of general testing and grading issues, including: deciding on the content of an exam; assessing difficulty levels; writing different kinds of test items; scoring different test items; evaluating different subject areas; helping students review for an exam; and developing grading methods and strategies. (From the Publisher)

Table Of Content:
Introduction
Testing What You Want to Be Testing
Developing a Test Plan
Suggestions for Writing Objective Test Items
Suggestions for Writing Constructed Response Test Items
Preparing, Administering, and Scoring Classroom Exams
Evaluating the Quality of Classroom Exams
Assigning Grades
Twelve Activities for Classroom Testing and Grading
Cover image

The Teaching Professor, Volume 14, Number 7

Journal Issue
2000
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Connecting Classroom Communication and Assessment (Tena L. Golding)
Learning Carousels (Karen E. Eifler)
Personalized Case Studies (Christina Griffin)
Reviewing Reviewing (Douglas Lare, Adenike Bitto, Suzanne Mueller, Patricia Smeaton, and Faith Waters)
Writing Letters
Making Projects Successful
Teams for Teaching
Professors: Living or Dead (Gundars Kaupins)
Time to Be a Student Again? (Nancy Warner Barrineau)
Cover image
Wabash tree

The Art of Teaching Adults: How to Become an Exceptional Instructor and Facilitator

Book
Renner, Peter
1993
Training Associates, Vancouver
LC5219.R458 1993
Topics: Adult Learners   |   Learning Designs

Additional Info:
The Art brims with practical tips on a range of need-to-know topics, including how to plan sessions; set up a class room; facilitate group work; deliver lively lectures; ask questions effectively; generate participation; assign projects; design tests and quizzes; use visual aids; assess courses; and more. (From the Publisher)
Additional Info:
The Art brims with practical tips on a range of need-to-know topics, including how to plan sessions; set up a class room; facilitate group work; deliver lively lectures; ask questions effectively; generate participation; assign projects; design tests and quizzes; use visual aids; assess courses; and more. (From the Publisher)

Table Of Content:
Planning a session
Declaring objectives
Setting up the room
Getting packed
Using icebreakers
Contracting for learning
Working in groups
Delivering lively lectures
Asking beautiful questions
Flexing learning styles
Observing group behavior
Rallying learning circles
Brewing brainstorms
Directing role-plays
Teaching by demonstration
Generating participation
Studying cases
Reading together
Inviting experts
learning outside the classroom
Assigning projects
Using journals
Processing feedback
Learning autobiographically
Designing tests and quizzes
Projecting overhead
Presenting with PowerPoint
Flipping charts
Showing videos
Assessing the course

Glossary
Notes
Index
Cover image

The Teaching Professor, Volume 14, Number 9

Journal Issue
2000
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Real Reflections on the Virtual Office (Michael Dulay)
Developing Leadership Skills (Lisa Reagh Twitchell)
Student Evaluations and New Teachers
Research on Undergraduate Research
Prompt Feedback on Exams
"Who Wants to Be an Accountant?" (Patsy G. Lewellyn)
Cover image

The Teaching Professor, Volume 14, Number 10

Journal Issue
2000
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Teachers Get Bored, Too (John Flaherty)
Writing in Physics
Cross-Course Collaboration
Student Resistance
Understanding Learning Better
Learning to Learn
Feedback via Electronic Voice Messages
Quality of Life Issues For Faculty
Cover image
Wabash tree

Taking Learning to Task: Creative Strategies for Teaching Adults

Book
Vella, Jane
2000
Jossey-Bass, San Francisco, CA
LC5225.L42V43 2000
Topics: Adult Learners   |   Learning Designs

Additional Info:
In Taking Learning to Task, Vella draws from current theory and practice to explore the meaning and power of learning tasks. To illustrate this unique approach, she provides seven steps to planning learning-centered courses, four types of learning tasks, a checklist of principles and practices, critical questions for instructional design, key components for evaluation, and other invaluable tools." "Taking Learning to Task is a hands-on, practical guide to designing effective ...
Additional Info:
In Taking Learning to Task, Vella draws from current theory and practice to explore the meaning and power of learning tasks. To illustrate this unique approach, she provides seven steps to planning learning-centered courses, four types of learning tasks, a checklist of principles and practices, critical questions for instructional design, key components for evaluation, and other invaluable tools." "Taking Learning to Task is a hands-on, practical guide to designing effective learning tasks for diverse learners and diverse content. Teachers, trainers, and all types of instructors will find a wealth of advice for refining their day-to-day practice. (From the Publisher)

Table Of Content:
ch. 1. Learning Tasks: Assumptions and Definition.
ch. 2. Comparing Teaching Tasks and Learning Tasks.
ch. 3. Learning Tasks As Part of a Complete Design.
ch. 4. Four Types of Learning Tasks.
ch. 5. The Power of Action: "The Verb's the Thing".
ch. 6. Principles to Guide Design.
ch. 7. The Art of Leading Learning Tasks.
ch. 8. Time and the Learning Task.
ch. 9. Checkpoint: Reviewing Concepts Through Examples.
ch. 10. Matching Tasks to the Group: One Size Does Not Fit All.
ch. 11. Tasks for Distance Learning and the Internet.
ch. 12. Using Learning Tasks: Twenty Reasons and Twenty Principles.

Resources.
A. Learning Tasks in Action: A Workshop Model.
B. Example of a Distance-Learning Course.
C. Technical Guide for Designing and Using Learning Tasks.
Cover image

The Teaching Professor, Volume 15, Number 1

Journal Issue
2001
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Let Students Make Classroom Decisions
Dialogue Questions Enhance Reading Assignments
FindSame.com: A Powerful Tool for Detecting Plagiarism
Modified Honor Codes and Academic Integrity
Developing Writing Skills Individually and Collectively
Class Personality
Cover image

The Teaching Professor, Volume 15, Number 2

Journal Issue
2001
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
On Writing Letters: More Reflections on a Gentler, More Respectful Way to Give Feedback
Biological View of Learning
"Is That Your Final Answer?"
Fish Giver or Fishing Teacher?
Grade Expectations and Course Evaluations
Toward a Definition of the Scholarship of Teaching
Cover image

The Teaching Professor, Volume 14, Number 8

Journal Issue
2000
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Daily Review Techniques
Students, Excuses, and Standards
Understanding and Teaching Adult Students
Making Classroom Exercises Work
"Guiding" Students to Learning
Constant Comment: Feedback on the Rewriting Process
Cover image
Wabash tree

500 Tips on Group Learning

Book
Brown, Sally, author; and Race, Phil, ed.
2000
Kogan Page, London
LB1032.A15 2000
Topics: Collaborative Learning   |   Learning Designs

Additional Info:
With an ever increasing emphasis on continuing professional development, in-service training, plus widening participation in further and higher education, the importance of group learning has never been higher. Collaborative and co-operative learning is a crucial method for helping people get the most out learning, and because it offers the possibility to teach higher numbers, or diverse groups of people successfully, it has become an important technique for educators and trainers ...
Additional Info:
With an ever increasing emphasis on continuing professional development, in-service training, plus widening participation in further and higher education, the importance of group learning has never been higher. Collaborative and co-operative learning is a crucial method for helping people get the most out learning, and because it offers the possibility to teach higher numbers, or diverse groups of people successfully, it has become an important technique for educators and trainers to call upon. Using the well-known, tried and tested 500 Tips format, this book provides practical, user friendly, easy-to-use advice and support which will enhance learning and training. (From the Publisher)

Table Of Content:
Acknowledgements
Foreword

ch. 1 Learning with others
ch. 2 Getting groups going
ch. 3 Particular group learning contexts
ch. 4 Exercises and processes for groups
ch. 5 Groups behaving badly?
ch. 6 Assessing group learning

Further Reading
Index
Cover image

The Teaching Professor, Volume 15, Number 3

Journal Issue
2001
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Distance Learning: Tradeoffs and Ambivalence
Book Review: Lifelong Learning
Online Assignments
Memos Help Students Focus Writing
What Motivates Students?
Three Ways to Support Instruction
Inspired Student Renews Teacher's Purpose Students Learn Through Teaching
Cover image

The Teaching Professor, Volume 14, Number 4

Journal Issue
2000
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
"That's Not Fair" Understanding Students' Ideas of Classroom Fairness
Learning Principles by Investigating Real-Life Problems
What I Learned During My Students' Oral Exams
An Engineer's Log
The Teacher as a Sherpa Guide
Making Projects Successful
Cover image

The Teaching Professor, Volume 15, Number 4

Journal Issue
2001
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
General Education: Educating the Whole Person in an Age of Specialization
Let Students Select Due Dates
Tutoring Systems Salvage Poor Performers
Responses to Student Writing
Instructional Objectives Should Correlate with Teaching Approach
Are You More Grade Oriented Than Your Students?
Cover image

The Teaching Professor, Volume 15, Number 5

Journal Issue
2001
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Practical Plagiarism Prevention
Two Ideas: Motivations, Writing
Student-Assisted Teaching
New Roles, Old Values
A Beginner's Mind
Education Soaks In
New Classroom Observation
Cover image

The Teaching Professor, Volume 15, Number 6

Journal Issue
2001
Magna Publications Inc., June/July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Students As Clients: Is This a Metaphor That Works?
Students as Clients
Book: Wise Woman
Learning Styles, Varied Teaching
Categorizing Students
Classroom Environments
Inaccurate Grade Expectations
Teams, Confidence
Best Practice for Adults
Teams, Tribes
Electronic Office Hours
Cover image

The Teaching Professor, Volume 15, Number 7

Journal Issue
2001
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
"Poor-Quality Students" Reveal Teaching Skill (David Locher)
Poor Quality Students
Course Portfolios
New Thinking on Learning Styles
Confidence, Competence in Learning
Storytelling Enhances Retention
Students and Textbooks
Appropriate Use of Online Resources
Copyable Survey on Textbooks
Cover image

The Teaching Professor, Volume 15, Number 8

Journal Issue
2001
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Efforts to Improve Teaching and Learning: Learning from the Hesburgh Awards
Trends in Hesburg Awards
Principles for Liberal Teaching
Teaching Graphic and Statistical Skills
What Do Your Students Remember?
How to Lead Socratic Dialogue
What to Put on Your Course Website
Cover image

The Teaching Professor, Volume 15, Number 10

Journal Issue
2001
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Teaching in a Democratic Society: Contradictions and Paradoxes
E-mail and Distance Learners
More Writing, More Course Engagement
Teaching the Art of Inquiry
Using Controversy Constructively
Learning Styles, Small Groups
Advising Colleagues
Norms for Undergrad Education
Professors Evolving?
Concept Maps
Cover image

The Teaching Professor, Volume 16, Number 1

Journal Issue
2002
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Case Against Teaching?
Motivating Students Through Goal Setting
Border Experience: Valuable Short-Term Travel
The Internet: Another Teaching Tool or Panacea for Education?
Why the Classroom Matters More than Ever
Benefits From Active and Collaborative Learning
Study Identifies Six Conceptions of Learning
Cover image

The Teaching Professor, Volume 16, Number 2

Journal Issue
2002
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Does Evaluating Instruction Improve It?
Should Ratings Be Made Public?
Liberal Education: A Rant
Can Ratings Measure Complexity of Teaching?
The Effect of Innovative Teaching on Student Ratings
Ten Common Teaching Mistakes
Cover image
Wabash tree

Learning Through Writing: A Compendium of Assignments and Techniques

Book
Wright, W. Alan, Eileen M. Herteis, Brad Abernethy, eds.
2001
Dalhousie University, Halifax, NS
PE65.L43 2001
Topics: Teaching Writing   |   Learning Designs

Additional Info:
Learning Through Writing is a collection of assignments, techniques, and tips that have proven successful at the university level. These readily transferable activities can be used by university instructors in all disciplines as a resource to help students to improve the quality of their writing, and, ultimately, their learning.

The assignments in this guide aim to develop students' analytical skills, writing skills, library research skills, and comprehension of ...
Additional Info:
Learning Through Writing is a collection of assignments, techniques, and tips that have proven successful at the university level. These readily transferable activities can be used by university instructors in all disciplines as a resource to help students to improve the quality of their writing, and, ultimately, their learning.

The assignments in this guide aim to develop students' analytical skills, writing skills, library research skills, and comprehension of subject matter. To help the reader find relevant assignments quickly, assignments with the same primary purpose have been grouped together. (From the Publisher)

Table Of Content:
Introduction
Acknowledgment of Contributors

ch. 1 Principles of Writing and Learning
Basic Theories and Assumptions about Writing
Using Writing as a Learning Tool
How Do Students Use Writing to Learn?

ch. 2 Writing Across the Disciplines
Patrolling the Academic Mall: Writing Across the Disciplines

ch. 3 Tips for Teachers
Writing Assignments in Larger Classes
Responding to Student Writers - Some Guidelines
Using Writing as a Learning Tool: Professional Development Exercises
Students With Literacy Problems: Suggestions for Instructors

ch. 4 Writing Assignments to Improve Comprehension
The Abstract Exercise
Evaulating "Pop" Psychology
Apply Research
Linking the Theory to Students' Own Personalities
Demonstrating the Relevance of Cell Biology
Writing a Mathematics Class: Two Examples

ch. 5 Writing Assignments To Improve Analytical Skills
The Critique Exercise
Writing in Medicine
Writing Research Grant Proposals
Writing Abstracts to Improve Interpretation and Synthesis
Sharpening Students' Analytical Skills
Students Respond to Readings
Close Analysis of a Single Paragraph
Taking on the Critics

ch. 6 Tips for Student Writiers
Essential Features of Academic Writing: A Writing Centre Handout
Recommendations to Strenthen Term Papers
Guidelines for Essays
Essay Assessment Sheet

ch. 7 Assignments that Emphasize Feedback and the Process of Writing
Weekly Feedback to Improve Performance
Encouraging Students to Address Comments on Previous Papers
Peer Review to Increase the Quality of Students' Work
A Pre-Writing Activity: Planning to Write Using the Planning Diamond
Trying Titles First
Emphasizing the Process of Writing
Using Frequent Feedback to Improve Laboratory Reports
Evidence-Based Case Report in Pharmacy

ch. 8 Different Formats for Assignments
Asking Students to Design and Answer an Exam Question
Learning Journals
Learning to Write in a Foreign Language: The No-Red-Ink Method
Using Journals and a Mock Courtroom to Teach Literature and Feminist Theory
Combining Writing and In-Class Presentations
Letter Writing: Four Assignments
Wordy and Redundant Sentences in Scientific Writing
A Sesquipedalian Vignette
Writing an Editorial and Defending it in the Classroom
Application of Dental Biomaterials Science in a Clinical Setting
Reviewing the Reviews
Informal Writing in an English Class
Blurring the Line Between Fiction and Non-Fiction
Writing-Intensive Laboratory Reports
The Classroom as an Editorial Board
The Professional Identity Scrapbook and the History of a Discipline

ch. 9 Demonstrating the Writing Process
Writing a "Live" Essay in Class

ch. 10 Encouraging Effective Use of the Library
Why Use Library Assignments?
Faculty-Librarian Cooperation
Developing Information Literacy: One View From the Library
Applying the Earlham College Model
Library Assignment: A Step-Wise Worksheet
Indexes: A Valuable Research Tool
Beyond the Research Paper: Ideas for Other Types of Library Assignments
Eight Easy Pieces
Tips for Designing Effective Library Assignments

ch. 11 Writing and Computers
Introduction
Using Computers in Your Class: A Dozen Specific Suggestions
Commenting on Eectronic Papers
Software for Teaching Writing
OWLs (Online Writing Labs)
Resources
References
Cover image

The Teaching Professor, Volume 16, Number 4

Journal Issue
2002
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Contract Grading Promotes Student Responsibility, Learning
Contract Grading
Exercise in Student Self-Discovery
The "Seven Dwarfs" of Classroom participation
Help Students Bloom
Talent Search or Skill Development
Better Writing Prompts
Teaching Does Not Equal Lecturing
Humor as Teaching Tool
Cover image

The Teaching Professor, Volume 16, Number 5

Journal Issue
2002
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
In "Partnership" Model, Learning Decisions Are Negotiated
Partnership Model
Partnership Model
Electronic Journals
The "Green Knight," and Classroom Expectations
Underutilized Office Hours
Action Learning
Historians and Teaching Scholarship Engaged Students
Article cover image

"Teaching the Mass Class: Active/Interactive Strategies that have Worked for Me"

Article
McKinney, Kathleen
2000
Center for the Advancement of Teaching, Illinois State University (2000)
Topics: Learning Designs   |   Lectures and Large Classes

Additional Info:
Additional Info:
Article cover image

"Beating the Numbers Game: Effective Teaching in Large Classes"

Article
Felder, Richard M.
1997
Paper presented at the ASEE Annual Conference, Milwaukee, WI (1997)
Topics: Learning Designs   |   Lectures and Large Classes

Additional Info:
This one-page document gives advice on how to handle large classes. Specific items it examines include creating an interactive lecture, handing out of class assignments, and miscellaneous tips. It is written by Rich Felder an expert in Engineering education.
Additional Info:
This one-page document gives advice on how to handle large classes. Specific items it examines include creating an interactive lecture, handing out of class assignments, and miscellaneous tips. It is written by Rich Felder an expert in Engineering education.
Cover image

The Teaching Professor, Volume 16, Number 6

Journal Issue
2002
Magna Publications Inc., June/July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Reflections on the Relationship Between Teaching and Research
Teaching and Research
How Do Students Respond to Written Feedback?
Grading Takes Toll
Expand Use of Concept Maps
How Faculty and Students View Class Attendance
"Guided Tours": Leading Case Study Discussions
Does Practitioner Research Yield Valid Findings?
Trust Critical for Successful Student Groups
Article cover image

"Resource Notebook on Culturally Relevant and Responsive Learning Styles/Pedagogy"

Article
Compiled by Joan Martin and Barbara Weaver for the 2002 African American Workshop
Handout.
Topics: Multiple Intelligences & Learning Styles   |   Learning Designs   |   Teaching Diverse Students

Additional Info:
Additional Info:
Cover image

The Teaching Professor, Volume 16, Number 7

Journal Issue
2002
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Three-Point Play: Learning Improves with Varied Presentations (Roger Tesi and Peter Griswold)
Evaluating Internet Sites
The Scholarship of Teaching
What Doesn't Work
Students Describe Service Learning
Empathy for the Reluctant Student
Weighted Grading in Large Classes
Viewpoint and Perspective
Research Assistantships
Problems in Your Teaching
Cover image

The Teaching Professor, Volume 16, Number 8

Journal Issue
2002
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Better Exam Content and Format Lifts Value of Evaluation (Judy M. Silverstone)
Ironies of Instruction
Let Students Show What They Know
Group Work that Works
Objective Grading of Classroom Participation
Graduation Curmudgeon
Challenging Teacher Training Assumptions Inter-Class Interaction
Cover image

The Teaching Professor, Volume 16, Number 9

Journal Issue
2002
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Active Learning: Implementation of Our Best Intentions
Teaching and/or Research
Journaling With Students
Bingo Game to Decreases Procrastination
Learning Intervention Contracts
Better Performance on Essay Exams
Conflicts with Students
Teaching Swimming or Swimming Coaches
Cover image

The Teaching Professor, Volume 17, Number 1

Journal Issue
2003
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Better Classroom Discussions Are a Collective Skill
Evaluations Perceived Differently
Disastrous Experience Teaches Lessons
Internet Cheaters: Who and Why?
Three Roles of Today's Syllabus
Class Size and Achievement: Mixed Reports
Are Part-Time Faculty Grump?
Cover image

The Teaching Professor, Volume 17, Number 2

Journal Issue
2003
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
New Way to Select Teams: Prof Chooses Team Leaders Who Then Interview Prospective Teammates (Doris A. Christopher)
Syllabus Quiz Reduces Misunderstandings
Making Reading Assignments Matter
What Makes Groups Successful
Mnemonic Strategies Enhance Memory
Preceptoring for Varied Skill Levels
Article cover image

"Helping Students Perform Better on Essay Examinations"

Article
Whipple, Jr., Bob
2002
Teaching Professor 16, no. 9 (2002): 6
Topics: Assessing Students   |   Learning Designs

Additional Info:
Additional Info:
Cover image

The Teaching Professor, Volume 17, Number 5

Journal Issue
2003
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Gaining Respect: What We Know About Learning and How We Know It
Can We Learn From Athletic Coaches
Personal Student References
Improve Learning
Lecture Notes and Weekly Quizzes
Deep vs. Surface Learning
Digital Faculty Support
Cover image

The Teaching Professor, Volume 17, Number 7

Journal Issue
2003
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Applying the Scholarship of Teaching and Learning: How Can We Do Better? (Kathleen McKinney)
10 Myths About Teaching and Learning
Freshmen Project - Critiquing Workshops
Learning in the Classroom (Hesse)
Learning in the Classroom (Spence)
What Needs to Change?
Collaborative Testing
Learner Centered Without Losing Content
Article cover image

"The First Day and Week of Class: Instructional Strategies"

Article
Cuseo, Joe
Marymount College
Topics: Learning Designs

Additional Info:
Additional Info:
Article cover image

"What to Do About the New Crunch: Ten Most Obvious Cost-Effective Strategies for Improving Teaching and Learning with Technology"

Article
Gilbert, Steven W.
2002
The Teaching, Learning and Technology Group (2002) http://www.tltgroup.org/CostEffective/TenBest.htm
Topics: Online Learning   |   Using Technology   |   Learning Designs

Additional Info:
not currently available on the web
Additional Info:
not currently available on the web
Article cover image

"Questions to Guide Effective Team Teaching"

Article
Staff
2002
Focus on Faculty 10, no. 1 (2002): 3
Topics: Learning Designs

Additional Info:
Additional Info:
Article cover image

"Approaching Diversity: Some Classroom Strategies for Learning Communities"

Article
Koolsbergen, William
2013
Peer Review Vol. 4, No. 1, Summer/Fall
Topics: Diversifying the Curriculum   |   Learning Designs   |   Teaching Diverse Students

Additional Info:
Using the example of LaGuardia Community College in Long Island, New York, discusses how to use learning communities to promote inclusion and reflective examination on a range of diversity issues. Offers ground rules for class discussion of diversity and other classroom activities for fostering meaningful dialogue.
Additional Info:
Using the example of LaGuardia Community College in Long Island, New York, discusses how to use learning communities to promote inclusion and reflective examination on a range of diversity issues. Offers ground rules for class discussion of diversity and other classroom activities for fostering meaningful dialogue.
Article cover image

"Evaluating Writing"

Article
Tchudi, Stephen
1986
in Teaching Writing in the Content Areas: College Level (Washington, D.C.: National Education Association of the United States, 1986), 51-62
Topics: Teaching Writing   |   Assessing Students   |   Learning Designs

Additional Info:
Additional Info:
Cover image
Wabash tree

Engaging Large Classes: Strategies and Techniques for College Faculty

Book
Stanley, Christine A. and M. Erin Porter, eds.
2002
Anker Publishing, Bolton, MA
LB3013.2.E54 2002
Topics: Learning Designs   |   Lectures and Large Classes

Additional Info:
Large classes are a fact of life in higher education. With 100 or more students in fixed seating, how does a faculty member structure the class to promote student learning? How does one manage the logistics of such a class? Are there alternatives to the lecture format? Are there actually advantages to the large class? Engaging Large Classes addresses these and many other questions.

Experienced teachers of large classes ...
Additional Info:
Large classes are a fact of life in higher education. With 100 or more students in fixed seating, how does a faculty member structure the class to promote student learning? How does one manage the logistics of such a class? Are there alternatives to the lecture format? Are there actually advantages to the large class? Engaging Large Classes addresses these and many other questions.

Experienced teachers of large classes across a wide range of disciplines and institutions offer instructional strategies and advice for both new and experienced faculty members. What many of the contributors have learned is that large classes can be just as stimulating and rewarding as small ones, and that the large size can yield surprisingly positive opportunities. (From the Publisher)

Table Of Content:
About the Editors
About the Contributors
Topic Location Guide
Preface

Part 1 Key Concepts
ch. 1 Course Design for Large Classes: A Learning-Centered ApproachJudith (Grunert O'Brien)
ch. 2 That's Not a Large Class; It's a Small Town: How Do I Manage? (Lynda G. Cleveland)
ch. 3 Planning and Assessing Large Classes (Michael Theall and Raoul A. Arreola)
ch. 4 Promoting Civility in Large Classes (Mary Deane Sorcinelli)
ch. 5 Engaging Students Actively in Large Lecture Settings (Peter J. Frederick)
ch. 6 Team Learning in Large Classes (Larry K. Michaelsen)
ch. 7 Learning in the Dark: Applying Classroom Technology to Large Lecture Formats (Michael Smilowitz and Anne S. Gabbard-Alley)
ch. 8 Teaching for Inclusion (Mathew L. Ouellett)
ch. 9 Working with Teaching Assistants and Undergraduate Peer Facilitators to Address the Challenges of Teaching Large Classes (Jean Civikly-Powell and Donald H. Wulff)
ch. 10 Maintaining Intimacy : Strategies for the Effective Management of TAs in Innovative Large Classes (Leta F. Deithloff)
ch. 11 Teaching the Large Class: An Administrator's Perspective (J. Douglas Andrews)
ch. 12 Teaching Large Classes: A Brief Review of the Research (Christine A. Stanley and M. Erin Porter)

Part 2 Examples Across the Disciplines.Agriculture
ch. 13 What I Wish I had Known Before I Taught a Large Class (Emily Hoover)
ch. 14 A Management Lesson (Steven Tomlinson)
ch. 15 Eleven Very Basic Tips for Teaching Large Business Classes (Tom Campbell.Clincial Sciences)
ch. 16 Teaching Large Classes in Pharmacy Practice (James McAuley and Marialice Bennett)
ch. 17 Teaching Large Classes in Veterinary Medicine (Laurie A. Jaeger and Deborah Kochevar)
ch. 18 Making Large Classes Small Through Creative Teaching (John R. Hoyle)
ch. 19 A Learning-Focused Approach to a Large-Section Engineering Course(Robert Lundquist)
ch. 20 Getting Students in a Technical Class Involved in the Classroom (Doug Jacobson.English)
ch. 21 Managing Discussion in Large Classes (J. Dennis Huston.Law)
ch. 22 Defying the Norms: Teaching Large Law School Classes in Accordance with Good Pedagogy(Derrick Bell)
ch. 23 Mathematics and the Large Class: Meeting and Mastering the Challenge (Nancy J. Simpson)
ch. 24 Strength in Numbers: Making the Large Chemistry Lecture Class Work (Brian P. Coppola)
ch. 25 What My Students Have Taught Me (Brent L. Iverson)
ch. 26 Large-Class Instruction: Having a Private Conversation in a Crowded Room (James H. Stith)
ch. 27 Personalizing the Large Class in Psychology (Richard P. Halgin and Christopher E. Overtree)
ch. 28 Teaching Social Science to a Small Society (Linda B. Nilson)
ch. 29 Transforming the Horde (Robin Nagle)

Summary of Key Concepts for Teaching Large Classes and M. Erin Porter and Christine A. Stanley

Bibliography
Index
Cover image

Using Simulations to Promote Learning in Higher Education: An Introduction

Book
Hertel, John P. and Barbara J. Millis
2002
Stylus, Sterling, VA
LB1029.S53H48 2002
Topics: Learning Designs   |   Role-Playing

Additional Info:
Simulations create and use a complete environment within which students can interact to apply theory and practice skills to real-world issues related to their discipline. Simulations constitute a powerful tool for learning. They allow teachers simultaneously to integrate multiple teaching objectives in a single process. They motivate students, provide opportunities for active participation to promote deep learning, develop interactive and communication skills, and link knowledge and theory to application.
<...
Additional Info:
Simulations create and use a complete environment within which students can interact to apply theory and practice skills to real-world issues related to their discipline. Simulations constitute a powerful tool for learning. They allow teachers simultaneously to integrate multiple teaching objectives in a single process. They motivate students, provide opportunities for active participation to promote deep learning, develop interactive and communication skills, and link knowledge and theory to application.

This book provides an introduction to the use of simulations - from creating simple scenarios that can be completed in a single class period, to extended, complex simulations that may encompass a semester's curriculum.

Assuming no prior experience in their use, the authors provide a recipe approach to selecting and designing scenarios for all sizes of class; offer guidance on creating simulated environments to meet learning objectives; and practical advice on managing the process in the classroom through to the crucial processes of debriefing and assessment.

The detailed concluding description of how to plan and manage a complex simulation -- complete with its sample scenario and examples of documentation - provides a rich demonstration of the process.

This book will appeal to anyone, in virtually any field of study, looking for effective ways to bridge the gap between academic learning and discipline-specific practice. (From the Publisher)

Table Of Content:
Preface

ch. 1 Why Simulations Further Educational Goals
ch. 2 What is an Education Simulation?
ch. 3 Designing an Education Simulation
ch. 4 Managing an Education Simulation
ch. 5 Debriefing an Education Simulation
ch. 6 Responsible Assessment
ch. 7 An Extended Simulation

App. A Scenario Summary: SCIC/Inglewood v. City of L.A.
App. B Single-Synopsis Scenario: Pirates Landing
App. C Selective and Sequenced Scenario: SCIC/Inglewood v. City of Los Angeles Scenario Guide and Plan
App. D The Simulation News
App. E Simulation Office Memorandum: Logs
App. F Simulation Office Memorandum: General Office Procedures
App. G Simulation Office Memorandum: Simulation Center

References
Index
Cover image

Facilitating Students' Collaborative Writing

Book
Speck, Bruce W.
2002
Jossey-Bass, San Francisco, CA
PN181.S64 2002
Topics: Collaborative Learning   |   Teaching Writing   |   Learning Designs

Additional Info:
Collaboration is interwoven in the writing process in both obvious and subtle ways--from a writer using the language that he or she inherited, to referring to the works of other writers both explicitly and implicitly, to writing together with a colleague. In this book, the author explains that collaborative writing can be a useful pedagogical tool professors can use to help students actively learn about the subject matter and about ...
Additional Info:
Collaboration is interwoven in the writing process in both obvious and subtle ways--from a writer using the language that he or she inherited, to referring to the works of other writers both explicitly and implicitly, to writing together with a colleague. In this book, the author explains that collaborative writing can be a useful pedagogical tool professors can use to help students actively learn about the subject matter and about themselves. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Pedagogical Support for Classroom Collaborative Writing Assignments
The Collaborative Nature of Writing
Collaborative Writing and Pedagogical Theory
Challenges to Integrating Collaborative Writing in the Classroom
The Role of the Professor in Classroom Collaborative Writing Assignments
Practical Benefits of Using Collaborative Writing in the Classroom
Conclusion
The Range of Collaborative Writing Opportunities
Brief In-class Collaborative Writing Assignments
Larger Collaborative Writing Projects
Conclusion
Constructing Collaborative Writing Assignments
The Writing Process
The Writing Assignment
The Collaborative Writing Assignment
Forming Groups, Training Students to Be Effective Collaborators, and Managing Collaborative Groups
Forming Groups
Training Students to Be Effective Collaborators
Managing Collaborative Groups
Conclusion
Collaborative Writing and Computers
Why Use Computer Technology to Teach Collaborative Writing?
What Problems Might Arise in Using Computer Technology to Teach Collaborative Writing?
Conclusion
Grading Students' Collaborative Writing Projects
Fairness
The Problem of Cheating
Rubrics
Methods of Assigning Grades
Conclusion
Conclusions and Recommendations
References
Index
Cover image

Grading Students' Classroom Writing: Issues and Strategies

Book
Speck, Bruce W.
2000
ASHE-ERIC Higher Education Report 27, no. 3, George Washington Univ. Press, Washington, DC
LB1576.S72 2000
Topics: Teaching Writing   |   Assessing Students   |   Learning Designs

Additional Info:
This report explores the connection between the process of writing and the process of grading. It also explains how to construct effective writing assignments, resolve issues of fairness and professional judgment, include students in the process of assessment, and provide effective feedback to students as they revise their writing. Speck synthesizes the best practices in teaching and learning to help faculty and part-time instructors envision grading as a process, not ...
Additional Info:
This report explores the connection between the process of writing and the process of grading. It also explains how to construct effective writing assignments, resolve issues of fairness and professional judgment, include students in the process of assessment, and provide effective feedback to students as they revise their writing. Speck synthesizes the best practices in teaching and learning to help faculty and part-time instructors envision grading as a process, not a product. (From the Publisher)

Table Of Content:
Overview
Why is it Important to Integrate Grading into the Writing Process?
Why do Professors Need to Construct Effective Writing Assignments?
How Can Professors Ensure That Their Professional Judgments Are Fair?
How Can Professors Use Their Authority To Promote Students' Learning
How Can the Professors Help Students to Learn How to Respond Effectively in Writing?
What Support is Available to Help Professors Effectively Grade Student's Writing?
Cover image

The Teaching Professor, Volume 17, Number 9

Journal Issue
2003
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Students Teaching Students Boosts Enthusiasm, Learning (Nicole M. Mazzarealla)
Note-Taking Advice
Teaching Without a Textbook
Why the Scientific Method Matters in Teaching
More Lessons From Athletic Coaches
Faculty Web Pages
Self-Regulated Learning
Cover image

The Teaching Professor, Volume 17, Number 10

Journal Issue
2003
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Make the Most of the Learning Moment (William A. Reinsmith)
Why Students Resist Innovative Teaching
Assessing Teaching
Trusting Students Increases Enjoyment of Teaching
Peer Assessment
Guidelines for Effective Feedback
The Meaning of Student-Centered
Understanding Upset Students
Teaching Is More than Telling, Training
Cover image

147 Practical Tips for Teaching Online Groups

Book
Hanna, Donald E., Michelle Glowacki-Dudka and Simone Conceicao-Runlee
2000
Atwood Publishing, Madison, WI
LB1044.87.H35 2000
Topics: Collaborative Learning   |   Online Learning   |   Learning Designs

Additional Info:
From experienced distance educators comes this comprehensive collection of strategies for teaching effectively online.
Beginning with pre-instruction preparation and progressing through actual online teaching, 147 Practical Tips for Teaching Online Groups will help you feel more comfortable and competent heading into an online course, whether you're a new instructor or an experienced professor. The authors dispel popular myths in online education and anticipate the potential problems you might face teaching ...
Additional Info:
From experienced distance educators comes this comprehensive collection of strategies for teaching effectively online.
Beginning with pre-instruction preparation and progressing through actual online teaching, 147 Practical Tips for Teaching Online Groups will help you feel more comfortable and competent heading into an online course, whether you're a new instructor or an experienced professor. The authors dispel popular myths in online education and anticipate the potential problems you might face teaching in the online medium. They also advise you on how to set up and implement your online course, and make the course discussions as interactive as those you have in the traditional face-to-face classroom setting.

If you're involved in web-based education — or if you're about to be — 147 Practical Tips for Teaching Online Groups will become one of your most trusted resources. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword by Parker J. Palmer
Preface
A Unique Look at the Authors
Why This Book?
The Web-based Environment
Synchronous and Asynchronous Learning
The Addition of Technology to the Teacher, Learner, and Content of the Classroom
The Context of This Book

ch. 1 Before You Begin
ch. 2 Myths and Constraints of Online Teaching and Learning Myths of Online Teaching and Learning
ch. 3 Organizing the Online Course
ch. 4 Beginning Instruction in the Online Course: Implementing the Course
Design
Postscript
Some Final Words

Appendix A
Online Classroom Software
Appendix B
References and Bibliography
Appendix C
Online Resources
Cover image

The Teaching Professor, Volume 18, Number 1

Journal Issue
2004
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Working in Groups- Understanding But Not Applying (William A. Reinsmith)
Don't Overlook Community College Faculty's Contributions to Teaching
10 'Worthwhile Considerations' For Improving Lectures
Good Teaching in the Lab
Using Oral Examinations in a Statistics Class
A Large Learning Journal Assignment: Mechanics and Outcomes
Cover image

The Teaching Professor, Volume 18, Number 2

Journal Issue
2004
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Creating a Classroom Culture That Inspires Student Learning (Sara E. Quay and Russell J. Quaglia)
Enhancing Learning on Exams
Bridging Research and Prctice
Student Intrinsic Motivation
Student Consumerism
From Consumer to Independent Learner
A Course That Prepares Students for Real World, Provides Insights on Program
Cover image

The Teaching Professor, Volume 18, Number 3

Journal Issue
2004
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Total Team Teaching- Sharing Teaching Duties Equally (Hal Blythe and Charlie Sween)
Metaphor Helps Students Understand Group Dynamics
What Motivates Students?
An Electronic Leap: Quizzes on the Web
Quizzes Boost Comprehension, Confidence
Minimizing Disruptive Behavior in the Classroom
What Does it Mean to "Make a Difference" in Students' Lives?
The Effects of Instructional Methods on Student Learning
Article cover image

"Role Plays and Congruence: Some Suggested Teaching Principles"

Article
Goldman, Barry
2000
Conflict Management in Higher Education Report 1, no. 3 (2000)
Topics: Learning Designs   |   Role-Playing

Additional Info:
Additional Info:
Article cover image

"Strategies For Engaging Students"

Article
Farmer-Dougan, Val; and Kathleen McKinney
2000
Center for Teaching, Learning & Technology, Illionois State University, Normal IL (2000)
Topics: 18-22 Year Olds   |   Learning Designs

Additional Info:
Additional Info:
Article cover image

"Improving Multiple-Choice Tests" (pdf)

Article
Clegg, Victoria L., and William E. Cashin
1986
Idea Paper No. 16, IDEA Center, Kansas State University (1986)
Topics: Assessing Students   |   Learning Designs   |   Lectures and Large Classes

Additional Info:
Guidelines for writing good multiple-choice exam questions that can evaluate higher levels of learning (such as integrating material from several sources, critically evaluate data, contrast and compare information), as well as provide diagnostic information. Idea Paper no. 16 , from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Additional Info:
Guidelines for writing good multiple-choice exam questions that can evaluate higher levels of learning (such as integrating material from several sources, critically evaluate data, contrast and compare information), as well as provide diagnostic information. Idea Paper no. 16 , from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Cover image

The Teaching Professor, Volume 18, Number 4

Journal Issue
2004
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Alternatives to Traditional Adult Approval
Ownership Increases Level of Self-Reported Learning
Personnel Narratives Scholarship
A Connection Between Learning Styles and Preferences
Unethical Behavior to Avoid
Using Newspapers in the Classroom
What Annoys Students?
Students View Teaching Themselves as Inferior Form of Learning
Article cover image

"Test Feedback Class Sessions: Creating a Positive Learning Experience"

Article
Kher, Neelam, Gayle Juneau and Susan Molstad
2002
College Teaching 50, no. 4 (2002): 148-150
Topics: Assessing Students   |   Learning Designs

Additional Info:
Returning tests following an examination is often a difficult task for the instructor, particularly in courses that are perceived by students as anxiety producing. The purpose of this article is to offer suggestions for designing this class session so that students view it as a positive part of the learning process. the four phases suggested for this feedback session are (a) preparing the students for receiving test feedback, (b) implementing ...
Additional Info:
Returning tests following an examination is often a difficult task for the instructor, particularly in courses that are perceived by students as anxiety producing. The purpose of this article is to offer suggestions for designing this class session so that students view it as a positive part of the learning process. the four phases suggested for this feedback session are (a) preparing the students for receiving test feedback, (b) implementing a strategy for returning tests, (c) selecting an approach for reviewing test items, and (d) bringing closure to the class a positive way. young professionals lacking the experiences to anticipate problems when returning examinations to students may especially benefit from these suggestions.
Article cover image

"Negotiating the Margins: Some Principles for Responding to Our Students' Writing, Some Strategies for Helping Students Read Our Comments"

Article
Hodges, Elizabeth
1997
in Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines (San Francisco: Jossey-Bass, 1997), 77-89
Topics: Teaching Writing   |   Assessing Students   |   Learning Designs

Additional Info:
Additional Info:
Cover image

500 Tips on Assessment

Book
Brown, Sally, Phil Race and Brenda Smith
1996
Kogan Smith, London
LB2368.B76
Topics: Assessing Students   |   Learning Designs

Additional Info:
In the highly successful '500 Tips' format, the authors look at the questions and problems that teachers face and provide them with practical guidance. Their advice is down-to-earth, jargon free and digestible, covering such key issues as developing strategies and structures; assessment quality control; traditional exams, vivas, multiple choice questions; assessing independent learning; self, peer and group assessment; and assessing competence and transferable skills. 500 Tips on Assessment is an invaluable ...
Additional Info:
In the highly successful '500 Tips' format, the authors look at the questions and problems that teachers face and provide them with practical guidance. Their advice is down-to-earth, jargon free and digestible, covering such key issues as developing strategies and structures; assessment quality control; traditional exams, vivas, multiple choice questions; assessing independent learning; self, peer and group assessment; and assessing competence and transferable skills. 500 Tips on Assessment is an invaluable dip-in aid for hard-pressed lecturers and teachers in further and higher education. It should be read, enjoyed and seriously considered by anyone concerned about the quality and appropriateness of their assessment methods. (From the Publisher)

Table Of Content:
ch. 1 Putting assessment into context
ch. 2 Exams of various sorts
ch. 3 Specific assessment formats
ch. 4 Feedback and assessment
ch. 5 Involving students in their own assessment
ch. 6 Assessing group learning
Cover image

The Teaching Professor, Volume 18, Number 5

Journal Issue
2004
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
What I Learned about Teaching from Observing Stand-up Comedians (Russell Greinke)
How to Remember Student' Names
Encouraging the Right Learning Attitudes
Book Review:"Small Group Instruction in Higher Education: Lessons from the Past, Visions for the Future"
Seven Deadly Assumptions About Students
Are Traditional Students Children, Adults, or Adolescents?
Revisiting the Undergrad Class as a Student
Cover image

The Teaching Professor, Volume 18, Number 6

Journal Issue
2004
Magna Publications Inc., June/July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
A Three-Tiered Approach to Connecting Learning Components (Craig A. Almedia)
Students as Clients
Learning From Failure
Using PowerPoint Effectively
A Professor's Informal Internship
Learning Portfolios
Building on 'First Word' Activity
Presentation Software: Does it Affect Learning
Choosing Active-Learning Activities
Covering Content and Teaching Thinking
Cover image

The Teaching Professor, Volume 18, Number 7

Journal Issue
2004
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Shifting Paradigms? Don't Forget to Tell Your Students (Barbara Mezeske)
Student Perception of Workload
Dealing With Plagiarism
Approaches to Faculty Development
How to Motivate Students
Reflections on The Teaching Professor Conference
What We Can Learn From Videogames
Collaborative Exams
Advice on Becoming a Great Teacher
Cover image

The Teaching Professor, Volume 16, Number 3

Journal Issue
2002
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Assessing a Decade of Scholarship Reconsidered (J. David Arnold)
A Decade of Scholarship Reconsidered
Computers Inspire Growth
Prospective Group Members
Crossing Education Levels
Student Classroom Responses
Student Ethics Found Wanting
Thinking Critically
Review Spurs Syllabus Revisions
Purposes of Gen Ed Syllabi
Rewriting Texts
Cover image

The Teaching Professor, Volume 18, Number 8

Journal Issue
2004
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Hearing Students Voices With the 'Class Communicator (Suzanne L. Medina)
Technology as a Teaching Tool
Interpreting Teacher Evaluations
Learning Despite Lack of Interest
Presenting Homework Solutions
Helps Teams Learn
Pedagogical Scholarship
Grade "Insurance" in Large Classes
Cover image

The Teaching Professor, Volume 18, Number 9

Journal Issue
2004
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
A Fair and Reasonable Approach to Deadlines and Late Penalties (Adam Chapnick)
When Teaching Less is More
Faculty Ratings: Improved With Consultation
Non-Threatening Classroom Environments
To Read or Not to Read PowerPoint Slides
Faculty Attitudes About Grade Inflation
Translating 'Ideal' Professor Characteristics into Policies and Practices
Cover image

The Teaching Professor, Volume 18, Number 10

Journal Issue
2004
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
An Eloquent, Insightful Teaching Philosophy Statement (Barbara Licklider)
Students' Views on Respect and Disrespect in Class
Mandatory Attendance
Online Lecture Notes
Problem-Based Learning: Lessons Learned
An Economic Metaphor
Using Online Discussions for Minute Papers
Assessing Attitude, Textbook, Grading
Engaging Students in Learning
Cover image

The Teaching Professor, Volume 19, Number 1

Journal Issue
2005
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
A Global Perspective on Responding to Student Writing (Kathy Gehr)
Designing Assignments to Minimize Cheating
An Update on Learning Styles/Cognitive Styles Research
The Joys of Teaching Freshman
Student Recommendations for Encouraging Participation
Using Popular Game and Reality Show Formats to Review for Exams
Pedagogical Scholarship Vastly Underused
Cover image

The Teaching Professor, Volume 17, Number 4

Journal Issue
2003
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Project Introduces Students to Helpful Resources (Tena L. Golding)
Integrated Innovations
Waves of Technology Adoption
Blended Course
Contract Grading
Student Formulated Exams Questions
Book Review
Cover image

The Teaching Professor, Volume 19, Number 2

Journal Issue
2005
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Cheating: Friends and Web-Based Exams
High-Maintenance Students
A Visualizing Strategy to Improve Thinking
The Cost of Cutting Class
Teaching: An Uncertain Endeavor
Student Expectations
Effective Teams
Using Rubrics
Cover image

The Teaching Professor, Volume 19, Number 4

Journal Issue
2005
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Cheating: Are We Part of the Problem? (Philip Johnson)
Effects of Feedback on Students
Evaluating Student Work: A Three-Part Conceptual Framework
Individual and Group Work: Perceptions and Experiences
Court Case Analogy Helps Students Write Better Research Papers
Student Presentation of Math Problems
Teaching International Students
Cover image

The Teaching Professor, Volume 19, Number 3

Journal Issue
2005
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
A Self-Grading Case Study
Student Conceptions of Teaching and Learning
Asking the Right Discussion Question
Students' Seat Location and Performance
A Participation Rubric
Peer-Led Team Learning
Success Secrets of a Teacher's Pet
Strategies for Large Classes
Scholarship of Teaching
Cover image

The Teaching Professor, Volume 19, Number 5

Journal Issue
2005
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Enter: The (Well-Designed) Lecture (James Ricky Cox and James W. Rogers)
Factors That Influence Student Procrastination
Putting Students at the Center of Learning
A Call from More Adjuncts
Learning Through Mistakes
What Does Teaching Excellence Mean?
Groups and Content Learning
Cover image
Wabash tree

Collaborative Learning Techniques: A Handbook for College Faculty

Book
Barkely, Elizabeth F., K. Patricia Cross, and Claire Howell Major
2005
Jossey-Bass, San Francisco, CA
LB1032.B318 2005
Topics: Collaborative Learning   |   Learning Designs

Additional Info:
Engaging students in active learning is a predominant theme in today's classrooms. To promote active learning, teachers across the disciplines and in all kinds of colleges are incorporating collaborative learning into their teaching. Collaborative Learning Techniques is a scholarly and well-written handbook that guides teachers through all aspects of group work, providing solid information on what to do, how to do it, and why it is important to student learning. ...
Additional Info:
Engaging students in active learning is a predominant theme in today's classrooms. To promote active learning, teachers across the disciplines and in all kinds of colleges are incorporating collaborative learning into their teaching. Collaborative Learning Techniques is a scholarly and well-written handbook that guides teachers through all aspects of group work, providing solid information on what to do, how to do it, and why it is important to student learning. Synthesizing the relevant research and good practice literature, the authors present detailed procedures for thirty collaborative learning techniques (CoLTs) and offer practical suggestions on a wide range of topics, including how to form groups, assign roles, build team spirit, solve problems, and evaluate and grade student participation. (From the Publisher)

Table Of Content:
Part 1 Introduction
ch. 1 The case for collaborative learning

Part 2 Implementing collaborative learning
ch. 2 Orienting students
ch. 3 Forming groups
ch. 4 Structuring the learning task
ch. 5 Facilitating student collaboration
ch. 6 Grading and evaluating collaborative learning

Part 3 Collaborative learning techniques (CoLTS)
ch. 7 Techniques for discussion
ch. 8 Techniques for reciprocal teaching
ch. 9 Techniques for problem solving
ch. 10 Techniques using graphic information organizers
ch. 11 Techniques focusing on writing

App. A Key to professor names in CoLT examples
App. B Additional ideas for integrating the learning task into a curricular framework
Cover image

The Teaching Professor, Volume 19, Number 6

Journal Issue
2005
Magna Publications Inc., June/July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Top-of-Hour Break Renews Attention Span (William R. Chaney)
Gaining and Maintaining Attention
Active Learning: A Review of Current Research
A Teaching Philosophy That Encourages Risk-Taking, Engagement
Instructor-Prepared Notes: An Update
A Two-Pronged Strategy to Reduce Cheating
Moving Toward a Less Structure, More Learning-Centered Environment
The Power of Feedback
'Lone Wolves' on Student Teams
Book Review: Professing and Pedagogy: Learning the Teaching of English
Cover image

The Teaching Professor, Volume 19, Number 7

Journal Issue
2005
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Need to Get Your Students Talking? Try Speed Dating! (Berni Murphy)
Active Learning: Some Interesting Results
Learning From Dandelions
Student Success after the First Year
Compulsive Teaching Syndrome
Teaching Professor Conference 2006: Call for Proposals
Can You Make a Lecture Too Interesting?
Using the Syllabus to Lay Down the Law
What's Bad about Good Practie?
Cover image

Alternative Strategies for Evaluating Student Learning

Book
Achacoso, Michelle V. and Marilla D. Svinicki, eds.
2004
Jossey-Bass, San Francisco, CA (New Directions for Teaching and Learning, Number 100)
LB2822.75.A573 2005
Topics: Assessing Students   |   Learning Designs

Additional Info:
Although new forms of learning call for new forms of assessment, many faculty struggle to find different ways of testing their students' achievements. This issue introduces readers to both theory and practical examples of innovations in assessment in the college classroom. Examples include authentic testing, testing with multimedia, portfolios, visual synthesis, and performance-based testing, among others. Contributors also argue that student performance on exams can be improved by techniques that ...
Additional Info:
Although new forms of learning call for new forms of assessment, many faculty struggle to find different ways of testing their students' achievements. This issue introduces readers to both theory and practical examples of innovations in assessment in the college classroom. Examples include authentic testing, testing with multimedia, portfolios, visual synthesis, and performance-based testing, among others. Contributors also argue that student performance on exams can be improved by techniques that can be implemented both before and after the exam to make the students better learners. (From the Publisher)

Table Of Content:
Editor's notes

ch. 1 Assessment theory for college classrooms (Susan M. Brookhart)
ch. 2 Assessing fundamentals in every course through mastery learning (J. Ronald Gentile)
ch. 3 Authentic assessment : testing in reality (Marilla D. Svinicki)
ch. 4 Developing a student-based evaluation tool for authentic assessment (Joseph M. La Lopa)
ch. 5 Student portfolios : an alternative way of encouraging and evaluating student learning (Carmel Parker White)
ch. 6 Alternative assessment in a mathematics course (Nancy J. Simpson)
ch. 7 Assessing performance in problem-based service-learning projects (Tim O. Peterson)
ch. 8 Performance-based assessment : improving the value of laboratory and skills examinations (Judy M. Silverstrone)
ch. 9 Aligning paper tests with multimedia instruction (Scott L. Howell)
ch. 10 Computerized testing in large courses : a case study (John F. Kremer)
ch. 11 Group exams in science courses (Linda C. Hodges)
ch. 12 Making student thinking visible by examining discussion during group testing (Theresa Castor)
ch. 13 Two examples of group exams from communication and engineering (Karin L. Sandell and Lonnie Welch)
ch. 14 Using practice tests on a regular basis to improve student learning (Margaret K. Snooks)
ch. 15 Post-test analysis : a tool for developing students' metacognitive awareness and self-regulation (Michelle V. Achacoso)
Cover image

The Teaching Professor, Volume 19, Number 8

Journal Issue
2005
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Of Sidewalks and Learning (Keith Starcher)
Student Observations of Teachers: A Caveat
Virtual Teams with Fluid Membership
The Wizard of Oz: A Metaphor for Teaching Excellence
The Circle of Scholarship
Creating Effective Handouts
Cover image

The Teaching Professor, Volume 19, Number 9

Journal Issue
2005
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Chapter Essays as a Teaching Tool (David A. Locher)
The Connection between Teaching and Research
Student Projects: Working for Clients
First-Generation Student Persistence
Faculty at Midcareer
Test Anxiety
Where is Scholarship of Teaching Ocurring?
Cover image

The Teaching Professor, Volume 19, Number 10

Journal Issue
2005
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
How to Prevent Paper Recycling (Steve Broskoske)
To Call or Not to Call: That continues to Be the Question
Putting the Participation Puzzle Together
Differences Between Student and Faculty Perceptions of Learning Strategies
Principles That Make Improvement a Positive Process
Exams and American Idol
Writing to Reflect and Improve Looking Both Ways
Student Engagement in Courses
Cover image

The Teaching Professor, Volume 16, Number 10

Journal Issue
2002
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
For the Good of the Faculty: New Studies of Faculty Well-Being
Advice from the Best
Are Students Lazy?
Book on Large Classes
Is Teaching a Profession?
Prevent Grade Inflation
Learner-Centered Teaching Conflicts
Authorize Students to Criticize
Techniques Transform Teaching
Cover image

147 Practical Tips for Teaching Diversity

Book
Timpson, William M., Raymond Yang, Evelinn Borrayo, and Silvia Sara Canetto
2005
Atwood Publishing, Madison, WI
LC1099.3.A16 2005
Topics: Learning Designs   |   Teaching Diversity and Justice

Additional Info:
Diversity is vitally important to today's classroom, but many college teachers remain uncertain as to how to handle this sensitive subject. Compiled from the real-life experiences of over a dozen professors and experts, 147 Practical Tips for Teaching Diversity tackles this question head on. Taking you from the classroom to the committee meeting to the the community at large, this book offers hands-on advice for improving diversity discussions all through the ...
Additional Info:
Diversity is vitally important to today's classroom, but many college teachers remain uncertain as to how to handle this sensitive subject. Compiled from the real-life experiences of over a dozen professors and experts, 147 Practical Tips for Teaching Diversity tackles this question head on. Taking you from the classroom to the committee meeting to the the community at large, this book offers hands-on advice for improving diversity discussions all through the semester.

Some of what you'll find inside:

Safe space: How to create a safe and welcoming learning environment

Prejudice: How both you and your students can work together to unlearn stereotypes

Challenges: How to address taboo subjects and handle conflicts preemptively

Curriculum: How to broaden the subject matter and address current events

Community: How to deepen your institution's commitment to diversity

Whatever your past experiences with teaching diversity, this book is sure to help both you and your students expand your thinking and understanding, both inside and outside of the classroom. (From the Publisher)

Table Of Content:
Embrace a Pedagogy of Human Diversity
1. See differences as constructed and real
2. Honor expertise on diversity
3. Be inclusive and note intersections
4. Study diversity
5. Examine policies and court decisions
6. Understand similarities

Expand and Deepen Student Thinking
7. Welcome contradictions and get students to think on the edge of their comfort zones
8. Connect thinking and personal experience to research
9. Analyze terms, concepts and the deeper meaning of language
10. Introduce new ways of thinking
11. Pause for reflection
12. Celebrate initiative
13. Emphasize critical thinking
14. Make use of different student perspectives
15. Seek closure
16. Invite new thinking
17. Help students stretch
18. Require deeper analysis of experiences
19. Avoid easy answers and embrace complexity

Support Student-Centered Learning
20. Understand student development
21. Challenge assumptions
22. Encourage self-examination
23. Use off-campus opportunities
24. Use student response sheets
25. Develop and use empathy
26. Build supportive classroom communities
27. Connect to the personal
28. Have students write a cultural autobiography
29. Encourage participation and stir the soul
30. Recognize the mix of the theoretical and the personal
31. Allow time
32. Emphasize constructivist learning
33. De-center authority — maybe

Develop Rapport, Community, and Emotional Maturity
34. Find the positive in student responses
35. Get to know your students and make connections
36. Make connections to student lives
37. Support cooperation
38. Teach students about emotional intelligence
39. Rearrange seating to facilitate interactions
40. Address guilt
41. Share your own struggles
42. Help students understand systems
43. De-emphasize evaluation during practice

Face Conflicts with Intelligence, Sensitivity, and Creativity
44. Discuss possible tensions
45. Know that there’s a time to be objective and detached
46. Counter polarization
47. Prepare for sensitive topics
48. Remember that emotions can be constructive
49. Explore possibilities with the performing arts

Unlearn Stereotyping and Prejudice
50. Discuss stereotypes
51. Recognize that there is no spokesperson for an entire population in your class
52. Admit to your biases
53. Expose contradictions
54. Understand privilege
55. Critically examine the standard or ideal
56. Speak the truth and name the oppression
57. Have courage

Create Safe, Open, Inclusive, and Supportive Classrooms
58. Balance openness and safety
59. Encourage participation
60. Ensure care when speaking
61. Use student dyads
62. Practice generosity
63. Create alliances and contracts with students
64. Practice democracy and promote citizenship
65. Be humble
66. Develop student leadership skills
67. Honor choices
68. Insist on responsible language
69. Ensure safety for instructors
70. Reduce perceived threat
71. Create supportive policies and practices

Develop Your Instructional Skills
72. Manage multiple roles and use varied approaches
73. Use simulations
74. Model what you expect
75. Understand and use your own reactions
76. Connect teaching and learning
77. Be enthusiastic about teaching
78. Use course web sites
79. Solicit feedback from students and evaluate
80. Teach from the heart
81. Invite diverse guests
82. Assign journals
83. Make teaching transparent
84. Solicit feedback from students

Communicate and Collaborate
85. Emphasize collaboration and prosocial skills
86. Practice professionalism
87. Prize relationships
88. Balance participation.
89. Acknowledge group support and build teamwork
90. Be credible
91. Use student legacies
92. Make use of classroom diversity
93. Teach and practice I-messages

Challenge Ideas, Attitudes, and Beliefs
94. Challenge traditions and question basic concepts
95. Value diverse perspectives
96. Address taboo subjects
97. Challenge naiveté
98. Reduce academic distance
99. Teach resistance

Support Positive Change
100. Think of transformation
101. Teach activism
102. Assign change projects
103. Emphasize awareness and involvement
104. Choose a healthy perspective and build on hope

Rethink Curriculum and Expectations
105. Broaden the range of variation under study
106. Address current diversity issues
107. Teach against the grain
108. Search for new material
109. Supplement class readings
110. Use film clips for shared experiences
111. Use case studies
112. Teach about rights
113. Be alert to challenges and opportunities on gender issues
114. Focus on first-year seminars and orientation programs
115. Identify underlying issues
116. Maintain high expectations of your students

Support Personal and Professional Development
117. Challenge yourself
118. Commit to personal growth
119. Find time to read
120. Share strategies with colleagues
121. Understand the dynamics of peer support
122. Make use of professional growth opportunities
123. Emphasize honest self-reflection
124. Overcome silence
125. Develop your own communication skills
126. Question your own status
127. Walk your talk
128. Support campus-wide professional development
129. Lobby for new funds for teaching diversity efforts

Deepen Your Institution’s Commitment to Diversity
130. Recruit supportive leaders
131. Use strategic planning
132. Create action plans
133. Hire and retain diverse personnel
134. Pay attention to campus artifacts as signifiers
135. Advocate for "zero tolerance" policies
136. Seek support from administrators and other allies

Contribute to the Scholarship of Teaching Diversity
137. Conduct research on diversity
138. Write about your teaching
139. Lobby for institutional support for research

Support Diversity by Globalizing the Curriculum
140. Connect to the world on campus
141. Help students see their world through other lenses
142. Expand student worldviews
143. Put students onto a social map
144. Recognize the validity of other worldviews
145. Understand the world with story and metaphor
146. Meet the world through music
147. Approach the world with empathy

Epilogue: Lessons Learned

References
Cover image

147 Practical Tips for Using Icebreakers with College Students

Book
Magnan, Robert
2005
Atwood Publishing, Madison, WI
LB2331.M346 2005
Topics: Learning Designs

Additional Info:
Building a sense of community in the classroom is key to fostering a safe and supportive environment for learning. Icebreakers are designed specifically for this purpose – to create that sense of a community of learners, working together.

If you are considering using icebreakers for the first time, these tips offer convincing reasons for using them and suggest specific icebreakers for specific situations.

If you already use ...
Additional Info:
Building a sense of community in the classroom is key to fostering a safe and supportive environment for learning. Icebreakers are designed specifically for this purpose – to create that sense of a community of learners, working together.

If you are considering using icebreakers for the first time, these tips offer convincing reasons for using them and suggest specific icebreakers for specific situations.

If you already use icebreakers, these tips will expand your repertoire and provide thought-provoking insights into other situations in which you could include community-building activities.

You’ll find tips and icebreakers that will:

* Help your students feel more comfortable
*Introduce you
*Get a sense of your students in general
*Make it easier for your students to know each other
* Encourage your students to share and explore differences
*Generate interest in your course
*Encourage your students to be interested in each other
* Bring out students' feelings about the subject and the course
* Foster confidence and comfort in a virtual community
(From the Publisher)

Table Of Content:
Introduction

Why Icebreakers?
Expand your comfort zone.
Know what you want the icebreaker to do.
Don’t expect negative reactions, but anticipate the possibilities.
Two Big Questions and a Tough Decision
Acknowledgments

Category: General Tips
Purpose: to help your students feel comfortable

1. Understand the anxiety that some students feel.
2. Let them know your intentions.
3. Balance fun and function.
4. Think about tone.
5. Keep your icebreakers short.
6. Keep your icebreakers simple and easy to understand.
7. Give directions, provide guidelines, and express your expectations — in advance.
8. Set a length.
9. Don’t gamble with games.
10. Don’t try too hard to be different.
11. Break some ice on your own.
12. Make it unique.
13. Involve subject matter or skills relevant to the course — if appropriate.
14. Showcase the “real-life” knowledge of your students.
15. Allow an out if students feel uncomfortable.
16. Avoid getting too “up close and personal.”
17. Answer every question yourself — at least a dozen ways.
18. Be careful with creativity.
19. Always be sensitive to your students.
20. Check this list before choosing an icebreaker.
21. Be honest ... and be human.

Category: Who Am I?
Purpose: to introduce yourself to your students

Meet and Greet
22. Greet and meet at the door.
Just One of Them
23. Foil their expectations only to create a teachable moment.
What I Want to Know
24. Keep the Q&A light and bright.
25. Be honest.
26. Have the students stand and deliver.
27. Pass into anonymity.
No Jeopardy
28. Turn the activity over to the students.

Category: Who Are You?
Purpose: to get a sense of your students in general

Survey
29. Get relevant with caution.
Survey by Suggestions
30. Keep track of the results.
High Five ..., Four ..., Three ..., Two ..., One ..., Zero
Best Courses and Best Instructors
31. Do a 180 with this activity.
How Do You Learn?

Category: Fun Stuff
Purpose: to make it easier for your students to get to know each other

Order Without Words
32. Conduct an anonymous discussion.
Nuts and Bolts
33. Go beyond the basic nuts and bolts.
String Thing
34. Add something of interest.
Who Am I?
35. Make it relevant.
Simple Introduction
36. Involve your students more fully.
37. Encourage your students to pay attention.
Name Game
38. Share the burden through collaboration.
39. Lessen the pressure by working in groups.
40. Reverse the order to better focus the activity.
41. Create labels to make the names more memorable.
42. Split your head and wear two hats.
43. Do the activity now and again.
Shapes
44. Be careful about involving body parts.
45. Do the activity digitally.
Liar, Liar!
46. Show the students how to lie.
47. Group the students to grill and guess.
Who Here ...?
48. Find out more through follow-up questions.
Pick a Card, Any Card
49. Share the wisdom with the whole class.
50. Encourage contributions as collaboration.
51. Think of your students in future courses.
52. Get involved more personally.
53. Continue building on the activity throughout the term.
A Penny for Your Memories
54. Keep it real for your students and relevant.

Category: Getting More Personal
Purpose: to encourage your students to share and explore their differences

Playing Favorites
55. Follow up on the favorites.
56. Mix rather than match your students.
57. Select subjects with sensitivity.
Dream Vacation
58. Start with volunteers.
Guessing Game
59. Let the students grade you.
60. Let the students guess about you.
More Like This or Like That?
61. Take it to the people to bring it all together.
62. Get physical and mix it up.
We All Need Heroes
63. Make it a meeting.
What I Like About Me
64. Ease into the ego thing.
Three Wishes
What’s in a Name?
65. Give students a chance to shine, if possible — but just don’t expect it.
Adjectives
66. Put a spin on it.
67. Choose icebreakers that can be scaled up or down easily.
68. Focus on your goals, not the rules.
69. Do it yourself.
Someone Similar in Two Ways
70. Try it with opposites.
71. Talk about words.
72. Decrease the complexity in order to increase interactions.
Happy Birthday to Us
73. Share the pairs with the other students.
Scavenger Hunt
74. Make the items relevant to college life and/or the subject matter.
75. Make the items connect students personally.
76. Share the connections ... and the gaps.
Circles
77. Be aware of too much of a good thing.
Bingo
78. Consider adding rules to ensure more mingling.
79. Avoid items that might be too personal.
80. Ease up a little to shorten the time required for an icebreaker.
81. Adjust to your environment.
82. Remember that some students may have mobility problems.
83. Make it relevant to the course.
Making Changes
84. Be attentive to discomfort.
Interviews
85. Keep it short and interesting.
86. Try another perspective.
Card a Classmate
87. Select the items to be included.
Three Special People
88. Make it theatrical.
Tough Questions!
89. Reverse roles to share responsibilities.

Category: Going Collaborative
Purpose: to establish an active, participatory environment by getting the students working together, in pairs or small groups

Knots
90. Imagine the results — and check against your purposes.
91. Anticipate personal and cultural sensitivities.
92. Form groups yourself; don’t leave it to the students.
93. Scramble your students.
Brain Strain
94. Keep it nice and light and easy.
Stranded
95. Make it more difficult with a little variation.
Group Project
96. Start on the first assignment.
97. Study the syllabus.
The Truth Is Out There
98. Push for the truth.
99. Learn from comparative collaboration.

Category: Dealing with Feelings
Purpose: to bring out feelings about the subject and the course, to lead students into the course, to generate interest

I’m in This Class Because ....
100. Establish common ground.
Great Expectations
101. Eliminate the impossible.
102. Treat each expectation seriously, but honestly.
103. Get your students to walk the talk.
Expectations and Assumptions
104. Keep the results for future classes.
Difficulties and Issues
105. Focus on issues, not individuals.
106. Put the activity on paper.
107. Build on positive feelings.
How Are You Feeling?
108. Encourage and support — don’t pressure.
109. Bridge from feelings to responsibilities.
110. Take advantage of anonymity.
111. Add a little distance for greater comfort.
By the End of This Course
112. Seek similarities.
113. Conserve the contributions for closure at the end of the term.
Think Small
114. Build a bridge to your course.
Teacher and Student
115. Go from understanding to managing.

Category: No Student Is an Island
Purpose: to encourage students to be interested in each other, to share information and resources, and to identify their individual needs and goals

Learning from Life
116. Leave the role of instructor.
What I’ve Done That’s Unique Here
117. Avoid competition.
118. Expand the activity to share experiences.
119. Twist the activity to focus on the future.
Why Am I Here?
120. Get them up standing.
121. Broaden the scope of interest.

Category: Distance Learning
Purpose: to foster comfort and confidence in a virtual community

Movie Star
122. Accentuate and facilitate contact.
Read and Reply
123. Establish terms of address.
124. Explain the technology.
125. Communicate your expectations and any rules.
126. Encourage your students to visit your Web site.
127. Include inquiries.
128. Build on the beginning.
129. Comment specifically and productively.
130. Keep it short.
131. Make your words work smarter.
132. Be careful whenever you write.
Autobiographies
133. Use photos.
134. Put it in quotes.
135. Encourage your students to provide resources.
136. Encourage personality.
Hangout
137. Drop in for a visit from time to time.
Personal Pages
138. Create a page for yourself.
139. Go back in time — if you dare.
140. Assign a “student search.”
141. Adapt “as usual.”

Category: Miscellaneous
Purpose: to make your icebreakers more effective

142. Give prizes.
143. Don’t lose your balance.
144. Start small if the class is large.
145. Keep the activity going to keep breaking the ice.
146. Be honest and be real.
147. Recognize when the ice is sufficiently broken.
Cover image

Teaching the Bible: Practical Strategies for Classroom Instruction

Book
Roncace, Mark and Patrick Gray, eds.
2005
Society of Biblical Literature, Atlanta, GA
BS1193.T43 2005
Topics: Teaching Religion   |   Learning Designs

Additional Info:
While books on pedagogy in a theoretical mode have proliferated in recent years, there have been few that offer practical, specific ideas for teaching particular biblical texts. To address this need, Teaching the Bible, a collection of ideas and activities written by dozens of innovative college and seminary professors, outlines effective classroom strategies -with a focus on active learning - for the new teacher and veteran professor alike. It includes ...
Additional Info:
While books on pedagogy in a theoretical mode have proliferated in recent years, there have been few that offer practical, specific ideas for teaching particular biblical texts. To address this need, Teaching the Bible, a collection of ideas and activities written by dozens of innovative college and seminary professors, outlines effective classroom strategies -with a focus on active learning - for the new teacher and veteran professor alike. It includes everything from ways to incorporate film, literature, art, and music to classroom writing assignments and exercises for groups and individuals. The book assumes an academic approach to the Bible but represents a wide range of methodological, theological, and ideological perspectives. This volume is an indispensable resource for anyone who teaches classes on the Bible. (From the Publisher)

Table Of Content:
Introduction
List of Contributors

Part One: Prolegomena
Hermeneutics
1. Visual Exegesis: An Introduction to Biblical Interpretation (Julia Lambert Fogg)
2. Guernica and the Art of Biblical Hermeneutics (Daniel E. Goodman)
3. Interpretation and Interrogation (Patrick Gray)
4. Poetry and Exegesis (Jaime Clark-Soles)
5. Red Riding Hood and the Bible (Roy L. Heller)
6. Teaching Hermeneutics through Creative Communal Praxis (Carolyn J. Sharp)
7. Reading Inkblots (Mark Roncace)
8. Ancient Texts and Artifacts (Brent A. Strawn)
9. The Social Location of the Reader (F. V. Greifenhagen)
10. Social Location and Biblical Interpretation (Francisco Lozada, Jr.)
11. Genre: Interpretation, Recognition, Creation (Brent A. Strawn)
12. Simone Weil and Biblical Studies Courses (Jaime Clark-Soles)

Methodologies
13. Teaching Biblical Interpretation Methodologies (Frank M. Yamada)
14. Critical Methods: Historical Criticism (Brad E. Kelle)
15. Tom Lehrer and Historical Criticism (Donald C. Polaski)
16. Working with Primary Source Documents (Nicola Denzey)
17. Historical Memory and Biblical Narrative (Mary F. Foskett)
18. Source Criticism and Eye-Witness Accounts (Christine Shepardson)
19. Introducing Textual Criticism (Patrick Gray)
20. Textual Criticism (Karoline Lewis)
21. Text Criticism and Translations (Elna K. Solvang)
22. Text Criticism with David and Goliath (F. V. Greifenhagen)
23. Colorful Semiotics (Sara Koenig)
24. Poetry and History (Brent A. Strawn)
25. The Narrative Analysis of Episodes (David Rhoads)

Approaches and Resources
26. Introducing the "Introduction to Biblical Literature" Course (Michael Barram)
27. Introductory Exercise: Bone, Stone, Bible, Flag (Nicola Denzey)
28. Introductory Site Visit: Finding Scripture in Stone (Nicola Denzey)
29. The Counterfactual Essay (Michael Philip Penn)
30. Taking a Stand (Michael Philip Penn)
31. Short Stories as Exegetical Tools (Jaime Clark-Soles)
32. Palestinian Geography (Scott Shauf)
33. Archaeology of the Bible (Ronald A. Simkins)
34. An Approach to a "Bible and Film" Course (Mary E. Shields)
35. Canon Formation (Bryan Whitfield)
36. Visual Art as a Teaching Tool (Ira Brent Driggers)
37. The Educative Power of the Rhetoric of Biblical Stories (Heather A. McKay)
38. The Bible, Slavery, and American Culture (Kyle Keefer)

Part Two: The Hebrew Bible
Torah
39. Genesis 1 and Ancient Cosmology (Joseph F. Scrivner)
40. Genesis 1:1-3: Translation and Interpretation (F. V. Greifenhagen)
41. Introducing the Documentary Hypothesis Using Genesis 1-2 (Julie Galambush)
42. Two Creation Stories?: Drawing the Israelite Cosmos (Michael R. Cosby)
43. Teaching the Creation Stories in Genesis (Glenna S. Jackson)
44. The Human Condition in Genesis 2-3 and in Blade Runner (Tod Linafelt)
45. Cain and Abel: Intercanonical, Midrashic, and Artistic Comparison (F. V. Greifenhagen)
46. The Flood as Jigsaw Puzzle: Introducing Source Criticism (Donald C. Polaski)
47. The Three Worlds of the Bible: The Tower of Babel (F. V. Greifenhagen)
48. Genesis 1-11 as Myth (Emily R. Cheney)
49. Traditional Tales (Gen 12:10-20; 20:1-8; 26:6-11) (Ronald A. Simkins)
50. Reading Hagar (Todd Penner)
51. The Importance of Social Location: A Study Guide on Sarah and Hagar (Mary E. Shields)
52. Kinship in Genesis 16 and 21 and Numbers 27 and 36 (Ronald A. Simkins)
53. Sodom and Gomorrah: An Exegetical Exercise (Kyle Keefer)
54. Hospitality in Genesis 18:1-15 and 19:1-11 (Ronald A. Simkins)
55. Lot's Wife: Bringing Minor Biblical Characters Out of the Shadows (F. V. Greifenhagen)
56. Abraham and His Son: Using the Qur'an in the Biblical Studies Classroom (John Kaltner)
57. Genesis 22: When the Meaning is Not Moral (Roger Newell)
58. Genesis 22: Artists' Renderings (Sandie Gravett)
59. The Near-Sacrifice of Isaac (James K. Mead)
60. Limited Good in Genesis 23 (Ronald A. Simkins)
61. Jacob: Saint or Sinner? (Michael Barram)
62. Some Striking Textual Parallels in Genesis 34 and 2 Samuel 13 (Nicolae Roddy)
63. Honor and Shame in Genesis 34 and 1 Samuel 25 (Ronald A. Simkins)
64. Genesis and The Red Tent (Michael Barram)
65. Debating Joseph's Character (Karla G. Bohmbach)
66. Exodus from Egypt: Universal Story of Freedom? (F. V. Greifenhagen)
67. Israelite and/or Egyptian? Ethnic Identity in Exodus (F. V. Greifenhagen)
68. Israelite or Egyptian? (Susanne Hofstra)
69. Exodus 1:1-5: Explaining Variation in Small Details (F. V. Greifenhagen)
70. The Historicity of the Exodus: What's at Stake? (Julie Galambush)
71. Multiple Perspectives on Exodus 15 (Mark Roncace)
72. Acting Out Exodus 19-20 (Elna K. Solvang)
73. The Fourth Commandment and Etiologies (Mark Roncace)
74. The Development of Israelite Law (J. Bradley Chance) 75. The Relevance of the Laws (Mark Roncace)
76. "Does Tithing Make any Sense?": Exploring the Relevance of Law Codes (Michael R. Cosby)
77. "Decoding" Laws Still on the Books of Moses (Ryan Byrne)
78. Why Leviticus is the Most Important Book in the Bible (Tod Linafelt)
79. Holiness as an Unknown Culture (Donald C. Polaski)
80. Remembering Deuteronomy (Brad E. Kelle)
81. Learning About the Laws of Kashrut and Kosher Food (Heather A. McKay)
82. Teaching the Documentary Hypothesis to Skeptical Students (William L. Lyons)
83. The Documentary Hypothesis and Sampling (Guy D. Nave, Jr.)
84. The Authorship of the Pentateuch (T. Perry Hildreth)

Prophets
85. The Conquest of Canaan (Nicolae Roddy)
86. The Book of Joshua and Issues of War and Peace (Leonard Greenspoon)
87. The Book of Joshua and Popular Culture (Leonard Greenspoon)
88. The Book of Joshua and Bible Translation (Leonard Greenspoon)
89. The Book of Joshua and Jewish Exegetical Traditions (Leonard Greenspoon)
90. A Short Story of the Judges (Mark Roncace)
91. Ehud and Eglon: Dramatization (F. V. Greifenhagen)
92. The United Monarchy (Samuel and Kings) (Brad E. Kelle)
93. Who Decides What's in the Bible? The Case of 1 Samuel 11 (Megan Bishop Moore)
94. Apology of David (Ronald A. Simkins)
95. David's Rise to Power (Sandie Gravett)
96. David at the Movies (Michael R. Cosby)
97. David and Goliath (1 Samuel 16-17): The Ideology of Biblical Popular Culture (Roland Boer)
98. David and Bathsheba: A Case of Mis-Sent Power (F. Scott Spencer)
99. A Controversial King (Nicolae Roddy)
100. Patronage in 1 Kings 17 and 2 Kings 8 (Ronald A. Simkins)
101. The Siege of Jerusalem: Both Sides of the Story (Nicolae Roddy)
102. What is a Prophet? (Rolf Jacobson)
103. The Prophets and Two Good Doctors (Brent A. Strawn)
104. On Becoming Prophets (John R. Levison)
105. Prophetic Call Narratives (Brad E. Kelle)
106. M&Ms, Play-doh, Plumb Bobs, How You Got Your Name-and Prophets (Rolf Jacobson)
107. Modern Poetry and Prophetic Form Criticism (Roy L. Heller)
108. Victims' Testimonies and Prophetic Literature (Ron Clark)
109. Introducing the Book of Isaiah (Brad E. Kelle)
110. Isaiah and Bob Dylan on the Watchtower (Mark McEntire)
111. Second Isaiah and the Exilic Imagination (Brent A. Strawn)
112. The Depiction of Jeremiah (Mark Roncace)
113. Diagnosing Ezekiel (Johanna Stiebert)
114. Ezekiel's Inaugural Vision (Johanna Stiebert)
115. The Abusive God (L. Juliana M. Claassens)
116. Hosea Meets Hank Williams (Donald C. Polaski)
117. Amos and "Economic Justice for All" (Michael Barram)
118. Preaching Amos: The Rhetoric of Amos 1:3-2:16 (Frank M. Yamada)
119. Jonah and a New Pair of Glasses: An Introduction to Hermeneutics and Humility (John R. Levison)
120. Jonah: How the Bible Tells a Great Story (Megan Bishop Moore)
121. "Go straight to Sheol!": A Discovery Exercise on Sheol Using Jonah 2 (Michael R.Cosby)
122. The Many Voices of Prophecy (Micah 6) (D. Matthew Stith)
123. Tithing in Malachi 3 (Joseph F. Scrivner)

Writings
124. Creative Writing and Interpreting Biblical Poetry (Rolf Jacobson)
125. Searching Through the Psalms (Mark McEntire)
126. Imagery and the Psalms (Rolf Jacobson)
127. Psalm 13 and Psalms of Lament (James K. Mead)
128. Lament Psalms (Elna K. Solvang)
129. Lament and Praise, Top Forty and Psychology (Brent A. Strawn)
130. Imprecatory Psalms: Ancient and Modern (Brent A. Strawn)
131. Psalm 23 and Modern Worldviews (Mark Roncace)
132. Canonicity, Musical Polyphony, and the Book of Psalms (Sara Koenig)
133. Introduction to Wisdom Literature (D. Matthew Stith)
134. The Social Settings of Ancient and Modern Wisdom (Donald C. Polaski)
135. Sayings of the Wise (Guys): An Approach to the Book of Proverbs (Gail P. C. Streete)
136. Proverbs and Proverbs of the World (Timothy J. Sandoval)
137. Feeling the Heat in Job by Rewriting the Speeches with Modern Expressions (Michael R. Cosby)
138. Job: Putting God on Trial (F. V. Greifenhagen)
139. Editing the End of Job (Mark Roncace)
140. On Covering (the Song of) Songs and the Importance of (Canonical) Context (Brent A. Strawn)
141. Reading the Song of Songs (Mark Roncace)
142. Performing the Book of Ruth (Elna K. Solvang)
143. Questioning Ruth (Kyle Keefer)
144. What is the Angle? (Nyasha Junior)
145. "Why Would I Want to Marry My Sister-in-Law?": Cultural Diversity and Levirate Marriage (Michael R. Cosby)
146. Lamentations through Musical Interpretation (Amy C. Cottrill)
147. Entering Into Lamentations (Anathea Portier-Young)
148. Lamentations: Reading Poetry of Distress in Distressing Times (Johanna Stiebert)
149. The Characterization of Qoheleth in Ecclesiastes (Frank M. Yamada)
150. Qoheleth Sings Stamps-Baxter (Donald C. Polaski)
151. The Structure of Ecclesiastes and the Views of the Teacher (Mark Roncace)
152. Fooling Around with Esther (Mark Roncace)
153. Chronological Displacements in Ezra-Nehemiah (J. Bradley Chance)
154. Ezra, Nehemiah, and the Foreign Women (L. Juliana M. Claassens)
155. Israel's Identity Crisis in the Post-Exilic Era (D. Matthew Stith)

Varia
156. Comparing Different Portrayals of God (Karla G. Bohmbach)
157. The Celebration and Commemoration of Jewish Holidays (John R. Levison)
158. Diaspora and Identity (Timothy J. Sandoval)
159. Ancient Near Eastern Literature and the Bible: The Stela of King Mesha of Moab (F. V. Greifenhagen)
160. Ancient Near Eastern Parallels and Hip Hop Sampling (Brent A. Strawn)
161. Role-playing Narratives from the Hebrew Bible (Karla G. Bohmbach)
162. 1 Maccabees: "That All should be One People" (Bernadette McNary-Zak)
163. The Book of Judith: To Deceive or Not to Deceive? (Bernadette McNary-Zak)

Part Three: The New Testament
The Gospels and Acts
164. Gospel or Gospels? (Richard Walsh)
165. Inductive Discovery of the Synoptic Problem, Or, Catching the Plagiarists (Thomas W. Martin)
166. Who's On First? Tracking Gospel Relations (F. Scott Spencer)
167. The Synoptic Problem (Jaime Clark-Soles)
168. Comparing Synoptic Texts Using "Jesus Film" Clips (Marianne Meye Thompson)
169. One of These Things is Not Like the Others: Introducing the Four Gospels (Daniel E. Goodman)
170. Bringing the Gospels into Conversation with One Another (Greg Carey)
171. The Four Gospels: Sensing Similarities and Differences (Emily R. Cheney)
172. Gospel Music (Patrick Gray)
173. Write Your Own Gospel (Jeffrey L. Staley)
174. Gospel Genre (Karoline Lewis)
175. Whither History? John F. Kennedy and the Gospels (Daniel E. Goodman)
176. The Gospels as Aural and Socio-Political Documents (Emily R. Cheney)
177. How to Read a Gospel by Viewing a Miracle Story in Film: An Exercise in Redaction/Narrative/Feminist Criticism (Jeffrey L. Staley)
178. Distinguishing Jesus' Resurrection from His Parousia in the Synoptic Gospels (Emily R. Cheney)
179. Introducing the Historical Jesus (Patrick Gray)
180. Create-A-Jesus: Scholarship and the Search for the Historical Jesus (Christine Shepardson)
181. Jesus and the Temple: Helping Students to Think Historically (C. D. Elledge)
182. Jesus in Jerusalem: Visualizing the Synoptic Accounts of Jesus' Final Week (Matthew L. Skinner)
183. Christology Slideshow (Jaime Clark-Soles)
184. Creating Comfort with Ambiguity about Jesus (Thomas W. Martin)
185. The Gospel Tradition and the Making of Messiahs (Richard Walsh)
186. The Diverse World of Jesus (John R. Levison)
187. Jesus' Teaching on Divorce and Remarriage (Matthew L. Skinner)
188. Forgiveness (Jaime Clark-Soles)
189. Jesus, Wealth, and Wall Street (Michael Barram)
190. "Wealth and Poverty" Sermon/Study Series (Michael Barram)
191. Teaching about Women in the Gospel Stories (Glenna S. Jackson)
192. The Social Functions of Parables (Guy D. Nave, Jr.)
193. Parable Project (Sandra Hack Polaski)
194. Teaching the Parables of Jesus from an African Context (Glenna S. Jackson)
195. Experiencing the Parables (Greg Carey)
196. How to Write a Parable (Kenneth L. Cukrowski)
197. "Exegeting" Christmas (Nicola Denzey)
198. Genealogies and Exegesis (Susan E. Hylen)
199. Acting Out the Sermon on the Mount (Roger Newell)
200. Jesus and the Law (Guy D. Nave, Jr.)
201. The Sermon on the Mount (Nicole Kelley)
202. Matthew's Jesus and the Pharisees: The Rhetoric of Social Identification (B. Diane Wudel)
203. Teaching through Role-Play: Matthew 23 as Test Case (Ira Brent Driggers)
204. What Did Jesus Think He Was Saying? (Matt 26:26) (Patrick Gray)
205. The Texas Two-Step: Introducing Mark's Gospel (John R. Levison)
206. The Collaborative Comic Strip (David Barnhart)
207. The Ending of the Gospel of Mark (Nicole Kelley)
208. Film as a Resource for Theological Reflection on Biblical Texts (Carleen Mandolfo)
209. Mark and the Movies (William Sanger Campbell)
210. Luke's Gospel and the Parable of the Good Samaritan (Kyle Keefer)
211. Engendering the Prodigal Son (Luke 15:11-32) (Audrey West)
212. Narrative Criticism: Interpreting the Parable of the Prodigal Son (Philip A. Quanbeck II)
213. Teaching the Unity of "Luke-Acts" (John B. Weaver)
214. Acts 1-8 and Life in the Early Church (Karla G. Bohmbach)
215. Paul and The Amazing Race (Sandie Gravett)
216. Tracking the Plot of Acts (Greg Carey)
217. The Nature of History in Acts of the Apostles (John B. Weaver)
218. Ancient Historiography and the Book of Acts (John Byron)
219. Just Like Magic: The Acts of the Apostles (Kenneth L. Cukrowski)

Letters
220. Reading Other People's Mail (Bryan Whitfield and Patrick Gray)
221. The Letters and Historical Context (Gregory Stevenson)
222. Will the Real Paul Please Stand Up? (Jeffrey L. Staley)
223. Saint Paul? (Richard Walsh)
224. Debating Pauline Theology (Mary E. Hinkle)
225. Paul's Religious Experience: Conversion or Call? (Emily R. Cheney)
226. Women's Ordination, the New Testament, and the Politics of Interpretation (Thomas W. Martin)
227. Epistle for Today (Raymond H. Reimer)
228. The Issue of Authenticity in the Pauline Writings: 2 Thessalonians as a Test Case (Thomas D. Stegman)
229. Literary Analysis and the Question of Authorship (Gregory Stevenson)
230. Authorship and Pseudonymity (Scott Shauf)
231. Pseudonymity and Pseudepigraphy in the New Testament (John Byron)
232. Writing to Paul (Greg Carey)
233. What Does Paul Mean by the Expression Pistis Christou? (Thomas D. Stegman)
234. The Letter to the Romans and Pauline Theological Concepts (Philip A. Quanbeck II)
235. Translation and Interpretation: Slave or Servant in Romans 1:1? (Philip A. Quanbeck II)
236. Romans 13:1-7: Church and State (Kenneth L. Cukrowski)
237. "The Righteousness of God" in Paul's Letter to the Romans (Thomas D. Stegman)
238. 1 Corinthians 10: Church and the City (Kenneth L. Cukrowski)
239. Discipline in Pauline Communities (1 Corinthians 5) (Kenneth L. Cukrowski)
240. A Theology of Sexuality (1 Corinthians 6:12-20) (Kenneth L. Cukrowski)
241. Recreating the Corinthian Community (Emily R. Cheney)
242. Paul and Women (1 Corinthians) (Audrey West)
243. Second Corinthians and Partition Theories (Thomas D. Stegman)
244. Paul's Letter to the Philippians: A Lesson in Citizenship (Julia Lambert Fogg)
245. The Thanksgiving as Epistolary Preview (Philemon) (Audrey West)
246. Reading Philemon (Guy D. Nave, Jr.)
247. Paul's Rhetoric in Philemon (Emily R. Cheney)
248. The Pastoral Epistles (L. Stephanie Cobb)
249. Guide to a Happy Home (B. Diane Wudel)
250. Exploring Intertexture in the Letter to the Hebrews (David A. deSilva)
251. The Great Cloud of Witnesses in Hebrews 11 (Sara Koenig)
252. Antichrists and Little Children: Imagining the Johannine Epistles (Lynn R. Huber)
Revelation
253. The Symbolism of the Apocalypse through Political Cartoons (Marianne Meye Thompson)
254. Symbolism in Revelation (Mark Roncace)
255. Ancient Apocalyptic and Its Contemporary Expressions (Jeffrey L. Staley)
256. Apocalyptic Literature and Testimonies of Suffering (Ron Clark)
257. Teaching the Book of Revelation as a Screen Play (Thomas W. Martin)
258. Revelation and Pop Culture (Kyle Keefer)
259. Pascal on Reading Revelation (Roger Newell)
260. Introducing Revelation through the Visual Arts (Lynn R. Huber)
261. The Book of Revelation: A Board Game? (Nicola Denzey)
262. All the Senses of Revelation 8: Experiencing First-Century Rhetorical Strategies (Julia Lambert Fogg)
263. Reading Revelation 14 and 19: Trampling Out the Vintage (Philip A. Quanbeck II)

Varia
264. The New Testament Canon: Unity and Diversity (John Byron)
265. Journaling in Character (Stanley P. Saunders and William Sanger Campbell)
266. One-Source Social History (Michael Philip Penn)
267. Women and Early Christianity (Guy D. Nave, Jr.)
268. The Importance of the Septuagint (Scott Shauf)
269. Greek Athletes and Athletic Analogies in the New Testament (Russell B. Sisson)
270. Notions of "the Messiah" within First-Century Judaism (Matthew L. Skinner)
271. Use of a Lexicon and the Anchor Bible Dictionary (Audrey West)
272. Non-Canonical Writings (L. Stephanie Cobb)
273. The Origin and Source of Scripture (Guy D. Nave, Jr.)

Indices
Biblical Texts
Art
Music
Film
Literature
Cover image

The Teaching Professor, Volume 20, Number 1

Journal Issue
2006
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Using Virtual Space to Enhance the Classroom (Angelique Davi)
Promoting Intellectual Development with Problems
Another Metaphor for Teaching Excellence: Machiaveli's The Prince
Creative Ways to Start Class
How to Handle Student Excuses
Better Understanding the Group Exam Experience
Teaching, Research, and the Salary
Article cover image

"Narrative Teaching: An Organic Methodology"

Article
Moore, Mary Elizabeth
1988
Process Studies 17, no. 4 (1988): 248-261
Topics: Learning Designs

Additional Info:
Teaching narratively calls forth images of storytelling, simulation gaming, dramatization and ritual reenactments. But teaching narratively is more than a set of techniques that can be thrown into an eclectic bag of tricks. Narrative is a significant mode of human communication, a bearer of culture, and a potentially profound and far-reaching educational methodology.
Additional Info:
Teaching narratively calls forth images of storytelling, simulation gaming, dramatization and ritual reenactments. But teaching narratively is more than a set of techniques that can be thrown into an eclectic bag of tricks. Narrative is a significant mode of human communication, a bearer of culture, and a potentially profound and far-reaching educational methodology.
Cover image

The Teaching Professor, Volume 20, Number 2

Journal Issue
2006
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Google No More: A Model for Successful Research (Billie E. Walker)
Reflection in the Context of Learning
Interviews: A Module That Removes the Mystery
Learning for the Sake of Learning
Conversations About Grades: Realistic Expectations
The Last Class: A Time for Celebration and Ritual
Cover image

The Teaching Professor, Volume 20, Number 4

Journal Issue
2006
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Use the Power of Groups to Help You Teach (Robert Loser)
Tell Students When They're Wrong
Feedback Forms for Peer Assessment in Groups
Improve Thinking: Improve Learning
What Do You Teach?
Students and Optimistic Grade Expectations
Revising the Freshman Research Assignment
Roll the Dice and Students Participate
Cover image

The Teaching Professor, Volume 20, Number 5

Journal Issue
2006
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Critical Connections for the First Day of Class (Joe Kreizinger)
Characteristics of Good Undergraduate Mentors
What Will Happen to My Ratings?
Using Student Lecture Reviews as an Extra Credit Option
Help! Students Who Need It; Students Who See It
Brain-based Learning Meets PowerPoint
Assessment: Options and Opportunities
Article cover image

"10 Techniques to Change Your Teaching"

Article
2005
The Chronicle of Higher Education, 51, no. 42, June, 2005
Topics: Using Technology   |   Learning Designs   |   Lectures and Large Classes

Additional Info:
American colleges and universities have invested millions of dollars in equipment and "smart classrooms," but the jury is still out on whether computers have led to a revolutionary improvement in the quality of teaching.

Professors are finding new ways to lecture, to run lab sessions, and to interact with students, however. The Chronicle dispatched reporters to classrooms across the country to find some of the most promising or ...
Additional Info:
American colleges and universities have invested millions of dollars in equipment and "smart classrooms," but the jury is still out on whether computers have led to a revolutionary improvement in the quality of teaching.

Professors are finding new ways to lecture, to run lab sessions, and to interact with students, however. The Chronicle dispatched reporters to classrooms across the country to find some of the most promising or unusual methods of teaching with technology.

Some of the courses involve teams of professors and designers, as well as serious investments of time and money, while others are techniques that individual professors have developed using tools that are common on most campuses. No matter how much support they have, the professors have hit their share of roadblocks. But these wired teachers say students are responding positively as class sessions become more interactive. (From the Publisher)
Cover image

The Teaching Professor, Volume 20, Number 3

Journal Issue
2006
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Effective Teaching: Six Keys to Success
Student Deceptions
"Sin Surveys"
Participation Rubrics
Objections to Active Learning
Faculty Who Do It All
Transformational Teaching
Teaching the Telephone Book
Teaching with Remote Responders
TTR cover image

"Scientology and Catholicism Do Mix: A Note on Teaching New Religions in a Catholic Classroom"

TTR
Schmalz, Mathew N.
2006
Teaching Theology and Religion 9, no. 1 (2006): 29-36
BL41.T4
Topics: Teaching Religion   |   Religion and Academia   |   Learning Designs

Additional Info:
This note from the classroom explores teaching new or alternative religions within the context of a Roman Catholic Liberal Arts College. The essay will specifically focus on a section of a course entitled "Modern Religious Movements" in which students were asked to consider different methodological approaches to the teaching and study of Scientology and the Catholic cult of the Virgin Mary. This note from the classroom details how this rather ...
Additional Info:
This note from the classroom explores teaching new or alternative religions within the context of a Roman Catholic Liberal Arts College. The essay will specifically focus on a section of a course entitled "Modern Religious Movements" in which students were asked to consider different methodological approaches to the teaching and study of Scientology and the Catholic cult of the Virgin Mary. This note from the classroom details how this rather unexpected comparison prompted students to reconsider the category cult and argues that encouraging self-reflexivity in a largely Catholic classroom can become a crucial means for engaging a broader discussion of new religions, cult discourse, and the academic study of religion itself.
TTR cover image

"From a Distance: Pastoral Care and Theological Education"

TTR
Elias, Jacob W.
2006
Teaching Theology and Religion 9, no. 1 (2006): 44-52
BL41.T4
Topics: Learning Designs

Additional Info:
This article is a presentation and discussion of a seminary course on the Corinthian Correspondence. The pedagogical model for this course was structured to parallel the pattern of Paul's pastoral care from a distance as he relates to the Corinthian congregation by personal visits, delegations from and to the congregation, letters from and to the congregation, and unofficial grapevine types of communication. The course was designed for dispersed students to ...
Additional Info:
This article is a presentation and discussion of a seminary course on the Corinthian Correspondence. The pedagogical model for this course was structured to parallel the pattern of Paul's pastoral care from a distance as he relates to the Corinthian congregation by personal visits, delegations from and to the congregation, letters from and to the congregation, and unofficial grapevine types of communication. The course was designed for dispersed students to interact with the Corinthian letters, with each other, and with myself as instructor in ways that 1) simulate a first-century exchange between congregation and apostle and 2) facilitate careful interpretive work on the message of these letters, including their contemporary relevance.
TTR cover image

"Using Student Ethnography to Teach Sociology of Religion"

TTR
Hamilton, William T. and Kellen Gilbert
2005
Teaching Theology and Religion 8, no. 4 (2005): 239-244
BL41.T4
Topics: Learning Designs   |   Teaching Critical Thinking   |   Alternative Classrooms

Additional Info:
Engaging students in a course in the Sociology of Religion can be a challenge, particularly when working with student populations in a homogeneous region of the country who have limited experience with religious diversity. We approached the course from a sociological/anthropological perspective, requiring each student to complete an in-depth participation/observation research experience and write an ethnographic account of a religion or belief system different from his or her ...
Additional Info:
Engaging students in a course in the Sociology of Religion can be a challenge, particularly when working with student populations in a homogeneous region of the country who have limited experience with religious diversity. We approached the course from a sociological/anthropological perspective, requiring each student to complete an in-depth participation/observation research experience and write an ethnographic account of a religion or belief system different from his or her own. While other instructors have used a similar pedagogy, using ethnography with our student population was generally successful as a learning and writing tool.
TTR cover image

"A Non-Muslim Teaching Islam: Pedagogical and Ethical Challenges"

TTR
Berkson, Mark
2005
Teaching Theology and Religion 8, no. 2 (2005): 86-98
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Religious Diversity

Additional Info:
This paper is a reflection on the two most significant challenges that I have faced teaching the introductory course in Islam. The first is the challenge of teaching Islam after September 11, 2001, the events of which gave rise to such pedagogical questions as how much and in what ways the course syllabus should change, and in particular how we should address issues such as extremism and terrorism. The second is the ...
Additional Info:
This paper is a reflection on the two most significant challenges that I have faced teaching the introductory course in Islam. The first is the challenge of teaching Islam after September 11, 2001, the events of which gave rise to such pedagogical questions as how much and in what ways the course syllabus should change, and in particular how we should address issues such as extremism and terrorism. The second is the challenge of being a non-Muslim teaching Islam, which raises issues of authority (particularly when there are Muslim students in the classroom). The limitations and advantages of teaching a tradition as an outsider are explored, and strategies for compensating for the limitations are suggested. The final section of the essay explores the following question: When, if ever, can (or should) we as teachers move from explaining and analyzing the positions taken by members of a tradition to criticizing them?
TTR cover image

"Taken with Surprise: Critical Incidents in Teaching"

TTR
Pui-lan, Kwok, William P. Brown, Steve Delamarter, Thomas E. Frank, Joretta L. Marshall, Esther Menn and Marcia Y. Riggs
2005
Teaching Theology and Religion 8, no. 1 (2005): 35-46
BL41.T4
Topics: Learning Designs

Additional Info:
This collection of essays tackles thorny questions related to critical incidents in teaching. By using different pedagogical methods and techniques, each author provokes creative thinking about how to address specific concerns common to teaching. The authors demonstrate that the teaching and learning process must make room for – if not celebrate – the surprises that happen not only to the students, but to the teachers as well. The discussion of critical incidents ...
Additional Info:
This collection of essays tackles thorny questions related to critical incidents in teaching. By using different pedagogical methods and techniques, each author provokes creative thinking about how to address specific concerns common to teaching. The authors demonstrate that the teaching and learning process must make room for – if not celebrate – the surprises that happen not only to the students, but to the teachers as well. The discussion of critical incidents helps to promote reflection on teaching practice and prompt insights into the intricate dynamics shaping the increasingly diverse learning community. Each individual essay is accompanied by reflection questions that can be used to spark conversation among colleagues and/or prompt further personal reflection on teaching and learning.
TTR cover image

"'We're Going to Read Poetry in This Class?'"

TTR
Frank, Thomas E.
2005
Teaching Theology and Religion 8, no. 1 (2005): 47-50
BL41.T4
Topics: Ministerial Formation   |   Learning Designs

Additional Info:
How can poetry be a resource for effective teaching of congregational life and leadership? Drawing on poetry from an array of sources, the author weaves a narrative to discuss specific strategies employed for using poetry in the classroom. Recognizing the capacity of poems to awaken latent imaginations and evoke new insights about church leadership among his students, the author provides details about particular methods that can serve as alternative approaches ...
Additional Info:
How can poetry be a resource for effective teaching of congregational life and leadership? Drawing on poetry from an array of sources, the author weaves a narrative to discuss specific strategies employed for using poetry in the classroom. Recognizing the capacity of poems to awaken latent imaginations and evoke new insights about church leadership among his students, the author provides details about particular methods that can serve as alternative approaches for learning about a subject.
TTR cover image

"Thinking Developmentally: The Bible, the First-Year College Student, and Diversity"

TTR
Solvang, Elna K.
2004
Teaching Theology and Religion 7, no. 4 (2004): 223-229
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Teaching Critical Thinking

Additional Info:
The Bible is a non-western text subject to a variety of interpretations and applications – constructive and destructive. The academic study of the Bible, therefore, requires critical thinking skills and the ability to engage with diversity. The reality is that most first-year college students have not yet developed these skills. Rather than bemoan students' lack of development, the essay explores ways of teaching and applying critical thinking within the context of ...
Additional Info:
The Bible is a non-western text subject to a variety of interpretations and applications – constructive and destructive. The academic study of the Bible, therefore, requires critical thinking skills and the ability to engage with diversity. The reality is that most first-year college students have not yet developed these skills. Rather than bemoan students' lack of development, the essay explores ways of teaching and applying critical thinking within the context of an introductory Religion course. The essay claims that first-year college students can better learn the content of the discipline and function in a pluralistic world if the teaching of critical thinking skills is a part of the pedagogy.
TTR cover image

"Preachers and Prophets: Using Film to Teach American Religious History"

TTR
Rowe, David L.
2004
Teaching Theology and Religion 7, no. 4 (2004): 230-237
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Student Learning Goals

Additional Info:
Can students learn religious history from movies? While using film as text is likely to attract students' interest, will such a course be able to negotiate the complex intertwining of film with religion and history to provide students with more than mere entertainment? Will students respond to a challenge to move beyond a movie's surface visual experience to address the core lessons history posits: it's not always been this way, ...
Additional Info:
Can students learn religious history from movies? While using film as text is likely to attract students' interest, will such a course be able to negotiate the complex intertwining of film with religion and history to provide students with more than mere entertainment? Will students respond to a challenge to move beyond a movie's surface visual experience to address the core lessons history posits: it's not always been this way, we are the product of what has come before us, I/we are being called to change? This article discusses one attempt to answer these questions and examines both the opportunities and difficulties of using movies to teach religious history.
TTR cover image

"Teaching about Religion with Food"

TTR
Desjardins, Michel
2004
Teaching Theology and Religion 7, no. 3 (2004): 153-158
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
This article presents a particular teaching strategy that involves using food playfully in the classroom in order to change the mood, generate different forms of learning, and prod students to connect food and religion. I offer a rationale for teaching with food, then provide an application from a university course on Gnosticism. My goal is to encourage college and university teachers of religion to take food, and play, more seriously ...
Additional Info:
This article presents a particular teaching strategy that involves using food playfully in the classroom in order to change the mood, generate different forms of learning, and prod students to connect food and religion. I offer a rationale for teaching with food, then provide an application from a university course on Gnosticism. My goal is to encourage college and university teachers of religion to take food, and play, more seriously in their teaching.
TTR cover image

"Teaching Students to Interpret Religious Poetry (and to Expand their Avenues of Thinking)"

TTR
Jacobson, Rolf A.
2004
Teaching Theology and Religion 7, no. 1 (2004): 38-44
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
Teaching religion and theology requires interpretation of the vast corpus of religious poetry that is found in every religious tradition, but students are generally ill-equipped to interpret this material. Therefore teachers would do well to teach the students how to interpret religious poetry. This article discusses some of the challenges of teaching this material to students and discusses techniques and exercises that have been found useful in teaching students how ...
Additional Info:
Teaching religion and theology requires interpretation of the vast corpus of religious poetry that is found in every religious tradition, but students are generally ill-equipped to interpret this material. Therefore teachers would do well to teach the students how to interpret religious poetry. This article discusses some of the challenges of teaching this material to students and discusses techniques and exercises that have been found useful in teaching students how to navigate the terrain of religious poetry.
TTR cover image

"Stacking the Deck to Teach Methodological Parallels in Science and Religion"

TTR
Gathman, Allen and Andrew Pratt
2003
Teaching Theology and Religion 6, no. 2 (2003): 99-104
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
This essay describes an introductory class exercise to help prepare students to critically examine both religious beliefs and scientific findings. Using a published pedagogical exercise originally designed to teach Popperian falsificationism and modified to encompass a variety of schools of thought about hypothesis testing, the paper explores how groups of students utilized assigned philosophical approaches such as neojustificationism, falsificationism, or conventionalism. A description of the exercise and some of the ...
Additional Info:
This essay describes an introductory class exercise to help prepare students to critically examine both religious beliefs and scientific findings. Using a published pedagogical exercise originally designed to teach Popperian falsificationism and modified to encompass a variety of schools of thought about hypothesis testing, the paper explores how groups of students utilized assigned philosophical approaches such as neojustificationism, falsificationism, or conventionalism. A description of the exercise and some of the learning outcomes are included.
TTR cover image
Wabash tree

"Making Thinking Real Enough to Make It Better: Using Posters to Develop Skills for Constructing Disciplinary Arguments"

TTR
O'Connell Killen, Patricia
2002
Teaching Theology and Religion 5, no. 4 (2002): 221-226
BL41.T4
Topics: Learning Designs   |   Teaching Critical Thinking

Additional Info:
How does one teach critical thinking, the procedures of an academic discipline, and the composition of plausible interpretations and arguments to students who are more facile with visual than with written modes of expression? How does one make real to students the construction of meaning in that unfamiliar epistemological space between brute fact and mere opinion? The "argument poster," a pedagogical strategy that helps students translate their skills for critical ...
Additional Info:
How does one teach critical thinking, the procedures of an academic discipline, and the composition of plausible interpretations and arguments to students who are more facile with visual than with written modes of expression? How does one make real to students the construction of meaning in that unfamiliar epistemological space between brute fact and mere opinion? The "argument poster," a pedagogical strategy that helps students translate their skills for critical thinking from a visual frame to a written frame, results in better quality historical essays and research papers.
TTR cover image

"Reading Images in the Religious Studies Classroom"

TTR
Engler, Steven and Irene Naested
2002
Teaching Theology and Religion 5, no. 3 (2002): 161-168
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
This note presents a method for teaching students to analyze and interpret images in the religious studies classroom. The technique uses two separate exercises: first analyzing images as works of art and then as conveyors of discipline-specific information. Drawing on the work of Edmund Feldman, our technique grounds interpretation in a methodical description of the basic components and characteristics of images. By helping students to conceptualize the formal qualities of ...
Additional Info:
This note presents a method for teaching students to analyze and interpret images in the religious studies classroom. The technique uses two separate exercises: first analyzing images as works of art and then as conveyors of discipline-specific information. Drawing on the work of Edmund Feldman, our technique grounds interpretation in a methodical description of the basic components and characteristics of images. By helping students to conceptualize the formal qualities of an image as a first exercise, this technique allows them to more confidently address the challenging task of relating aspects of a given image with key concepts of religious studies. This simple first step toward interpreting religious images can help students profit more from texts, videos, lectures, field trips, and further studies in the field.
TTR cover image

"Teaching Exodus as "Problem Text""

TTR
Mathews McGinnis, Claire
2002
Teaching Theology and Religion 5, no. 2 (2002): 71-79
BL41.T4
Topics: Learning Designs   |   Teaching Critical Thinking

Additional Info:
This essay explores how one might use the "problem" of the hardening of Pharaoh's heart as a learning opportunity in the classroom. The author identifies two pedagogical aims: (1) cultivating more sophisticated, critical readers of the Bible; and (2) helping students reflect on the contextual nature of interpretation. The essay discusses in some detail various ways of teaching the text, including an exercise in close reading, examination of sources, and a selective ...
Additional Info:
This essay explores how one might use the "problem" of the hardening of Pharaoh's heart as a learning opportunity in the classroom. The author identifies two pedagogical aims: (1) cultivating more sophisticated, critical readers of the Bible; and (2) helping students reflect on the contextual nature of interpretation. The essay discusses in some detail various ways of teaching the text, including an exercise in close reading, examination of sources, and a selective study of the history of interpretation. It also explores various lessons to be learned from these exercises, and addresses applicability of the approaches to other teaching contexts. An earlier version of this paper was prepared for the "Problem Texts" group of the consultation "Teaching the Bible in the 21st Century," held at the Wabash Center in Crawfordsville, Indiana.
TTR cover image

"Study Abroad: Teaching Christology in an Area of Conflict"

TTR
Barclift, Philip L.
2001
Teaching Theology and Religion 4, no. 3 (2001): 166-173
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Alternative Classrooms

Additional Info:
Theological study abroad programs in countries like Israel can actually benefit from the political tensions in those countries when the tensions are treated with due caution and when the course is designed to account for them. Focusing on Israel as its test case, this article offers suggestions for ensuring safety in countries of conflict. At the same time, it lays the groundwork for assuring a balanced approach to studying the ...
Additional Info:
Theological study abroad programs in countries like Israel can actually benefit from the political tensions in those countries when the tensions are treated with due caution and when the course is designed to account for them. Focusing on Israel as its test case, this article offers suggestions for ensuring safety in countries of conflict. At the same time, it lays the groundwork for assuring a balanced approach to studying the present conflict in Israel within the framework of a course in christology while addressing the demands of Seattle University's Catholic Jesuit philosophy.
TTR cover image

"Problem-based Learning in Biblical Studies: Reflections from Classroom Experience"

TTR
Harding, James E.
2001
Teaching Theology and Religion 4, no. 2 (2001): 89-97
BL41.T4
Topics: Problem-Based Learning   |   Teaching Religion   |   Learning Designs

Additional Info:
This article reflects critically on the introduction of a form of problem-based learning into a first-year Hebrew course. It begins by outlining the problems inherent in the way this course had previously been taught, and proceeds to consider the factors that needed to be taken into account in developing a solution. In particular, the need to develop a course that promotes deep rather than surface learning is emphasized. A description ...
Additional Info:
This article reflects critically on the introduction of a form of problem-based learning into a first-year Hebrew course. It begins by outlining the problems inherent in the way this course had previously been taught, and proceeds to consider the factors that needed to be taken into account in developing a solution. In particular, the need to develop a course that promotes deep rather than surface learning is emphasized. A description is then given of problem-based learning and the advantages it offers. An account of problem-based learning in the context of the Hebrew course is given, followed by critical reflections based on comments put forward by students involved with the course and the teacher's reflective partners. Without ignoring the problems presented by problem-based learning, this article defends this educative strategy on the basis that it stimulates student motivation and promotes deep learning on a number of levels.
TTR cover image

"New Testament Scholarship and the "Jesus Seminar""

TTR
Denzey, Nicola
2001
Teaching Theology and Religion 4, no. 1 (2001): 23-26
BL41.T4
Topics: Teaching Religion   |   Faith in the Classroom   |   Learning Designs

Additional Info:
This classroom exercise developed out of an effort to make the methodology and practical techniques of our field come alive for students of New Testament at a variety of undergraduate levels. Adapting the controversial "voting" technique of the Westar Institute's "Jesus Seminar," students vote with colored beads on the authenticity of Jesus' sayings in Matthew's Beatitudes (Matt. 5:3–12). The point of the exercise is not to judge or dismiss Biblical text, ...
Additional Info:
This classroom exercise developed out of an effort to make the methodology and practical techniques of our field come alive for students of New Testament at a variety of undergraduate levels. Adapting the controversial "voting" technique of the Westar Institute's "Jesus Seminar," students vote with colored beads on the authenticity of Jesus' sayings in Matthew's Beatitudes (Matt. 5:3–12). The point of the exercise is not to judge or dismiss Biblical text, but to work actively and thoughtfully with the critical tools and methods of New Testament scholarship, to ponder the implications of academic assessments of "authenticity" when it comes to Biblical text, and to stimulate discussion concerning how we, as professional scholars of the Bible, approach the Gospels.
TTR cover image

"Reading in Colors: Highlighting for Active Reading in Religious Studies"

TTR
Engler, Steven and Benjamin Berger
2001
Teaching Theology and Religion 4, no. 1 (2001): 27-31
BL41.T4
Topics: Learning Designs

Additional Info:
This note from the classroom suggests that multicolor highlighting is a useful study technique for religious studies students. The note first reviews the literature regarding the effectiveness of traditional highlighting, then discusses advantages of the modified technique. Monochrome highlighting works only if readers select text through a discriminating reading process. Reading in colors fosters this sort of active reading. It prompts readers to ask how and why a given term, ...
Additional Info:
This note from the classroom suggests that multicolor highlighting is a useful study technique for religious studies students. The note first reviews the literature regarding the effectiveness of traditional highlighting, then discusses advantages of the modified technique. Monochrome highlighting works only if readers select text through a discriminating reading process. Reading in colors fosters this sort of active reading. It prompts readers to ask how and why a given term, phrase or passage is important. This technique can help students grasp the basic categories and concepts of the discipline and it can embody course requirements or learning outcomes. The note concludes with practical suggestions for using the technique in the classroom.
Additional Info:
One of the difficulties in teaching religious studies in Asia is that many religious theories and case studies are closely related to Western countries and therefore the knowledge and teaching material have a strong Western cultural bias. The cultural differences make teaching rather difficult and, most importantly, lower students' motivation to learn. To deal with the problem, this researcher attempted to introduce material on indigenous religions in various subjects in ...
Additional Info:
One of the difficulties in teaching religious studies in Asia is that many religious theories and case studies are closely related to Western countries and therefore the knowledge and teaching material have a strong Western cultural bias. The cultural differences make teaching rather difficult and, most importantly, lower students' motivation to learn. To deal with the problem, this researcher attempted to introduce material on indigenous religions in various subjects in order to test whether such material would enhance student motivation. The material included newspaper articles, articles in books and journals, television programs, and documentary films. This paper is the result of an experiment in education and personal reflection on the use of indigenous religious materials in teaching religious studies in the Asian context.
TTR cover image

"After the Facts: Alternative Student Evaluation for Active Learning Pedagogies in the Undergraduate Biblical Studies Classroom"

TTR
Aspan, Paul F. and Faith Kirkham Hawkins
2000
Teaching Theology and Religion 3, no. 3 (2000): 133-151
BL41.T4
Topics: Teaching Religion   |   Assessing Students   |   Learning Designs   |   Constructivist & Active Learning Theory

Additional Info:
After laying a theoretical basis for an active learning orientation in the classroom, the co-authors describe methods they developed to evaluate active learning in two different settings of introductory courses in biblical studies. They argue that honoring diverse learning and communication styles among students does not need to compromise academic rigor. The authors show how portfolio-based assessment of student learning allows students a range of ways to demonstrate their mastery ...
Additional Info:
After laying a theoretical basis for an active learning orientation in the classroom, the co-authors describe methods they developed to evaluate active learning in two different settings of introductory courses in biblical studies. They argue that honoring diverse learning and communication styles among students does not need to compromise academic rigor. The authors show how portfolio-based assessment of student learning allows students a range of ways to demonstrate their mastery of the material. Examples are provided of components of student portfolios from their undergraduate classes.
TTR cover image

"Teaching Students by Having Students Teach: Dealing with the 'Problem' Sections of a Course"

TTR
Bohmbach, Karla G.
2000
Teaching Theology and Religion 3, no. 3 (2000): 170-176
BL41.T4
Topics: Collaborative Learning   |   Teaching Religion   |   Learning Designs

Additional Info:
The author describes a positive turnaround that occurred in working with both the Prophets unit of her Hebrew Bible course and the Paul unit in her New Testament course. She initiated this turnaround by challenging the students to take over the teaching of those units through small group presentations. The emphasis on length and creativity in these presentations prompted some exemplary work on the part of students. And students now ...
Additional Info:
The author describes a positive turnaround that occurred in working with both the Prophets unit of her Hebrew Bible course and the Paul unit in her New Testament course. She initiated this turnaround by challenging the students to take over the teaching of those units through small group presentations. The emphasis on length and creativity in these presentations prompted some exemplary work on the part of students. And students now identify these units as both the most memorable of the course and where their most effective learning takes place.
TTR cover image

"Writing Discernment in Theological Education"

TTR
McAvoy, Jane and Deborah Core
2000
Teaching Theology and Religion 3, no. 1 (2000): 47-53
BL41.T4
Topics: Teaching Writing   |   Learning Designs   |   Curriculum Design and Assessment

Additional Info:
How can we best address writing improvement for seminary students? This article describes the implementation of a Writing Assistance Program that teaches remedial skills in grammar structure and paper organization as well as mentors all students to develop their fullest writing potential. Four models of writing instruction are discussed and examples are given of the best use of each. The article concludes with lessons learned from the experience and tips ...
Additional Info:
How can we best address writing improvement for seminary students? This article describes the implementation of a Writing Assistance Program that teaches remedial skills in grammar structure and paper organization as well as mentors all students to develop their fullest writing potential. Four models of writing instruction are discussed and examples are given of the best use of each. The article concludes with lessons learned from the experience and tips for other seminaries.
TTR cover image

"'What "Great Cloud of Witnesses"? Isn't My Own Religious Experience Enough?'"

TTR
Sherman, Robert J.
1999
Teaching Theology and Religion 2, no. 3 (1999): 163-168
BL41.T4
Topics: Theological Education   |   Identity, Society, and Church   |   Learning Designs

Additional Info:
The author notes that current seminary stutipsdents show great variation in their academic skills, in their familiarity with the basics of Christianity, and in their sense of, and skill in, theological method. This condition is both caused and exacerbated by the students' acculturation in American religious privatism, which makes them resist a critical and constructive examination of their views and hinders their understanding of theology as an undertaking of and ...
Additional Info:
The author notes that current seminary stutipsdents show great variation in their academic skills, in their familiarity with the basics of Christianity, and in their sense of, and skill in, theological method. This condition is both caused and exacerbated by the students' acculturation in American religious privatism, which makes them resist a critical and constructive examination of their views and hinders their understanding of theology as an undertaking of and for the Church. The author describes a number of pedagogical strategies, teaching techniques, and classroom exercises that have shown some effectiveness in overcoming these problems.
TTR cover image

"Ritualized Play Using Role Play to Teach Pastoral Care and Counseling"

TTR
Couture, Pamela D.
1999
Teaching Theology and Religion 2, no. 2 (1999): 96-102
BL41.T4
Topics: Learning Designs   |   Role-Playing

Additional Info:
The author's experience of reflection-on-action and reflection-in-action in clinical supervision for counseling provides the basis for an analogous experience in the classroom that promotes the teaching of the practice of general pastoral care. A classroom ritual of role play within a specific process for reflection provides the basis for integrating theory and practice.
Additional Info:
The author's experience of reflection-on-action and reflection-in-action in clinical supervision for counseling provides the basis for an analogous experience in the classroom that promotes the teaching of the practice of general pastoral care. A classroom ritual of role play within a specific process for reflection provides the basis for integrating theory and practice.
TTR cover image

"Webs of Connection Using Technology in Theological Education"

TTR
Litchfield, Randy G.
1999
Teaching Theology and Religion 2, no. 2 (1999): 103-108
BL41.T4
Topics: Using Technology   |   Learning Designs

Additional Info:
The author uses a variety of Internet-related technologies to support pedagogical approaches where students become conscious of their role in the production of knowledge in a public and critically collaborative environment. These approaches also seek to address theory/practice dichotomies by using the Internet to bridge academic and parish contexts. The article describes and assesses three courses utilizing web-based technology. One course features student portfolios posted on a website with ...
Additional Info:
The author uses a variety of Internet-related technologies to support pedagogical approaches where students become conscious of their role in the production of knowledge in a public and critically collaborative environment. These approaches also seek to address theory/practice dichotomies by using the Internet to bridge academic and parish contexts. The article describes and assesses three courses utilizing web-based technology. One course features student portfolios posted on a website with peer- and parish-based reviewers. A second course features student creation of the course text with contributions from external professionals. A third course features a ministry resource website created by students.
TTR cover image

"Integrating Asian Christianity into History of Christianity Courses"

TTR
Keck, David
1999
Teaching Theology and Religion 2, no. 1 (1999): 3-13
BL41.T4
Topics: Teaching Religion   |   Diversifying the Curriculum   |   Learning Designs

Additional Info:
This essay begins with diverse arguments for modifying history of Christianity courses to include the experiences of Asian Christianity. After discussing fundamental assumptions, several problems are articulated. The major portion of the essay describes three different strategies for integrating new materials into current curricular offerings. By conceptualizing the relationships between Asian Christianity and the history of Christianity in terms of (1) parallels, (2) supplements, and (3) challenges, material from theformer can be more ...
Additional Info:
This essay begins with diverse arguments for modifying history of Christianity courses to include the experiences of Asian Christianity. After discussing fundamental assumptions, several problems are articulated. The major portion of the essay describes three different strategies for integrating new materials into current curricular offerings. By conceptualizing the relationships between Asian Christianity and the history of Christianity in terms of (1) parallels, (2) supplements, and (3) challenges, material from theformer can be more readily incorporated into the teaching of the latter. Such strategies can be utilized in different teaching contexts, depending on the needs of students and instructors.
TTR cover image

"Getting Out of the Way: A Strategy for Engaging Students in Collaborative Learning"

TTR
Berling, Judith A.
1998
Teaching Theology and Religion 1, no. 1 (1998): 31-35
BL41.T4
Topics: Learning Designs   |   Constructivist & Active Learning Theory

Additional Info:
The author describes what has been entailed in a shift from a teacher-centered approach — one which relied on her expertise in Chinese studies — to a more student-centered approach in which the teacher creates a learning environment and seeks to "get out of the way" of student learning. She describes concrete strategies for de-centering herself and empowering students, and discusses the roles and responsibilities of the teacher in this alternative model.
Additional Info:
The author describes what has been entailed in a shift from a teacher-centered approach — one which relied on her expertise in Chinese studies — to a more student-centered approach in which the teacher creates a learning environment and seeks to "get out of the way" of student learning. She describes concrete strategies for de-centering herself and empowering students, and discusses the roles and responsibilities of the teacher in this alternative model.
TTR cover image

"Classroom Exercise: Interpreting Sacred Texts"

TTR
Oden, Amy G.
1998
Teaching Theology and Religion 1, no. 1 (1998): 48-50
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
The author uses a contemporary functional document (a campus map) to design an imaginative exercise which teaches students the limits of map (or text) as a guide to reliable information. Through the exercise, students learn about gaps in information and the limits of what any text reveals, even one which is ostensibly designed as a reliable guide for navigating a campus.
Additional Info:
The author uses a contemporary functional document (a campus map) to design an imaginative exercise which teaches students the limits of map (or text) as a guide to reliable information. Through the exercise, students learn about gaps in information and the limits of what any text reveals, even one which is ostensibly designed as a reliable guide for navigating a campus.
Article cover image

"What To Do When You Stop Lecturing"

Article
Black, Karen A.
1993
Journal of Chemical Education 70, no. 2 (1993): 140-144
Topics: Learning Designs   |   Lectures and Large Classes

Additional Info:
Additional Info:
Article cover image

"Lessons From the Learning Classroom"

Article
Noel, Terry W.
2004
Journal of Management Education 28, no. 2 (2004): 188-206
Topics: Learning Designs   |   Constructivist & Active Learning Theory

Additional Info:
Additional Info:
Cover image

The Teaching Professor, Volume 20, Number 6

Journal Issue
2006
Magna Publications Inc., June/July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Death by Paper: Ten Secrets for Survival (Frances S. Johnson)
Learning the Lessons of Silence
Is There a Place for Games in the College Classroom?
Summer Reading: Learning and Motivation in the Postsecondary Classroom
My Freshman Year: What a Professor Learned by Becoming a Student
Putting Students First: How College Develop Student Purposefully
Critical Thinking: It's a Hard Skill to Teach
In-Class Writing: A Technique That Promotes Learning and Diagnoses Misconceptions
Getting to Know Your Students: Three Challenges
Cover image

The Teaching Professor, Volume 20, Number 7

Journal Issue
2006
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
7 Strategies for Enlisting Experts (Pamela den Ouden and Tanya Helton)
Faculty and Diversity-Related Course content
Teaching problem solving: a case with intriguing results
10 Articles that sustain me
Small group discussion tasks
Strategies to enhance video use in the college classroom
Three years and counting
Alignment: A model that responds to teaching tensions
Cover image

The Teaching Professor, Volume 20, Number 8

Journal Issue
2006
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Enhancing Students' Readiness to Learn (Jennifer L. Romack)
Peer Review: Successful from the start
The placement of those steppingstones
Finding Organizations for real-world projects
Students Bring real-life examples to class
Using collaborative Groups to teach literature and theory
Cover image

The Teaching Professor, Volume 20, Number 9

Journal Issue
2006
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
What College Professors Can Learn from K-12 Educators
Reminders for Improving Classroom Discussion
Course Portfolios: The Next Generation
Developing an Alternate Assessment
Exercise for an Introductory Chemistry Course
Office Hours in a Different Format
Cover image

The Teaching Professor, Volume 20, Number 10

Journal Issue
2006
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Living for the Lightbulb (Aaron J. Nurck and David H. Carhart)
Berating Students for What They Don't Know
Librarians as Partners
What Influences Student Attitudes toward a Course?
Teaching as an Amateur: Playing for the Love of Game
An Easier Solution to a Thorny Problem: Trusting Students
Understanding the Role of Intuition in Teaching
Not Just for Kicks: Discipline Pitfalls in the College Classroom
Cracking Tough Texts with Metaphor
Should Students Have a Role in Setting Course Goals?
Cover image

The Teaching Professor, Volume 21, Number 3

Journal Issue
2007
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Assessing Class Participation: One Useful Strategy (Denise D. Knight)
Helping Students Learn
Quizzes Are the Right Answer
Making Cell Phones in the Class a Community Builder
Cell Phones Do Distract in Class
Views Presented in Class: Balanced?
Preventing Cheating: Do Faculty Beliefs Make a Difference?
Large Classes: Approaches Taken in One Discipline
Active Learning: A Perspective from Cognitive Psychology
Take a Quote and Think about What We’re Doing
Questions that Lead to Self Understanding
Cover image

The Teaching Professor, Volume 21, Number 4

Journal Issue
2007
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Virtue of Restraint in Virtual Education; or, Why I Refuse Student Emails (Ronald A. Davidson)
Who’s Playing First in My Course?
Taking an Online Course: What Influences the Decision
Leaders with Incentives: Groups That Performed Better
Student Comments on Course Ratings: A New Lens
Faculty Self-Disclosures in the College Classroom
A Brain-Friendly Environment for Learning
Cover image

The Teaching Professor, Volume 21, Number 5

Journal Issue
2007
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
A Tree Falling in the Forest: Helping Students ‘Hear’ and Use Your Comments (E. Shelley Reid)
Inspiration from Renaissance Beauty
Changes in the Academic Profession
Mistaken Assumptions That Mislead Beginning Teachers
A Certificate in College Teaching
I Hate Groups!
Evidence against Using Crib Cards
Cover image

The Teaching Professor, Volume 21, Number 6

Journal Issue
2007
Magna Publications Inc., June/July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Things I Will and Won’t Miss
Three-Option Feedback: A Strategy for Improving Course Evaluations
The End of the Course: Another Perspective
Use ‘Stuff Happens’ Cards to Handle Student Excuses
Frequent Exams: Better Results for Students
Where Students Sit: A Rejoinder
The Benefits of Music and Stretching in Maintaining Student Attention
Conditions Associated with Classroom Conflict
Are You as Good a Teacher as You Think?
More Discussion—Less Lecture
Students and Study Time: Not Good News
Cover image
Wabash tree

McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers

Book
McKeachie, Wilbert J., and Svinicki, Marilla
2006
Houghton Mifflin, Boston, MA
LB 2331.M394 2006
Topics: Learning Designs   |   General Overviews

Additional Info:
McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The strategies suggested in the text are adaptable to specific classroom situations. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. (...
Additional Info:
McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The strategies suggested in the text are adaptable to specific classroom situations. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. (From the Publisher)

Table Of Content:
Preface
A Special Preface for Teaching Assistants and Graduate Student Instructors

Part 1 Getting Started
ch. 1 Introduction
The College or University Culture
Research Versus Teaching?
Teaching as Scholarship
In Conclusion

ch. 2 Countdown for Course Preparation
Time: Three Months Before the First Class
Write Objectives, Goals, or Outcomes
What Goals?
Order Textbooks, Lab Supplies, or Other Resources Students May Need
Choose a Textbook or Other Reading Materials
Time: Two Months Before the First Class
Begin Drafting a Syllabus for the Class
Time: One Month Before the First Class
Begin Preparing Lesson Plans
Plan for Out-of-Class Learning
Choose Appropriate Teaching Methods
Select Appropriate Technology
Time: Two Weeks Before the First Class
Check Resources
Start a Portfolio
Time: One Week Before the First Class

ch. 3 Meeting a Class for the First Time
Setting the Stage
Breaking the Ice
Problem Posting
Introducing the Syllabus
Testing, Grading, and Fairness
Introducing the Textbook
Assessing Prior Knowledge
Questions and Reactions
What About Subject Matter?
In Conclusion

Part 2 Basic Skills for Facilitating Student Learning
ch. 4 Reading as Active Learning
Textbooks
How Do You Get Students to Do the Assigned Reading?
Research on Learning from Reading
Teaching Students to Learn More from Reading
In Conclusion

ch. 5 Facilitating Discussion: Posing Problems, Listening, Questioning
A Little Bit of Theory
Problems in Teaching by Discussion
Starting Discussion
Starting Discussion with a Common Experience
Starting Discussion with a Controversy
Starting Discussion with Questions
Starting Discussion with a Problem or Case
Breaking a Problem into Subproblems
Socratic Discussion
Barriers to Discussion
What Can I Do About Nonparticipants?
Buzz Groups--Peer Learning
The Inner Circle or Fishbowl
The Discussion Monopolizer
How Can We Have a Discussion If the Students Haven't Read the Assignment?
Handling Arguments and Emotional Reactions
The Two-Column Method
Emotional Reactions
Teaching Students How to Learn Through Discussion
Student-Led Discussions
Taking Minutes or Notes, Summarizing
Online Discussions
In Conclusion

ch. 6 How to Make Lectures More Effective
Research on the Effectiveness of Lectures
What Are Lectures Good For?
A Little Bit of Theory
Planning Lectures
Preparing Your Lecture Notes
Organization of Lectures
The Introduction
The Body of the Lecture
How Can Lectures Be Improved?
Attention
What Can Be Done to Get Attention?
Teaching Students How to Be Better Listeners
How Do Students Process the Content of a Lecture?
Should Students Take Notes?
How to Get Students Actively Thinking in a Lecture Situation
The Lecturer as a Person
In Conclusion

ch. 7 Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function
Planning Methods of Testing and Assessment
Alternative Testing Models
Group Testing
Online Testing
Other Methods of Assessing Learning
Performance Assessment (Authentic Assessment)
Graphic Representations of Concepts
Journals, Research Papers, and Annotated Bibliographies
Portfolios
Peer Assessment
Assessing Group Work
Classroom Assessment
In Conclusion

ch. 8 Testing: The Details
When to Test
Constructing the Test
Choosing the Type of Question
How Many Questions Should You Use?
Administering the Test
After the Test
Grading Essay Questions
Helping Yourself Learn from the Test
Assigning a Grade
Returning Test Papers
Dealing with an Aggrieved Student
What Do You Do About the Student Who Missed the Test?
In Conclusion

ch. 9 Tests from the Students' Perspective
Reducing Student Frustration and Aggression
Helping Students Become Test-Wise
Taking Multiple-Choice Tests
Taking Essay Tests
Why Teach Test Taking?
Helping Students Learn from a Test
In Conclusion

ch. 10 What to Do About Cheating
Who Cheats?
Why Do Students Cheat?
How Do Students Cheat?
Preventing Cheating
Preventing Plagiarism in the Internet Age
Handling Cheating
In Conclusion

ch. 11 The ABC's of Assigning Grades
Do Grades Provide Information Useful for Decision Making?
Can We Trust Grades?
Contract Grading
Comptetency-Based Grading
Assigning Grades
Grading on the Curve (Norm-Referenced) vs. Grading Against a Preset Standard (Criterion-Referenced)
What About the Student Who Wants a Grade Changed?
Grades vs. Learning: Some Related Research
In Conclusion

Part 3 Understanding Students
ch. 12 Motivation in the College Classroom
Motivational Theories: An Overview
Autonomy and Self-Determination
Intrinsic and Extrinsic Motivation
Expectancy-Value Theory
Mastery and Performance Goals
Attribution Theory
Social Goals and Social Motivation
Putting Motivation Theory into Practice
In Conclusion

ch. 13 Teaching Culturally Diverse Students
Culture and Communication
Nonverbal Communication
Verbal Communication
Motivation and Stress
Cultural Differences in Motivation
Cultural Stressors
Increasing Motivation
Dealing with Stressors
Tailoring Your Teaching Methods
Match Learning Styles
Be Concrete
Enhance Performance Measurement
Choose Appropriate Nonverbal Behaviors
Be Accessible
In Conclusion

ch. 14 Dealing with Student Problems and Problem Students (There's Almost Always at Least One!)
Intellectual/Academic Problems
Aggressive, Challenging Students
Students Who Want hte Truth and Students Who Believe that Everything Is Relative
Students Who Are Underprepared for the Course or Struggling
Individualized Teaching and Mentoring
Class Management Problems
Attention Seekers and Students Who Dominate Discussions
Inattentive Students
Students Who Come to Class Unprepared
The Flatterer, Disciple, Con Man (or Woman)
Students with Excuses
Emotional Problems
Angry Students
Discouraged, Ready-to-Give-up Students
Students with Emotional Reactions to Sensitive Topics
Dealing with Psychological Problems
Potential Suicides
In Conclusion

Part 4 Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning
ch. 15 How to Enhance Learning by Using High-Stakes and Low-Stakes Writing
A Little Theory: High Stakes and Low Stakes
Low-Stakes Writing
Kinds
Occasions
Handling Low-Stakes Writing
High-Stakes Writing
Topics and Assignments
Criteria for Evaluation
Multiple Papers and Multiple Drafts
Worst-Case Scenario
Responding to High-Stake Papers
Middle-Stakes Assignments: Think Pieces
Peer Response
About Correctness: Spelling and Grammar
About Grading
Portfolios
Contract Grading
Preventing--and Handling--Plagiarism
In Conclusion

ch. 16 Active Learning: Cooperative, Collaborative, and Peer Learning
Peer Learning and Teaching
Peer Tutoring
The Learning Cell
Team Learning: Syndicate and Jigsaw
Student Characteristics and Peer Learning
Why Does Peer Learning Work?
In Conclusion

ch. 17 Problem-Based Learning: Teaching with Cases, Simulations, and Games
Problem-Based Learning
The Case Method
Finding the Right Cases
Tips for Teaching with Cases
Games and Situations
In Conclusion

ch. 18 Technology and Teaching
How Will Technology Enhance Teaching and Learning?
What Considerations Go into Teaching with Technology?
Course Content
The Instructor
Students
Technology Tools
What Are the Effects of Technology on Teaching?
In Conclusion

Part 5 Skills for Use in Other Teaching Situations
ch. 19 Teaching Large Classes (You Can Still Get Active Learning!)
Facilitating Active Learning
Encouraging Student Writing in Large Classes
Other Ways to Maintain Student Involvement
Student Anonymity
Organization Is the Key
Giving Tests in Large Classes
Making Outside Reading Assignments
Communicating with Large Classes
Coordinating Multisection Courses
Training and Supervising Teaching Assistants
In Conclusion

ch. 20 Laboratory Instruction: Ensuring an Active Learning Experience
Styles of Laboratory Instruction
Expository Instruction
Inquiry Instruction
Discovery Instruction
Problem-Based Learning
Studio Instruction Brings Together the Arts and Sciences
Turning Novice Researchers into Practicing Scientists
Link to Cognitive Development
What Research Says
In Conclusion

ch. 21 The Teacher's Role in Experiential Learning
History of Experiential Learning
Six Possible Roles
The Teacher as Expert
The Teacher as Facilitator
The Teacher as Person
The Teacher as Ego Ideal
The Teacher as Formal Authority: Options for Assessing Field Learning
The Teacher as Socializing Agent
Outcomes
In Conclusion

ch. 22 Teaching by Distance Education
Sketching Out the Shape of a Course
Developing a Teaching Narrative
Making the Course Manageable
In Conclusion

Part 6 Teaching for Higher-Level Goals
ch. 23 Teaching Students How to Become More Strategic and Self-Regulated Learners
What Are the Characteristics of Strategic Learners?
The Importance of Goals and Self Reflection
Increasing Students' Self-Awareness
Using Existing Knowledge to Help Learn New Things
Teaching Domain-Specific and Course Specific Strategies
Methods for Checking Understanding
Knowing How to Learn Is Not Enough--Students Must Also Want to Learn
Putting It All Together--Executive Control Processes in Strategic Learning
What Instructors Can Do to Help Their Students
In Conclusion

ch. 24 Teaching Thinking
Setting Goals for Thinking
Improving Thinking Quality
In Conclusion

ch. 25 The Ethics of Teaching and Teaching of Ethics
Responsibilities to Students
To Encourage the Free Pursuit of Learning
To Demonstrate Respect for Students
To Respect Confidentiality
To Model the Best Scholarly and Ethical Standards
To Foster Honest Academic Conduct and to Ensure Fair Evaluation
To Avoid Exploitation, Harassment, or Discrimination
The Teaching of Ethics
How Can We Teach Values?
Modeling Values
Making Ethical Choices
In Conclusion

Part 7 Lifelong Learning for the Teacher
ch. 26 Vitality and Growth Throughout Your Teaching Career
How Can You Develop Effective Skills and Strategies?
Looking for New Ideas, New Methods, and Alternative Strategies for Handing Problems
Reading
Hearing, Discussing
Seeing, Experiencing
How Can You Get and Use Feedback to Continue to Improve Your Teaching?
Feedback from Student Performance
Feedback from Peers
Feedback from Faculty Development Specialists
Feedback from Students
Keys to Improvement with Feedback from Students
Consultation
Classroom Assessment and Research
Self-Evaluation
In Conclusion

References
Index
Cover image

The Teaching Professor, Volume 21, Number 7

Journal Issue
2007
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Ten Things to Make the First Day (and the Rest) of the Semester Successful (Mary C. Clement)
Students and Course Content: How Fast Do They Forget?
Voucher Points Encourage Student Involvement
Faculty-Student Interactions: The Details
Approaches to Teacher Growth and Development
Course Shopping
What Are They Doing Over There in the English Department?
A ‘Write’ That Can’t Go Wrong
Students Self-Grade: A Successful Model
Cover image

The Teaching Professor, Volume 21, Number 8

Journal Issue
2007
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Rethinking Assessment (Jerry Reed)
Two Special Opportunities
Writing an Analytical Paper in Chunks
Getting to Know You: The Importance of Establishing Relationships
Does the Administration Support Teaching?
Some Lessons Learned about Learner-Centered Teaching
A Behavior Contract That Made a Difference
TTR cover image

"Teaching Religion and Material Culture"

TTR
Carp, Richard M.
2007
Teaching Theology and Religion 10, no. 1 (2007): 2-12
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
Because religions discipline and interpret bodies; create and define sacred spaces; generate, adore and study images in all media; regulate the intake of food; structure temporal experience; and in general interpenetrate and are permeated by the cultural landscapes in which they exist, religious studies must engage material religion and religious materiality. We encounter bodily realities of other religions and cultures through our own disciplined bodies, which are both necessary and ...
Additional Info:
Because religions discipline and interpret bodies; create and define sacred spaces; generate, adore and study images in all media; regulate the intake of food; structure temporal experience; and in general interpenetrate and are permeated by the cultural landscapes in which they exist, religious studies must engage material religion and religious materiality. We encounter bodily realities of other religions and cultures through our own disciplined bodies, which are both necessary and problematic for those encounters. This article connects theoretical and practical resources needed to help students discover the stuff of religion – flesh and blood, bread and wine, songs and sound, knives and body parts, movement and music, human bodies, time, space, cosmograms composed of and composing the bodies of the religious – uncovering the materiality of religion, existing underneath, alongside, without, and amidst religious textuality and verbal ideation.
TTR cover image

"Why Do Students Keep Writing Me Sermons? Teaching Biblical Studies Cross-Culturally in New Zealand "

TTR
Wall, Lynne
2007
Teaching Theology and Religion 10, no. 1 (2007): 34-41
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Teaching Diverse Students

Additional Info:
Students from different cultural backgrounds respond in a variety of ways to my teaching of biblical studies. Some sermonize or plagiarize quite unselfconsciously in their written assignments, while others consistently hand in work late or are silent members of the class. As I struggled with what these behaviors were saying about my teaching, I came to realize that limited ability in spoken and written English was not the only barrier. ...
Additional Info:
Students from different cultural backgrounds respond in a variety of ways to my teaching of biblical studies. Some sermonize or plagiarize quite unselfconsciously in their written assignments, while others consistently hand in work late or are silent members of the class. As I struggled with what these behaviors were saying about my teaching, I came to realize that limited ability in spoken and written English was not the only barrier. Deeper issues were at stake here about the nature of cross-cultural communication, teaching, and learning. In this note I analyze the issues of faith, authority, and styles of teaching and learning which underlie the "clash of educational cultures" (Ballard and Clanchy 1997, viii) occurring in the cross-cultural classroom. Then I suggest a number of strategies that I have developed to build bridges of understanding between the various educational cultures, to encourage deeper participation and to develop critical thinking.
TTR cover image

"Of Alchemy and Authenticity: Teaching About Daoism Today"

TTR
Miller, James, and Elijah Siegler
2007
Teaching Theology and Religion 10, no. 2 (2007): 101-108
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
The authors discuss the complexities and responsibilities of teaching about Daoism in contemporary North American colleges and universities. Expanding and revising the findings of Kirkland (1998), they argue that enough has changed in educational and cultural contexts to warrant new strategies for teaching about Daoism. Textbooks are now available that offer more accurate and responsible presentations of Daoist history, and this enables a richer appreciation of Daoist culture and religion, and ...
Additional Info:
The authors discuss the complexities and responsibilities of teaching about Daoism in contemporary North American colleges and universities. Expanding and revising the findings of Kirkland (1998), they argue that enough has changed in educational and cultural contexts to warrant new strategies for teaching about Daoism. Textbooks are now available that offer more accurate and responsible presentations of Daoist history, and this enables a richer appreciation of Daoist culture and religion, and its significance within broader areas of Chinese culture such as art, politics, and science. On the other hand, students have a far greater possibility of interacting outside the classroom with North Americans of Chinese and European background who claim affiliation to the Daoist tradition especially through techniques of moving meditation such as Qigong and internal alchemy. This situation poses challenges in the classroom concerning claims of authenticity, tradition, and representation. Rather than shying away from these contemporary North American cultural forms, the authors argue that the skilled teacher can use these interactions to facilitate a deeper inquiry into questions of authenticity and tradition. Moreover, the authors discuss the use of an interactive website designed specifically to assist in reflecting on these issues in the classroom.
TTR cover image

"Debating Paul"

TTR
Torbett, David
2007
Teaching Theology and Religion 10, no. 4 (2007): 244-250
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Role-Playing

Additional Info:
This classroom note describes the lessons I learned from the use of formal debates during the two semesters I taught "Paul and Early Christianity" to undergraduates at a liberal arts college in Ohio. The purpose of the course was primarily to give students the exegetical skills to understand Paul in his own context. The secondary purpose was to help students understand the role that exegetical differences play in different moral ...
Additional Info:
This classroom note describes the lessons I learned from the use of formal debates during the two semesters I taught "Paul and Early Christianity" to undergraduates at a liberal arts college in Ohio. The purpose of the course was primarily to give students the exegetical skills to understand Paul in his own context. The secondary purpose was to help students understand the role that exegetical differences play in different moral and theological uses of Paul. I found that the debates helped students understand the controversial nature of biblical exegesis, to read the course material carefully, to develop clear arguments, and to empathize with different points of view. The debates also entailed certain problems, some of which were hindrances that needed to be corrected. However, some apparent problems actually turned out to be teaching opportunities and even served as their own solutions. Appendices, including the course syllabus and debate questions and readings, can be found at: https://www.wabashcenter.wabash.edu/journal/article2.aspx?id=11362
Cover image

The Teaching Professor, Volume 21, Number 9

Journal Issue
2007
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Actively Engaging Large Classes in the Sciences (Deb Wingert and Tom Molitor)
Large Courses and Student Expectations
Lessons for a New Teacher Learned from a Rescue Dog
Content Knowledge: A Barrier to Teacher Development
Those Students who Participate Too Much
Making a Syllabus More Than a Contract
Insight into the Teaching Self
Cover image

The Teaching Professor, Volume 21, Number 10

Journal Issue
2007
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Using Media Materials to Set the Stage for Learning - A Strategy for All Disciplines (Camille Belolan)
Students on Learning in a Majjor
A Guidebook for Instructors with Multitudes
From the Future: A Brief History of Pedagogy
Cooperation and Competition
Conceptions of Teaching: The Specifics
Teaching Masks
A Graphic Syllabus
Cover image

The Teaching Professor, Volume 22, Number 1

Journal Issue
2008
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Discussion: It's All about the Details
Discouraging Over Participators
Hurtful Student Comments
Tips for Cheap Trips
Discussions with Structure
Hard Courses and Student Ratings: The Facts
Student Attention Spans
Cover image

The Teaching Professor, Volume 22, Number 2

Journal Issue
2008
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
'Warming' the Climate for Learning (Sandra Allen)
Can Training Make You a Better Teacher?
Police Officer or Professor?
What Do Students Think about Active Learning?
Student Engagement: Trade-offs and Payoffs
Letting Students Set the Rules
Writing (Even a Little Bit) Facilitates Learning
Freaks and Brainiacs
Cover image

The Teaching Professor, Volume 21, Number 1

Journal Issue
2007
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Teaching-Learning Trinity (Steve J. Thien)
The Last Class - a Critical Course Component
Teaching Awards
Learning: The times, the ways, and the places,br> Student Engagement: A Different Perspective
Participation Blues from the Student perspective,br> Malpractice Insurance for University Professors
Cover image

The Teaching Professor, Volume 21, Number 2

Journal Issue
2007
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Understanding What You See Happening in Class
What Teachers learn when they take classes
Problem-based learning: Benefits and risks
Group quizzes: More Positive outcomes
Helping Students take stock of learning
Pairing vs. Small groups: a model for analytical collaboration
Humour: getting a handle on what's appropriate
Cover image

The Teaching Professor, Volume 22, Number 3

Journal Issue
2008
Magna Publications Inc.,
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Critical Pedagogy: Challenges and Concerns
Senior Faculty and Teaching Effectiveness
Empowering Students Through Choice
Teaching vs. Research: Finally, A New Chapter
How Much Control For How Much Learning?
A Follow-Up On The Midwife Metaphor
On CDs That Skip and Papers With Editing Mistakes
Talk About Teaching That Benefits Beginners and Those Who Mentor Them
Undergraduate Research Opportunities
Guiding Student Reflection
Stress Relief For Teachers: A Little Black Book
Cover image

The Teaching Professor, Volume 22, Number 4

Journal Issue
2008
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Unique Perspectives on a Shared Classroom Experience(Dena McMartin and Yvonne Petry)
What Textbook Reading Teaches Students
Creating a Mindset for Collaboration
How to Conduct a 'Paper Slam'
Sources of Power
Helping Students Use Their Textbooks More Effectively
Online Grade Books: Surprising Accomplishments
Cover image

The Teaching Professor, Volume 22, Number 5

Journal Issue
2008
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Talking the Talk, but Not Walking the Walk: A Meditation on Irony (Kim Taylor)
Finding the Space Between Freedom and Control
Introducing Ideas to Foster Participation
Classroom Observation: Guidelines
Incorporating Process Pedagogy into Grading Student Essays
Revving Up the Reluctant Reader
End Notes: Distinctive Ways to Wrap up a College Course
Cover image

Teaching the Levees: A Curriculum for Democratic Dialogue and Civic Engagement

Book
Crocco, Margaret Smith, ed.
2007
Teachers College Press, New York
HV6362005.N4T43 2007
Topics: Learning Designs   |   Teaching Diversity and Justice

Additional Info:
Abstract: One powerful response to the disaster of Hurricane Katrina was the Peabody Award-winning HBO documentary film event, When the Levees Broke: A Requiem in Four Acts, by Spike Lee. Now, through the generosity of the Rockefeller foundaiton, faculty and staff at Teachers College, Columbia University have created this compelling curriculum guide, based on the documentary and for use in high schools, colleges and community groups.
In September 2007, through ...
Additional Info:
Abstract: One powerful response to the disaster of Hurricane Katrina was the Peabody Award-winning HBO documentary film event, When the Levees Broke: A Requiem in Four Acts, by Spike Lee. Now, through the generosity of the Rockefeller foundaiton, faculty and staff at Teachers College, Columbia University have created this compelling curriculum guide, based on the documentary and for use in high schools, colleges and community groups.
In September 2007, through a generous collaboration between The Rockefeller Foundation, Teachers College, and HBO, 30,000 copies of a new curriculum package addressing the issues of citizenship, race, class and poverty raised in the aftermath of Katrina were distributed to school, college and community educators. The package included a copy of Spike Lee and HBO's epic documentary, 'When the Levees Broke: A Requiem in Four Acts,' as well as the highly acclaimed multidisciplinary curriculum guide, Teaching The Levees. Due to the continued immense demand for this resource, the accompanying curriculum guide is now available for purchase. Teaching The Levees, developed by faculty at Teachers College, Columbia University, includes chapters on history, media literacy, civics, economics and geography. (From the Publisher)

Table Of Content:
Letter From Judith Rodin
Letter From Susan Fuhrman
Introduction
Hurricane Katrina Timelines
Katrina Timeline: 2005--2007
Putting Katrina in Context: 1993--2007
Viewing Guide
Questions by Chapter
Opening and Closing Scenes
People Appearing in the Documentary

ch. 1 An American City (Cally Waite, James Alford, and Sharon Pearson)
ch. 2 In Our Own Image
Using Representations of Katrina to Empower Media-Literate Citizens (Judith Cramer, David Boxer, and Duane Neil)
ch. 3 Race, Class, and Katrina in When the Levees Broke
Lessons Designed for Adult Audiences (Jeanne Bitterman, Addie Rimmer, and Lucia Alcántara)
ch. 4 New Orleans: Past, Present, and Future
A Curriculum for College Students (Ellen Livingston)
ch. 5 What Does It Mean to Be a Citizen?
A Curriculum About Katrina Using Civics and Government (Anand Marri, Christina Morado, and Christopher Zublionis)
ch. 6 Third World Conditions in a First World Country
Using Economics to Understand Events Before and After the Levees Broke (Anand Marri, Christina Morado, and Christopher Zublionis)
ch. 7 A Sense of Place, A Sense of Home
Using Geography to Understand the Levees Catastrophe (William Gaudelli, Thomas Chandler, and Yom Odemtten)
ch. 8 Learning From History in an Effort to Understand the Tragedy of Katrina (William Gaudelli, Thomas Chandler, and Yom Odamtten)
ch. 9 Three Options for Summative Activities
Cover image

Archaeology to Delight and Instruct: Active Learning in the University Classroom

Book
Burke, Heather and Claire Smith, eds.
2007
Left Coast Press, Walnut Creek, CA
CC83.A73 2007
Topics: Teaching Religion   |   Learning Designs

Additional Info:
This book presents novel and interesting ways of teaching archaeological concepts and processes to college and university students. Seeking alternatives to the formal lecture format, the various contributions seek better ways of communicating the complexities of human behavior and of engaging students in active learning about the past. This collection of imaginative exercises designed by 20 master instructors on three continents includes role-playing, games, simulations, activities, and performance, all designed to ...
Additional Info:
This book presents novel and interesting ways of teaching archaeological concepts and processes to college and university students. Seeking alternatives to the formal lecture format, the various contributions seek better ways of communicating the complexities of human behavior and of engaging students in active learning about the past. This collection of imaginative exercises designed by 20 master instructors on three continents includes role-playing, games, simulations, activities, and performance, all designed to teach archaeological ideas in interesting and engaging ways. Sponsored by the World Archaeological Congress. (From the Publisher)

Table Of Content:
ch. 1 Lectures as Usual? Teaching Archaeology for Fun (Claire Smith and Heather Burke)

Part 1 - Role Play
ch. 2 Seven Degrees of Archaeology, or Diverse Ways of Interpreting the Past (Heather Burke and Claire Smith)
ch. 3 The Great Debate: Archaeology, Repatriation, and Nationalism (Morag Kersel)

Part 2 - Games
ch. 4 Grasp, or Happy Families, the Archaeological Way (Gail Higginbottom)
ch. 5 The Skin Game: Teaching to Redress Stereotypes of Indigenous People (Claire Smith and Heather Burke)
ch. 6 The Big Dig: Theoretically Speaking (Gail Higginbottom)
Part 3 - Simulations
ch. 7 The Game of Context: Teaching the History of Archaeology Without Foregone Conclusions (John Carman)
ch. 8 The Simulated Excavation: An Alternative to Archaeological Site Destruction (Bradley F. Bowman and Glenna Dean)
ch. 9 Digging Your Own Grave: Generic Skills from an Archaeological Simulation (Clive Orton)

Part 4 - Hands-on Activities
ch. 10 Playing with Ochre: Some Problems Associated with the Analysis of Indigenous Rock Markings (Michael Diplock and Abigail Stein)
ch. 11 Perspectives from a Pot: IntroducingArchaeological Theory Through Visual Interpretation (Melinda Leach)
ch. 12 Culture of Litterbugs (M. Jay Stottman, Sarah E. Miller and A. Gwynn Henderson)
ch. 13 Toilets as Tools of Teaching (H. Martin Wobst)
ch. 14 Simple Ideas to Teach Big Concepts: 'Excavating' and Analyzing the Professor's Desk Drawer and Wastebasket (Larry J. Zimmerman)

Part 5 - Creative Construction and Performance
ch. 15 The Draw-an-Archaeologist Test: Eliciting Student's Ideas About Archaeology (Susan D. Renoe)
ch. 16 Using the Fictional Tale as a Learning Tool (Caryn M. Berg)
ch. 17 Telling Stories About the Past: Archaeology and Museum Interpretation (Jane Lydon)
ch. 18 Scenarios for Archaeologists: A Teaching Tool (Mitch Allen)

Part 6 - Critical Reflection
ch. 19 The Scrapbook Exercise: Teaching Archaeology of Death as Critical Thinking (Patricia Rubertone)
ch. 20 Brain Candy (K. Anne Pyburn)

Index
About the Contributors
Cover image

The Graphic Syllabus and the Outcomes Map: Communicating Your Course

Book
Nilson, Linda B.
2007
Jossey-Bass, San Francisco
LB2361.N55 2007
Topics: Learning Designs   |   Syllabus Construction

Additional Info:
This book shows college instructors how to communicate their course organization to students in a graphic syllabus—a one-page diagram, flowchart, or concept map of the topical organization—and an outcomes map—a one-page flowchart of the sequence of student learning objectives and outcomes from the foundational through the mediating to the ultimate. It also documents the positive impact that graphics have on student learning and cautions readers about common ...
Additional Info:
This book shows college instructors how to communicate their course organization to students in a graphic syllabus—a one-page diagram, flowchart, or concept map of the topical organization—and an outcomes map—a one-page flowchart of the sequence of student learning objectives and outcomes from the foundational through the mediating to the ultimate. It also documents the positive impact that graphics have on student learning and cautions readers about common errors in designing graphic syllabi. (From the Publisher)

Table Of Content:
About the Author
Preface
Acknowledgments

ch. 1 The Limits of a Text Syllabus
ch. 2 How and Why Graphics Enhance Learning
ch. 3 Designing a Graphic Syllabus
ch. 4 Charting an Outcomes Map
ch. 5 How Graphics Benefit Course Organization

Appendix A. More Model Graphic Syllabi for Inspiration
Appendix B. Computer Software for Graphic Syllabi and Outcomes Maps

Bibliography
Index
Cover image

Beyond Tests and Quizzes: Creative Assessments in the College Classroom

Book
Mezeske, Richard J., and Barbara A. Mezeske, eds.
2007
Jossey-Bass, San Francisco
LB2368.B49 2007
Topics: Assessing Students   |   Learning Designs

Additional Info:
Because the drive toward external assessment speaks almost exclusively in terms of standardized testing, we need to be reminded of the internal purposes of assessment: measuring learning for both student and teacher so that instruction can be adjusted and improved. This book is written for college instructors who are striving to creatively change assessment practice to better reflect learner-centered teaching. It is intended to consider not only the multiple ways ...
Additional Info:
Because the drive toward external assessment speaks almost exclusively in terms of standardized testing, we need to be reminded of the internal purposes of assessment: measuring learning for both student and teacher so that instruction can be adjusted and improved. This book is written for college instructors who are striving to creatively change assessment practice to better reflect learner-centered teaching. It is intended to consider not only the multiple ways in which individuals learn content, but also the multiple avenues to assessment the variety of learning styles demands.
Creative assessment is defined here as assessments that spin, twist, and reform what might be a standard kind of assessment in an ordinary classroom. Instructors should use these examples of creative assessment as starting points, and as the beginnings of an internal discussion on what matters most in the courses they teach: What components of each course count the most for solving a range of problems in the discipline? If facts are important, and they usually are, how can they be used to support a flexible approach to thinking, solving, considering options, and gathering and interpreting evidence? What are the facts not telling us? (From the Publisher)

Table Of Content:
About the Authors
Acknowledgments
Introduction: Why These Assessment Opportunities Make Sense in a World Where Assessment of Factual Knowledge Has Taken Hold (Elizabeth Gayton)

ch. 1 Why Creative Assessment? (Richard J. Mezeske, Barbara A. Mezeske)
ch. 2 Concept Mapping: Assessing Pre-Service Teachers' Understanding and Knowledge (Richard J. Mezeske)
ch. 3 Getting Creative in a Required Course: Variable Grading, Learning Logs, and Authentic Testing (Barbara A. Mezeske)
ch. 4 "From Now on You'll Be History": The Transition from Memorization to Analysis (Janis M. Gibbs)
ch. 5 Resurrecting the Lab Practical (Kathy Winnett-Murray)
ch. 6 Exams as Learning Experiences: One Nutty Idea After Another (Thomas Smith)
ch. 7 Web-Based Instruction and Assessment in a German Culture Course (Lee Forester)
ch. 8 Challenging Students (and the Professor) to Use All of Their Brains: A Semester-Long Exercise in Thinking Styles and Synthesis (Elizabeth A. Trembley)
ch. 9 Demonstrating Synthesis: Technology Assessment Tools for Field Experience Learning (Susan Cherup)
ch. 10 Assessing an Engineering Design Team Project: Build It, and They Will Come (Michael Misovich and Roger Veldman)
ch. 11 Tracking Learning Over Time in Health Care Education Using Clinical Proficiency Transcripts (Richard Ray)
ch. 12 Verbing the Noun: Grammar in Action (Rhoda Janzen)
ch. 13 Hands-On Assessment Can Work for Pre-Service Elementary Teachers (Mary DeYoung)
ch. 14 Building Assignments Within Community: Assessment in the Real World (David B. Schock)

Conclusion: Do Classroom Assessment Techniques Improve Student Learning and Fulfill Larger Assessment Goals? (Scott VanderStoep and Carla Reyes)
Index
Cover image

The Teaching Professor, Volume 22, Number 7

Journal Issue
2008
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Teaching Classes that Meet in Blocks (Mary Clement)
Striving for Academic Excellence
Poorly Designed Group Work
20 Questions about Writing Assignments
Still More on Developing Reading Skills
Student Success is in the Cards - or is it?
Traffic Lights and Participation
Statement of Purpose Assignment
Announcing the McGraw-Hill and Teaching Professor Award
Cover image

The Teaching Professor, Volume 22, Number 8

Journal Issue
2008
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Lesson is Too Much with Us: Recognizing Teaching Moments (John D. Dern)
Vocabulary Tests as Game Shows
Thinking Outside the Box
When Teachers are "Present"
Successful Classroom Management
How Blended Learning Works
The Truly Participatory Seminar
Cover image

The Teaching Professor, Volume 22, Number 9

Journal Issue
2008
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
When to Begin the End: The Role and Use of Summary in Course Design (Barebara Mezeske)
Is it Live or Is it Professor X?
Reciprocal Interviews on the First Day of Class
Three Reminders for Guiding Classroom Discussion
Using MySpace to Build a Community in College
The Day I Walked Out of My Classroom
Cover image

Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, & Doing

Book
Bonk, Curtis J., and Ke Zhang
2008
Jossey-Bass, San Francisco
LB1028.5.B597 2008
Topics: Online Learning   |   Learning Designs

Additional Info:
This is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (read, reflect, display, and do) that will show online educators how to deliver content in ways that benefit all types of learners (visual, auditory, observational, and kinesthetic) from a wide variety of backgrounds and skill levels. With a solid theoretical foundation and concrete guidance and examples, this book can be used as ...
Additional Info:
This is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (read, reflect, display, and do) that will show online educators how to deliver content in ways that benefit all types of learners (visual, auditory, observational, and kinesthetic) from a wide variety of backgrounds and skill levels. With a solid theoretical foundation and concrete guidance and examples, this book can be used as a handy reference, a professional guidebook, or a course text. The authors intend for it to help online instructors and instructional designers as well as those contemplating such positions design, develop, and deliver learner-centered online instruction. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Authors
The R2D2 Model: Read, Reflect, Display, and Do
Phase 1 of the R2D2 Model: Verbal and Auditory Learners
Activities for Phase 1: Verbal and Auditory Learners
Phase 2 of the R2D2 Model: Reflective and Observational Learners
Activities for Phase 2: Reflective and Observational Learners
Phase 3 of the R2D2 Model: Visual Learners
Activities for Phase 3: Visual Learners
Phase 4 of the R2D2 Model: Hands-On Learners
Activities for Phase 4: Hands-On Learners
Integrating R2D2 and Final Reflections on the Web of Learning
Web Links, Examples, and Resources
References
Index
Cover image

The Teaching Professor, Volume 22, Number 6

Journal Issue
2008
Magna Publications Inc., June/July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Class Participation Evaluated by Peers
Should Instructors Provide Students with Complete Notes?
Saving Academic Lives
The Story Told by a Used Textbook
Teaching Philosophy Statements Prepared by Faculty Candidates
Learning Goals: Faculty and Students Don't Agree
Bonuses of a Bonus Assignment
Finding the Best Method
Participation: Revisiting the Basics
Academic 'Speed Dating'
Cover image

The Teaching Professor, Volume 22, Number 10

Journal Issue
2008
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Collecting Colleagues for Teaching and Learning
Daily Experts: A Technique to Encourage Students Participation
PollEverywhere.com: Turning Cell Phones into a Tool for Student Engagement
Five Questions from Missouri
Expectations: Students Stepping Up
Text Highlighting: Helping Students Understand What They Read
Caring about Students
Peer Assessment: Making it Work Well in Small Groups
Teaching Transformation
Cover image

The Teaching Professor, Volume 23, Number 1

Journal Issue
2009
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning (Heather M. Bandeen)
Dealing With the Interested but Noncompliant Student
Scholarship on Teaching and Learning: A Status Report
Student Feedback When it Helps the Most
Cramming for Exams
A Course Redesign that Contributed to Student Success
Cover image

The Teaching Professor, Volume 23, Number 3

Journal Issue
2009
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Individual Ability and Group Work
Learning Communities
Preparing Teaching Philosophy Statements
Six Causes of Resistance to Learning
No Time for Revision?
Going Global by Using Local
A Blog, a Physics Course, and a Change in Student Attitudes
Use Personal Essay Assignments to Encourage Substantive Discussions of Course Content
Avoiding Mediocre Lab Reports with Creative Assignments
Cover image

The Teaching Professor, Volume 23, Number 4

Journal Issue
2009
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Self-Assessment Does Not Necessarily Mean Self-Grading
Teaching Undergraduate Research: A Unique Model
Do Problem-Solving Abilities Develop in Groups?
Modular Assignments: Learning Episodes for Diverse Students
Student Performance and Satisfaction: Online vs. Face to Face
Assessing Internships
The Student-Accessible Reading List
Cover image

The Teaching Professor, Volume 23, Number 5

Journal Issue
2009
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
On Becoming a Teacher (Huntly Collins)
What it Means to be a Self-Regulated Learner
Grading Participation Fairly: Student Perceptions
Why Group Work Improves Problem-Solving Abilities
A Large Course with a small Course Option
The Guest Scholar Project
A Critique of Scaffolding
Cover image

The Teaching Professor, Volume 23, Number 6

Journal Issue
2009
Magna Publications Inc., June/July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Don't Just Tell Me; Show Me: Using Graphic Organizers Effectively (Patty Kobler)
Rapport: Why Having It Makes a Difference
How to Get Your Students to Read What's Assigned
Exploring 'Bottlenecks' to Learning
McGraw-Hill and Magna Publications Award for Scholarship on Teaching and Learning
Learning Can Be Frightening
Experience: Learning From It
When Peers Teach, Students Learn
RateMyProfessors.com
Cover image

The Teaching Professor, Volume 23, Number 8

Journal Issue
2009
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Psychological Perspectives on Managing Classroom Conflict (Jim Guinee)
Modeling Stupidity
Teaching Risk-Taking in College Classrooms
Five Tips to Help Guest Lectures Succeed
Drill and Practice
Writing Comments That Lead to Learning
Cover image

The Teaching Professor, Volume 23, Number 9

Journal Issue
2009
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Graduate Revisited: Not Plastics but Metacognition (Barbara Mezeshe)
Grading: Alternative Approaches
Don't Waste the First Day
Could We Hear from Somebody Else, Please?
Uses for Participation
An Analysis of PowerPoint-Based Lectures
How Many Tests?
TTR cover image

"Theology in Ecological Perspective: An Interdisciplinary, Inquiry-Based Experiment"

TTR
Butkus, Russell A., and Kolmes, Steven A.
2008
Teaching Theology and Religion 11, no. 1 (2008): 42-53
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
As the result of an extensive self-study for the purpose of reaccreditation, the Department of Theology at The University of Portland began offering a new series of courses called Theological Perspective Courses (THEP). THEP courses are upper division and offered by theology faculty in conjunction with another department that has required core courses in the College of Arts and Sciences. They are intended to be interdisciplinary, with two faculty members ...
Additional Info:
As the result of an extensive self-study for the purpose of reaccreditation, the Department of Theology at The University of Portland began offering a new series of courses called Theological Perspective Courses (THEP). THEP courses are upper division and offered by theology faculty in conjunction with another department that has required core courses in the College of Arts and Sciences. They are intended to be interdisciplinary, with two faculty members from different disciplines collaborating on new course design and implementation. THEP 482, Theology in Ecological Perspective, was one of the first two THEP courses taught. This article describes and reflects on the nature of this religion and science course in terms of subject matter, learning theory, and development of community. Several additional appendices to this article appear online at: https://www.wabashcenter.wabash.edu/journal/article2.aspx?id=12397
TTR cover image

"E-jing: Using Information Technology to Teach about Chinese Religions"

TTR
Deitrick, Jim
2008
Teaching Theology and Religion 11, no. 3 (2008): 153-158
BL41.T4
Topics: Teaching Religion   |   Online Learning   |   Using Technology   |   Learning Designs

Additional Info:
This article discusses ways in which modern online information technologies may be used to enhance students' understanding of Chinese religions and religious texts. This discussion is predicated upon a model of linguistic communication that places significant weight on the structures and "sedimented presuppositions" of language in determining the meanings of discourse. Assignments are presented that use online technologies to give even beginning students insight into the presuppositions of Chinese religious ...
Additional Info:
This article discusses ways in which modern online information technologies may be used to enhance students' understanding of Chinese religions and religious texts. This discussion is predicated upon a model of linguistic communication that places significant weight on the structures and "sedimented presuppositions" of language in determining the meanings of discourse. Assignments are presented that use online technologies to give even beginning students insight into the presuppositions of Chinese religious discourse, while also allowing them to explore, kinesthetically, one of Confucianism's central practices, the reading and writing of Chinese characters. Appendices providing additional materials related to the course are available online: https://www.wabashcenter.wabash.edu/journal/article2.aspx?id=14153.
TTR cover image

"Role-Playing and Religion: Using Games to Educate Millennials"

TTR
Porter, Adam L.
2008
Teaching Theology and Religion 11, no. 4 (2008): 230-235
BL41.T4
Topics: 18-22 Year Olds   |   Learning Designs   |   Role-Playing

Additional Info:
I have been experimenting with using role-playing and games in my religion classes for several years and have found that students respond well to these pedagogical tools and methods. After reviewing my experiences, I explore the reasons for students' positive response. I argue that role-playing games capitalize on our students' educational expectations and fondness for game-play, by drawing them into exploring significant texts and ideas. Of particular interest for religion ...
Additional Info:
I have been experimenting with using role-playing and games in my religion classes for several years and have found that students respond well to these pedagogical tools and methods. After reviewing my experiences, I explore the reasons for students' positive response. I argue that role-playing games capitalize on our students' educational expectations and fondness for game-play, by drawing them into exploring significant texts and ideas. Of particular interest for religion and theology professors, these sorts of games also encourage empathy towards other viewpoints.
Tactics cover image

"Teaching Through Creation Stories"

Tactic
Winden-fey, Julia
2009
Teaching Theology and Religion 12, no. 1 (2009): 51
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: discussion prompts for small group work in a world religions course.
Additional Info:
One page TTR Teaching Tactic: discussion prompts for small group work in a world religions course.
Tactics cover image

"Introducing History"

Tactic
Stacy, Patty
2009
Teaching Theology and Religion 12, no. 1 (2009): 52
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students write a history of the course to learn about historical methodology.
Additional Info:
One page TTR Teaching Tactic: students write a history of the course to learn about historical methodology.
Tactics cover image

"The Mastery Quiz"

Tactic
Shaffer, Peg
2009
Teaching Theology and Religion 12, no. 1 (2009): 53
BL41.T4
Topics: Assessing Students   |   Learning Designs   |   Liberal Arts

Additional Info:
One page TTR Teaching Tactic: building review into a lecture.
Additional Info:
One page TTR Teaching Tactic: building review into a lecture.
TTR cover image

"Tools and Raw Materials in a Workshop for Critical Thought"

TTR
Hulsether, Mark D.
2009
Teaching Theology and Religion 12, no. 1 (2009): 55-55
BL41.T4
Topics: Learning Designs   |   Teaching Critical Thinking

Additional Info:
A 1000 word essay on using media to teach theory.
Additional Info:
A 1000 word essay on using media to teach theory.
TTR cover image

"A Big Fish Story: Using Media in the Introductory Theory Course"

TTR
Crawford O'Brien, Susanne
2009
Teaching Theology and Religion 12, no. 1 (2009): 56-57
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
A 1000 word essay on using media to teach theory.
Additional Info:
A 1000 word essay on using media to teach theory.
TTR cover image

"Dreaded Monoliths: Rudolf Otto's Das Heilige and 2001: A Space Odyssey"

TTR
Fuller, Jason D.
2009
Teaching Theology and Religion 12, no. 1 (2009): 58-59
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
A 1000 word essay on using media to teach theory.
Additional Info:
A 1000 word essay on using media to teach theory.
TTR cover image

"Don't Leave Home Without It! Using Umbrellas in Teaching the Theory of Religion"

TTR
Agnew, Elizabeth N.
2009
Teaching Theology and Religion 12, no. 1 (2009): 60-62
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
A 1000 word essay on using media to teach theory.
Additional Info:
A 1000 word essay on using media to teach theory.
TTR cover image

"Sustained Experiential Learning: Modified Monasticism and Pilgrimage"

TTR
Oldstone-Moore, Jennifer
2009
Teaching Theology and Religion 12, no. 2 (2009): 109-122
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Constructivist & Active Learning Theory   |   Alternative Classrooms

Additional Info:
This article outlines a template for sustained experiential learning designed to provide a context for learning the affective and performative as well as intellectual power of religion. This approach was developed for a traditional academic framework, adapting pedagogies developed for experiential learning, aesthetic training, and study abroad, and draws on personal experiences of teaching East Asian religions. The approach integrates intellectual learning with out of class experience to stimulate and ...
Additional Info:
This article outlines a template for sustained experiential learning designed to provide a context for learning the affective and performative as well as intellectual power of religion. This approach was developed for a traditional academic framework, adapting pedagogies developed for experiential learning, aesthetic training, and study abroad, and draws on personal experiences of teaching East Asian religions. The approach integrates intellectual learning with out of class experience to stimulate and enrich the highly personal and often significant questions that may arise upon studying religion and encountering religious practices both in and out of the classroom.
Tactics cover image

"First Day Quiz"

Tactic
Rubel, Nora L.
2009
Teaching Theology and Religion 12, no. 2 (2009): 137
BL41.T4
Topics: Discussion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: getting discussion started about course content through a no-stakes quiz on the first day of class.
Additional Info:
One page TTR Teaching Tactic: getting discussion started about course content through a no-stakes quiz on the first day of class.
Tactics cover image

"A Research Idea is Hatched"

Tactic
DeRogatis, Amy
2009
Teaching Theology and Religion 12, no. 2 (2009): 138-139
BL41.T4
Topics: Teaching Writing   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: helping students get started focusing a research topic.
Additional Info:
One page TTR Teaching Tactic: helping students get started focusing a research topic.
Tactics cover image

"Progressive Case Study"

Tactic
Mikoski, Gordon; Cady, Stephen, and Zirschky, Andrew
2009
Teaching Theology and Religion 12, no. 2 (2009): 140
BL41.T4
Topics: Religious Education   |   Case Study Method   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: using a series of case studies through the semester in a Christian Education classroom.
Additional Info:
One page TTR Teaching Tactic: using a series of case studies through the semester in a Christian Education classroom.
TTR cover image

"The Matrix as Sacred Canopy: Teaching Theory in Religion"

TTR
Wellman, Jr., James, K., and Richter, Charles
2009
Teaching Theology and Religion 12, no. 2 (2009): 141-150
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
A 1000 word essay on using media to teach theory.
Additional Info:
A 1000 word essay on using media to teach theory.
TTR cover image

"Teaching Biblical Hermeneutics Through Salman Rushdie's Haroun and the Sea of Stories"

TTR
Gilmour, Michael J.
2009
Teaching Theology and Religion 12, no. 2 (2009): 151-161
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
A 1000 word essay on using media to teach theory.
Additional Info:
A 1000 word essay on using media to teach theory.
TTR cover image

"Documentary Visions, Theological Insights"

TTR
Alderman, Isaac M., and Beyers, Donald J.
2009
Teaching Theology and Religion 12, no. 3 (2009): 233-247
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Teaching Critical Thinking   |   Constructivist & Active Learning Theory

Additional Info:
In an attempt to engage students' higher-order thinking skills, we developed a documentary filmmaking project for our introduction to theology course. By documenting certain aspects of the theology of John Wesley and John Henry Newman (God, creation, revelation, Jesus, the church), students were able to delve deeply into these themes, better understanding them and their interrelationships. The project helped the students to actively practice historical theology, rather than passively learn ...
Additional Info:
In an attempt to engage students' higher-order thinking skills, we developed a documentary filmmaking project for our introduction to theology course. By documenting certain aspects of the theology of John Wesley and John Henry Newman (God, creation, revelation, Jesus, the church), students were able to delve deeply into these themes, better understanding them and their interrelationships. The project helped the students to actively practice historical theology, rather than passively learn about it through lectures. In addition, the project emphasized research skills, quality of writing and creative production, and a professional presentation at a screening.
Tactics cover image

"Centered Diversity in Systematic Theology"

Tactic
Peterson, James
2009
Teaching Theology and Religion 12, no. 3 (2009): 248
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Religious Diversity

Additional Info:
One page TTR Teaching Tactic: students compare two theology textbooks to gain a new understanding of diversity.
Additional Info:
One page TTR Teaching Tactic: students compare two theology textbooks to gain a new understanding of diversity.
Tactics cover image

"Finding the Treasure of God's Attributes"

Tactic
Long, Jude
2009
Teaching Theology and Religion 12, no. 3 (2009): 249
BL41.T4
Topics: Collaborative Learning   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: a treasure hunt by which students learn about the attributes of God.
Additional Info:
One page TTR Teaching Tactic: a treasure hunt by which students learn about the attributes of God.
Tactics cover image

"A Surprising Enterprise"

Tactic
Irons, Kendra Weddle
2009
Teaching Theology and Religion 12, no. 3 (2009): 250
BL41.T4
Topics: Discussion   |   Teaching Religion   |   Learning Designs   |   Teaching Diversity and Justice

Additional Info:
One page TTR Teaching Tactic: an exercise that treats student groups unequally, to learn about empathetic identification with biblical figures.
Additional Info:
One page TTR Teaching Tactic: an exercise that treats student groups unequally, to learn about empathetic identification with biblical figures.
Tactics cover image

"Peer Teaching with Student Assistants"

Tactic
M'mworia, Damaris K.
2009
Teaching Theology and Religion 12, no. 3 (2009): 251
BL41.T4
Topics: Learning Designs

Additional Info:
One page TTR Teaching Tactic: students take turns in the role of "teaching assistant" to increase motivation and attention to the material.
Additional Info:
One page TTR Teaching Tactic: students take turns in the role of "teaching assistant" to increase motivation and attention to the material.
Tactics cover image

"The Arts as a Lens for Understanding Spiritual Issues in Chronic Illness and Disability"

Tactic
Chase-Ziolek, Mary
2009
Teaching Theology and Religion 12, no. 4 (2009): 349
BL41.T4
Topics: Religious Education   |   Learning Designs   |   Alternative Classrooms

Additional Info:
One page TTR Teaching Tactic: discussion of art objects in a one week intensive course.
Additional Info:
One page TTR Teaching Tactic: discussion of art objects in a one week intensive course.
Tactics cover image

"Power of Peers"

Tactic
Davis, Kenneth G.
2009
Teaching Theology and Religion 12, no. 4 (2009): 350
BL41.T4
Topics: Discussion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: creating a safe context to discuss race, ethnicity, and language.
Additional Info:
One page TTR Teaching Tactic: creating a safe context to discuss race, ethnicity, and language.
Tactics cover image

"Theological Dialogue Partners (or Study Buddies for Graduate Students)"

Tactic
Coleman, Monica A.
2009
Teaching Theology and Religion 12, no. 4 (2009): 351
BL41.T4
Topics: Collaborative Learning   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students learn theology by working in pairs through the semester.
Additional Info:
One page TTR Teaching Tactic: students learn theology by working in pairs through the semester.
TTR cover image

"Human Timeline: A Spatial-Kinesthetic Exercise in Biblical History"

TTR
Wolfe, Lisa M.
2009
Teaching Theology and Religion 12, no. 4 (2009): 366-370
BL41.T4
Topics: Teaching Religion   |   Multiple Intelligences & Learning Styles   |   Learning Designs

Additional Info:
The Human Timeline invites students to physically re-create biblical history. Each student holds a card that denotes an event randomly selected from the biblical timeline. They then arrange themselves chronologically to learn the correct flow of biblical history. Because of the movement involved and the arbitrary layout of the cards among their classmates, learners engage their spatial-kinesthetic intelligences through this activity. The exercise proves popular among students who identify themselves ...
Additional Info:
The Human Timeline invites students to physically re-create biblical history. Each student holds a card that denotes an event randomly selected from the biblical timeline. They then arrange themselves chronologically to learn the correct flow of biblical history. Because of the movement involved and the arbitrary layout of the cards among their classmates, learners engage their spatial-kinesthetic intelligences through this activity. The exercise proves popular among students who identify themselves as "visual" learners, and ultimately serves the biblical studies classroom by reinforcing biblical history as a necessary framework for understanding the biblical text.
Cover image

The Online Learning Idea Book: 95 Proven Ways to Enhance Technology Based and Blended Learning

Book
Patti Shank, ed.
2007
Pfeiffer, San Francisco
LB1028.5.O499 2007
Topics: Online Learning   |   Learning Designs

Additional Info:
"For those who think online learning can't be truly interactive, Patti Shank and her colleagues clearly demonstrate—in hundreds of examples—that it can. The real lesson in The Online Learning Idea Book is that technology doesn't build interactive learning; creative thinking and good, solid instructional design does. Using even a smidgen of the great ideas in this book will increase the learning effectiveness of any online program." —Marc J. ...
Additional Info:
"For those who think online learning can't be truly interactive, Patti Shank and her colleagues clearly demonstrate—in hundreds of examples—that it can. The real lesson in The Online Learning Idea Book is that technology doesn't build interactive learning; creative thinking and good, solid instructional design does. Using even a smidgen of the great ideas in this book will increase the learning effectiveness of any online program." —Marc J. Rosenberg, consultant, and author of Beyond E-Learning

"Patti Shank has collected great ideas about online learning and teaching from all over the globe. If you are an online instructor or instructional designer looking for new ways to involve and engage your learners, you'll be inspired by this book!"—Terry Morris, associate professor, William Rainey Harper Colleges

Filled with techniques, tools, tips, examples, resources, and dozens of "great ideas,? this invaluable resource helps people who are looking to build online instructional materials — or improve existing materials — discover and implement what the best and brightest in industry and education are doing to make online learning more engaging and compelling. Increase your know-how in the following areas:

• Look and Feel: how to increase ease-of-use
• Graphics and Multimedia: how to make instructional graphics engaging and compelling
• Activities: how to make instruction itself engaging and compelling
• Tools: how to use a variety of online tools
• Instructional Design: how to design better and faster.
(From the Publisher)

Table Of Content:
Preface
Acknowledgments
Introduction

Section 1 - Learners, Activities, and Assessments
ch. 1 Ideas for Supporting Learners and Learning
Learning Agreements
Prework Verification
Study Schedule
Performance Tips
Move It
Confirm Exercise Instructions
E-Portfolio
Anonymous Weekly Survey
Personal Wishes
Really Simple Syndication Feeds
Contingency Plans
Virtual Office Hours
Chatbots

ch. 2 Ideas for Making Collaboration Work
Group Formation
Prep for Collaborative Work
Team Agreement Template
Team Assessment
Rules of Engagement Agreement
Team Review Form

ch. 3 Ideas for Making Discussions Work
Discussion Message Protocols
Evaluate Your Contribution
Karma Points for Contributions
Acronym and Emoticon Help

ch. 4 Ideas for Self-Directed and Asynchronous Activities
Table Organizers
Red Dog
Enter, Compare, Print, and Discuss
Tell Me Why
Time Me
Digital Stories
Share Bookmarks
Tell Me About Yourself
An Expert View
Email the Author
MiniQuest
Blog It
My Chair
Easy Peer Editing
Introducing Critical Evaluation

ch. 5 Ideas for Synchronous Activities
Chat Moderator
Come (Back) Early
Low-Tech Listening Exercise
Trainer-Expert Collaboration
Pyramid
Before Ninety
Daring Feats
Spotlights
Vowels
Gordon Mackenzie-Style Lecture
Vanity License Plate
Lighten Up
Where Are You?
Word Search

ch. 6 Ideas for Self-Check Activities and Assessments
Adapted Classroom Assessment Techniques
Review Puzzles and Games
Flash Cards
Know Your Flooring
Board Game Self-Check
Drag-and-Drop Self-Check
Fact-or-Fiction Self-Check
Mixed Signals
Millionaire Game
Show Training Value

Section 2 - Instructional Design
ch. 7 Ideas for the Design and Development Process
Process Flowchart
Design Guidelines
Learner Stories
Personalized Learning Model
Content Templates
Fast E-Learning Templates

ch. 8 Ideas for Navigation and Usability
Concept Maps and Causal Loops for Navigation
Collapsible and Movable Text Layer
Automated Back and Next Buttons and Page Numbering
Double Use Glossary
Automated Reference
Here's What's New

ch. 9 Ideas for Creative Design
Funny Stats
Take the Metro
Metaphors to Aid Learning
Stories to Understand the Big Picture
Virtual Coach
Field Clinic
Outrageous Nonexamples
What I Really Think
Virtual Campus
Visual Ideas

ch. 10 Ideas for Creative Media
Show Me
Slow or Fast Images
Energy Balance
Interactive History
Interactive Physics
Inside a Cell
Sea Vents
Tsunami
Movement Sensors
Genome Timeline
DNA Sliding Clamp
DNA Sequence Explorer
Build Your Own Instructional Game

It's NOT Ninety-Five
Glossary
Your Ideas
About the Editor
Cover image

The Teaching Professor, Volume 23, Number 10

Journal Issue
2009
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Using Post-Test Analysis to Help Students See Correlation Between Effort and Performance
Teachers Who Improved
Assessing and Developing Metacognitive Skills
Word Sort: An Active Learning, Critical-Thinking Strategy
Cool Calling: A Creative Way to Start Discussion
Teacher Anger: When Does it Violate Expected Norms of Teacher Behavior?
Developing Problem-Solving Skills via Online Discussions
Book Review: Student Engagement Techniques: A Handbook for College Faculty
Discovering and Developing Teaching Skills
TTR cover image

"The Pedagogy of Slowing Down: Teaching Talmud in a Summer Kollel"

TTR
Kanarek, Jane
2010
Teaching Theology and Religion 13, no. 1 (2010): 15-34
BL41.T4
Topics: Discussion   |   Teaching Religion   |   Learning Designs

Additional Info:
This article explores a set of practices in the teaching of Talmud called “the pedagogy of slowing down.” Through the author’s analysis of her own teaching in an intensive Talmud class, “the pedagogy of slowing down” emerges as a pedagogical and cultural model in which the students learn to read more closely and to investigate the multiplicity of meanings inherent in the Talmudic text, thus bridging the gap between ...
Additional Info:
This article explores a set of practices in the teaching of Talmud called “the pedagogy of slowing down.” Through the author’s analysis of her own teaching in an intensive Talmud class, “the pedagogy of slowing down” emerges as a pedagogical and cultural model in which the students learn to read more closely and to investigate the multiplicity of meanings inherent in the Talmudic text, thus bridging the gap between an ancient text and its contemporary students. This article describes the specific techniques in the pedagogy of slowing down, and the ways in which this teaching practice contributes both to students’ becoming more attentive readers and to the ongoing development of their religious voices.
Tactics cover image

"Three Traditions in Three Weeks!??: Using Study Sheets in a "Maymester" Course"

Tactic
Medine, Carolyn M. Jones
2010
Teaching Theology and Religion 13, no. 1(2010): 51-51
BL41.T4
Topics: Learning Designs   |   Lectures and Large Classes

Additional Info:
One page TTR Teaching Tactic: using study sheet handouts to help students learn from lectures, in a compressed "Maymester" class.
Additional Info:
One page TTR Teaching Tactic: using study sheet handouts to help students learn from lectures, in a compressed "Maymester" class.
Tactics cover image

"Talking Tickets"

Tactic
Hansen, Gary Neal
2010
Teaching Theology and Religion 13, no. 1 (2010): 52-52
BL41.T4
Topics: Discussion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: a method for convening discussion in large groups.
Additional Info:
One page TTR Teaching Tactic: a method for convening discussion in large groups.
TTR cover image

"Making List of What You Know About . . . "

TTR
Miller, Charles William
2010
Teaching Theology and Religion 13, no. 1 (2010): 53
BL41.T4
Topics: Collaborative Learning   |   Teaching Religion   |   Learning Designs

Additional Info:
Additional Info:
Cover image

The Teaching Professor, Volume 24, Number 1

Journal Issue
2010
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
'100 Things Restaurant Staffers Should Never Do': Adapted for Teachers (Grace Johnson)
How Effective Is Remedial Coursework?
The Course Syllabus Contract, Culture, and Compass
Concept Maps: Can They Be Used to Measure Learning?
Transitioning to Paperless Teaching and Learning Spaces
Qualities of Successful Teaching
Magna and McGraw-Hill Scholarly Work on Teaching and Learning Award Announcement
Cover image

The Teaching Professor, Volume 24, Number 3

Journal Issue
2010
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Keeping Office Hours 'Real' in the Facebook Age (Kiren Dosanjh Zucker)
Debating: Beneficial for Students
Banning Laptops from the Classroom
Couseocentricism: New Word, New Idea
Truly Collaborative Teaching
Educating the Teacher: Thoughts on Teaching New Material
Student-led Garden Tours: Fertile Ground for Interdisciplinary Collaboration
The Last Five Years
Cover image

The Teaching Professor, Volume 24, Number 2

Journal Issue
2010
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Fron Row: A Small Group Feel in a Large Class(John Allison)
Student Perceptions of Plagiarism
Confessions of a Bad Teacher
Why Students Struggle in Math Courses
Should We Teach Students to Say 'I Don't Know'?
The Power of Introductory Courses
What's in It for Me?
Cover image

Just-in-Time Teaching: Across the Disciplines, Across the Academy

Book
Simkins, Scott P.; and Maier, Mark H. , eds.
2010
Stylus Publishing, LLC, Sterling, VA
LB2331.J78 2010
Topics: Learning Designs

Additional Info:
Just-in-Time Teaching (JiTT) is a pedagogical approach that requires students to answer questions related to an upcoming class a few hours beforehand, using an online course management system. While the phrase “Just in time” may evoke shades of slap-dash work and cut corners, JiTT pedagogy is just the opposite. It helps students to view learning as a process that takes time, introspection, and persistence.

Students who experience JiTT ...
Additional Info:
Just-in-Time Teaching (JiTT) is a pedagogical approach that requires students to answer questions related to an upcoming class a few hours beforehand, using an online course management system. While the phrase “Just in time” may evoke shades of slap-dash work and cut corners, JiTT pedagogy is just the opposite. It helps students to view learning as a process that takes time, introspection, and persistence.

Students who experience JiTT come to class better prepared, and report that it helps to focus and organize their out-of-class studying. Their responses to JiTT questions make gaps in their learning visible to the teacher prior to class, enabling him or her to address learning gaps while the material is still fresh in students’ minds – hence the label “just in time.”

JiTT questions differ from traditional homework problems in being designed, not only to build cognitive skills, but also to help students confront misconceptions, make connections to previous knowledge, and develop metacognitive thinking practices. Students consequently spend more time on course concepts and ideas, but also read their textbooks in ways that result in more effective and deeper learning. Starting the class with students’ work also dramatically changes the classroom-learning environment, creating greater student engagement.

This book demonstrates that JiTT has broad appeal across the academy. Part I provides a broad overview of JiTT, introducing the pedagogy and exploring various dimensions of its use without regard to discipline. Part II of the book demonstrates JiTT’s remarkable cross-disciplinary impact with examples of applications in physics,biology, the geosciences, economics, history, and the humanities.

Just-in-Time Teaching article from The Hispanic Outlook in Higher Education Reprinted with permission from Hispanic Outlook in Higher Education Magazine. www.hispanicoutlook.com (From the Publisher)

Table Of Content:
Foreword
Editors' Preface

Part 1 Getting Started With Just-in-Time Teaching
ch. 1 An Introduction to Just-in-Time Teaching (JiTT) (Gregor Novak, Evelyn Patterson)
ch. 2 Using Just-in-Time Teaching to Motivate Student Learning (Mary Elizabeth Camp, Joan Middendorf, Carol Subiño Sullivan)
ch. 3 Just-in-Time Teaching and Peer Instruction (Jessica Watkins, Eric Mazur)
ch. 4 Just-in-Time Teaching in Combination With Other Pedagogical Innovations ( Mark H. Maier, Scott P. Simkins)

Part 2 Implementing Just-in-Time Teaching in the Disciplines
ch. 5 Using Just-in-Time Teaching in the Biological Sciences (Kathleen A. Marrs)
ch. 6 Using Just-in-Time Teaching in the Geosciences (Laura A. Guertin)
ch. 7 Using Just-in-Time Teaching in the Physical Sciences (Andrew D. Gavrin)
ch. 8 Using Just-in-Time Teaching in Economics (Mark H. Maier, Scott P. Simkins)
ch. 9 Using Just-in-Time Teaching in History(David Pace Joan Middendorf)
ch. 10 Using Just-in-Time Teaching to Foster Critical Thinking in a Humanities Course ( Claude Cookman)

Contributors
Index
Cover image

The Teaching Professor, Volume 24, Number 4

Journal Issue
2010
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Two Reasons Why I Still Use Rubrics (Kevin Brown)
Student-Formed or Instructor-Assigned Groups?
Challenges of Teaching My Students
Questions to Ask about the Appropriate Use of Large Classes
Lessons about Learning
Instruments: A Couple of Intriguing Options
Metacognitive Pestering for Beginning Students
Cover image

The Teaching Professor, Volume 24, Number 5

Journal Issue
2010
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Establishing Relevance (Jeff Fox)
Five Habits-Easy but Often Neglected Practices That Improve Outcomes
Learning from Classroom Experiences
Using Focused Drafts to Improve Students' Assignments
Pecha Kucha: A Quick and Compelling Format for Student PowerPoint Presentations
What Do I Need to Know About and Do for Students with Learning Disabilities?
Cover image

The Teaching Professor, Volume 24, Number 6

Journal Issue
2010
Magna Publications Inc., June/July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Teaching for Inner Growth (Paul T. .Corrigan)
A Learner-Centered Approach Affects Motivation in One Course
Does Writing Questions Improve Question Quality?
2010 McGraw-Hill and Magna Publications Scholarly Work on Teaching and Learning
Defining and Implementing Inquiry Instruction
The Truly Heroic
Student Groups: How Dysfunctional?
Three Strategies for Teaching When the Content is Not Well Known
Tactics cover image

"Defining "Religion"

Tactic
Conroy, Melissa
2010
Teaching Theology and Religion 13, no. 2 (2010): 137-137
BL41.T4
Topics: Discussion   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: encouraging discussion of significant course material on the first day of class.
Additional Info:
One page TTR Teaching Tactic: encouraging discussion of significant course material on the first day of class.
Tactics cover image

"Using the Mid-Course Assessment of Teaching to Connect Learning across the Curriculum"

Tactic
Harkins, Angela Kim
2010
Teaching Theology and Religion 13, no. 2 (2010): 138-138
BL41.T4
Topics: Assessing Teaching   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: take home writing prompts to get mid-semester feedback on the course while simultaneously helping students to make connections to their other courses.
Additional Info:
One page TTR Teaching Tactic: take home writing prompts to get mid-semester feedback on the course while simultaneously helping students to make connections to their other courses.
Tactics cover image

"The Religious Web-Quest"

Tactic
Woodard, Randall, and Woodard, Rose
2010
Teaching Theology and Religion 13, no. 2 (2010): 139-139
BL41.T4
Topics: Online Learning   |   Using Technology   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: providing a series of web pages for students to visit and respond to in online posts.
Additional Info:
One page TTR Teaching Tactic: providing a series of web pages for students to visit and respond to in online posts.
Tactics cover image

"Living Wage Role Play"

Tactic
Piippin, Tina
2010
Teaching Theology and Religion 13, no. 3 (2010): 238-240
BL41.T4
Topics: Learning Designs   |   Teaching Diversity and Justice   |   Role-Playing

Additional Info:
TTR Teaching Tactic: role play helps students learn how far a custodian's salary goes.
Additional Info:
TTR Teaching Tactic: role play helps students learn how far a custodian's salary goes.
Tactics cover image

"Discussion Starter" Papers"

Tactic
Gallagher, Eugene V.
2010
Teaching Theology and Religion 13, no. 3 (2010): 241-242
BL41.T4
Topics: Discussion   |   Learning Designs

Additional Info:
TTR Teaching Tactic: low stakes writing assignments to improve class discussions.
Additional Info:
TTR Teaching Tactic: low stakes writing assignments to improve class discussions.
Tactics cover image

"Bursts of Imagination: A Teaching Strategy for Interfaith Ritual Planning"

Tactic
Walton, Janet
2010
Teaching Theology and Religion 13, no. 3 (2010): 245-247
BL41.T4
Topics: Collaborative Learning   |   Teaching Religion   |   Learning Designs

Additional Info:
TTR Teaching Tactic: a group process to design an interfaith ritual in which every religion is respected and no religion is privileged.
Additional Info:
TTR Teaching Tactic: a group process to design an interfaith ritual in which every religion is respected and no religion is privileged.
Tactics cover image

"The Advantages of Being Voiceless"

Tactic
Renick, Timothy
2010
Teaching Theology and Religion 13, no. 3 (2010): 248-250
BL41.T4
Topics: Discussion   |   Learning Designs

Additional Info:
TTR Teaching Tactic: designing effective discussion prompts when the professor had laryngitis.
Additional Info:
TTR Teaching Tactic: designing effective discussion prompts when the professor had laryngitis.
Tactics cover image
Wabash tree

"Building Questioning Strategies: Or, Why Am I Asking These Questions And Where Are They Taking Us?"

Tactic
Killen, Patricia O'Connell
2010
Teaching Theology and Religion 13, no. 3 (2010): 251-253
BL41.T4
Topics: Discussion   |   Learning Designs

Additional Info:
TTR Teaching Tactic: an analysis of what makes for good questions to prompt student discussions.
Additional Info:
TTR Teaching Tactic: an analysis of what makes for good questions to prompt student discussions.
Tactics cover image

"Teaching for Conflict Resolution: Metaethical Case Study Analysis as a Teaching Strategy"

Tactic
Floyd-Thomas, Stacey M.
2010
Teaching Theology and Religion 13, no. 3 (2010): 254-259
BL41.T4
Topics: Learning Designs   |   Teaching Diversity and Justice

Additional Info:
TTR Teaching Tactic: analysis of effective use of case studies for teaching ethics.
Additional Info:
TTR Teaching Tactic: analysis of effective use of case studies for teaching ethics.
Tactics cover image

"The Question Bag: An Active Learning Strategy"

Tactic
Glennon, Fred
2010
Teaching Theology and Religion 13, no. 3 (2010): 260-262
BL41.T4
Topics: Course Design   |   Learning Designs   |   Student Learning Goals   |   Constructivist & Active Learning Theory

Additional Info:
TTR Teaching Tactic: allowing students to establish parts of the curriculum of a course.
Additional Info:
TTR Teaching Tactic: allowing students to establish parts of the curriculum of a course.
Tactics cover image

"Concept Mapping"

Tactic
Pui-lan, Kwok
2010
Teaching Theology and Religion 13, no. 3 (2010): 263-265
BL41.T4
Topics: Using Technology   |   Learning Designs

Additional Info:
TTR Teaching Tactic: overview and resources for creating concept maps to organize ideas.
Additional Info:
TTR Teaching Tactic: overview and resources for creating concept maps to organize ideas.
TTR cover image

Beyond the Classroom ("Taking it to the Streets"): Practicing the Art of Philosophical Conversation"

TTR
Schell, Hannah
2010
Teaching Theology and Religion 13, no. 3 (2010): 266-267
BL41.T4
Topics: Problem-Based Learning   |   Teaching Religion   |   Learning Designs   |   Alternative Classrooms

Additional Info:
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
Additional Info:
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
TTR cover image

"When the Cat's Away, the Mice Keep Learning"

TTR
Simmons, Laura K.
2010
Teaching Theology and Religion 13, no. 3 (2010): 268-269
BL41.T4
Topics: Collaborative Learning   |   Learning Designs   |   Alternative Classrooms

Additional Info:
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
Additional Info:
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
TTR cover image

"We Learned So Much When You Weren't There!": Reflections on the Interteach Method and the Acephalous Classroom"

TTR
Zeller, Benjamin E.
2010
Teaching Theology and Religion 13, no. 3 (2010): 270-271
BL41.T4
Topics: Collaborative Learning   |   Learning Designs   |   Alternative Classrooms

Additional Info:
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
Additional Info:
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
Cover image

147 Practical Tips for Synchronous and Blended Technology Teaching and Learning

Book
Lehman, Rosemary M., Berg, Richard A.
2007
Atwood Publishing, Madison, WI
LC5800.L47 2007
Topics: Online Learning   |   Learning Designs

Additional Info:
Distance education today offers more than teaching and learning online. The growing sophistication and flexibility of synchronous technologies, plus continuing advances and familiarity with their uses, has opened up new opportunities for engaging students and relating with them in a myriad of ways.

Honed through many years of experience and grounded in distance education research, the tips selected for this book are placed in the well respected framework ...
Additional Info:
Distance education today offers more than teaching and learning online. The growing sophistication and flexibility of synchronous technologies, plus continuing advances and familiarity with their uses, has opened up new opportunities for engaging students and relating with them in a myriad of ways.

Honed through many years of experience and grounded in distance education research, the tips selected for this book are placed in the well respected framework of the instructional design process: pre-planning, planning, developing, implementing, evaluating.

Of special interest is the Companion Web Site designed to offer depth, additional materials, and a practitioner blog. With the web site, the book, the blog, the reader has the opportunity to work with point and electronic media to create an innovative plan. The Companion Web Site and blog are hosted by Instructional Communications Systems of the University of Wisconsin Extension, making available their experience and wealth of information to us all. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword

ch. 1 First Thoughts
ch. 2 Pre-Planning
ch. 3 Planning
ch. 4 Developing
ch. 5 Implementing
ch. 6 Evaluating
ch. 7 Final Thoughs
ch. 8 Postscript

Glossary
References
The Authors
Cover image

147 Practical Tips for Teaching Sustainability: Connecting the Environment, the Economy, and Society

Book
Timpson, William M., Dunbar, Brian, Kimmel, Gailmarie, Bruyere, Brett, Newman, Peter, and Mizia, Hillary
2006
Atwood Publishing, Madison, WI
GE70.A13 2006
Topics: Diversifying the Curriculum   |   Learning Designs

Additional Info:
The stone age didn't end because of a lack of rocks! one educator is fond of stating. While there were certainly an abundance of rocks available, stone age people moved on to a new era because it become possible for them to envision and create a different and more useful way of organizing life. Many believe that we are currently at a similar juncture and can begin to imagine and ...
Additional Info:
The stone age didn't end because of a lack of rocks! one educator is fond of stating. While there were certainly an abundance of rocks available, stone age people moved on to a new era because it become possible for them to envision and create a different and more useful way of organizing life. Many believe that we are currently at a similar juncture and can begin to imagine and construct new ways to live on our planet.

We are the first generation capable of determining the habitability of the plant for humans and other species, writers Anthony Cortese in the introduction. Teachers at every level can play an important role in helping us find a sustainable path.

Exploring ideas about sustainability is appropriate for all disciplines, plus community groups, business and industry. The diverse backgrounds of the authors of this volume demonstrate exciting situations in which sustainability is critical. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments
List of Contributions

ch. 1 Defining Sustainability
ch. 2 Historical Perspectives
ch. 3 Systems, Synergy, and Visions
ch. 4 Economics and Consumption
ch. 5 Design, Nature, and Buildings
ch. 6 Ethics, Values, and The Sacred
ch. 7 Personal Responsibility and Empowerment
ch. 8 Plan Ahead
ch. 9 Approaches and Assessments
ch. 10 Learning Through Experience
ch. 11 The Positive Learning Climate
ch. 12 Awareness and Consciousness Expansion
ch. 13 Effective Communication
ch. 14 Cooperation and Collaboration
ch. 15 Community and A Sense of Place
ch. 16 Critical and Creative Thinking
ch. 17 Supporting Change
Cover image

Teaching the Bible Through Popular Culture and the Arts

Book
Roncace, Mark, and Gray, Patrick, eds.
2007
Society of Biblical Literature, Atlanta, GA
BS600.3.T43 2007
Topics: Teaching Religion   |   Learning Designs

Additional Info:
This resource enables biblical studies instructors to facilitate engaging classroom experiences by drawing on the arts and popular culture. It offers brief overviews of hundreds of easily accessible examples of art, film, literature, music, and other media and outlines strategies for incorporating them effectively and concisely in the classroom. Although designed primarily for college and seminary courses on the Bible, the ideas can easily be adapted for classes such as ...
Additional Info:
This resource enables biblical studies instructors to facilitate engaging classroom experiences by drawing on the arts and popular culture. It offers brief overviews of hundreds of easily accessible examples of art, film, literature, music, and other media and outlines strategies for incorporating them effectively and concisely in the classroom. Although designed primarily for college and seminary courses on the Bible, the ideas can easily be adapted for classes such as Theology and Literature or Religion and Art as well as for nonacademic settings. (From the Publisher)

Table Of Content:
List of Contributors
Introduction

Part 1: Music
Introduction: Teaching the Bible with Music (Mark Roncace and Dan W. Clanton, Jr.)
ch. 1 Popular Music (Mark Roncace and Dan W. Clanton, Jr.)
ch. 2 Classical Music (Dan W. Clanton Jr. and Bryan Bibb)

Part 2: Film
Introduction: Teaching the Bible with Film
ch. 3 The Bible in Film (Nicola Denzey and Patrick Gray)
ch. 4 Nonbiblical Narrative in Film (Nicola Denzey and Patrick Gray)

Part 3: Art
Introduction: Teaching the Bible with Art
ch. 5 Biblical Subjects in Art (Lynn R. Huber, Dan W. Clanton Jr., and Jane S. Webster)
ch. 6 Abstract and Nonbiblical Art (Lynn R. Huber)

Part 4: Literature
Introduction: Teaching the Bible with Literature (Jaime Clark-Soles)
ch. 7 Poetry (Ira Brent Driggers and Brent A. Strawn)
ch. 8 Prose: Fiction and Nonfiction (Jaime Clark-Soles, Patrick Gray, and Brent A. Strawn)

Part 5: Other Media
Introduction (
ch. 9 Cartoons and Comics (Dan W. Clanton, Jr.)
ch. 10 Youth Literature, Programming, and Entertainment (Mark Roncace)
ch. 11 Animated Television (Dan W. Clanton, Jr, and Mark Roncace)
ch. 12 Television Dramas and Documentation (Dan W. Clanton Jr. and Mark Roncace)
ch. 13 Internet Websites (Mark Roncace)

Indexes
Biblical Texts
Noncanonical Texts
Music
Film
Art
Literature
Cover image

The Teaching Professor, Volume 24, Number 7

Journal Issue
2010
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
What I Learned fro the CAR (Eva Jackson Hester)
Heart, Head, and Hands: The Importance of Coaching through Meaningful Conversations
An Innovative Way of Analyzing Critical Thinking Skills
Music in Political Science
Final Fitness and the Louisiana 2 Step
Solutions for Student Incivility
Music in the Chemistry Classroom
Entitled: Ways to Respond to Students Who Think They Are
Tactics cover image
Wabash tree

"Asynchronous Writing Assignments Using the Writing Rubric"

Tactic
Galle, Jeffery
2010
Teaching Theology and Religion 13, no. 4 (2010): 371
BL41.T4
Topics: Teaching Writing   |   Online Learning   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students reflect on the writing rubric used to grade their writing, in an online or hybrid course.
Additional Info:
One page TTR Teaching Tactic: students reflect on the writing rubric used to grade their writing, in an online or hybrid course.
Tactics cover image

"Moving Student Research into the Community"

Tactic
Hequet, Suzanne
2010
Teaching Theology and Religion 13, no. 4 (2010): 372
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Alternative Classrooms

Additional Info:
One page TTR Teaching Tactic: students learn about Lutheranism by doing historical research of local congregations.
Additional Info:
One page TTR Teaching Tactic: students learn about Lutheranism by doing historical research of local congregations.
Tactics cover image

"Tolle Lege: Using Student Confessions to Encourage Student Reading"

Tactic
Weldon, Clodagh
2010
Teaching Theology and Religion 13, no. 4 (2010): 373
BL41.T4
Topics: Discussion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students reflect on their reading practices for class.
Additional Info:
One page TTR Teaching Tactic: students reflect on their reading practices for class.
TTR cover image

"The Absent Professor: Taking the Residential Class Online"

TTR
Hansen, Gary Neal
2010
Teaching Theology and Religion 13, no. 4 (2010): 374-375
BL41.T4
Topics: Learning Designs   |   Alternative Classrooms

Additional Info:
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
Additional Info:
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
TTR cover image

"Making Your Absence Count: Preparing Students for Small Group Discussions"

TTR
M'Mworia, Damaris
2010
Teaching Theology and Religion 13, no. 4 (2010): 376-377
BL41.T4
Topics: Discussion   |   Learning Designs   |   Alternative Classrooms

Additional Info:
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
Additional Info:
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
TTR cover image

"The Absent Professor: The Class Interview"

TTR
Grooters, Stacy, and Lanci, John R.
2010
Teaching Theology and Religion 13, no. 4 (2010): 378-379
BL41.T4
Topics: Assessing Teaching   |   Learning Designs

Additional Info:
Additional Info:
Cover image

The Teaching Professor, Volume 24, Number 8

Journal Issue
2010
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Imposter with the Roster: How I Gave Up Control and Became a Better Teacher (Keith Starcher)
Using Google Docs as a Teaching Tool
Making the Most of 2,700 Minutes
Syllabus Redesign: Strategies That Support Students with Disabilities
The Challenge of Teaching Content When Test Stakes Are High
Why Peer Editing Matters to Majors
A Reminder about The Teaching Professor Conference
Cover image

The Teaching Professor, Volume 24, Number 9

Journal Issue
2010
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
What Students Understand Isn't Always What the Professor Means (John A. Dern)
Making the Review of Assigned Reading Meaningful
Avoiding the Blank Screen Blues
Opening Intentions
The Teacher of Westwood
A New Kind of "Space" for Quizzes
Tactics cover image

"Discussing Sermon Texts: New Breathing Spaces"

Tactic
Hedahl, Susan K.
2011
Teaching Theology and Religion 14, no. 1 (2011): 22
BL41.T4
Topics: Ministerial Formation   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: a method for improving students' sermons.
Additional Info:
One page TTR Teaching Tactic: a method for improving students' sermons.
Tactics cover image
Wabash tree

"Higher Order Thinking Through the Synthesis of Theological Models"

Tactic
Woodard, Randall, and Woodard, Rose
2011
Teaching Theology and Religion 14, no. 1 (2011): 23
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Teaching Critical Thinking

Additional Info:
One page TTR Teaching Tactic: students learn to create models in order to increase their grasp of nuanced theological arguments.
Additional Info:
One page TTR Teaching Tactic: students learn to create models in order to increase their grasp of nuanced theological arguments.
Tactics cover image

"Using Small Groups, Prepared Questions, and Key Terms in an Introductory Course"

Tactic
Coppins, Wayne M.
2011
Teaching Theology and Religion 14, no. 1 (2011): 21
BL41.T4
Topics: Collaborative Learning   |   Discussion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: establishing a predictable structure with discussion questions at the start of each class.
Additional Info:
One page TTR Teaching Tactic: establishing a predictable structure with discussion questions at the start of each class.
Cover image

The Teaching Professor, Volume 24, Number 10

Journal Issue
2010
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Embracing Texting during Class (B. Jean Mandernach and Jana Hackathorn)
From the Last Five Years to the Last Two Semesters: An Update
Of Mice and Men: Using a Book Club to Improve Teaching and Learning
Using Reading Prompts to Encourage Critical Thinking
Gateway Criteria: Minimum Standards Before an Assignment is Graded
Communication Satisfaction Scale
Enhancing Out-of-Class Communication: Students' Top 10 Suggestions
An Assessment Technique Using Research Articles
Participation Money
Cover image

The Teaching Professor, Volume 25, Number 2

Journal Issue
2011
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Power of Questions (Eli Merchant)
Revisiting the Purpose of PowerPoint (Bob Eierman)
Teaching Circles: A Low-Cost, High-Benefit Way to Engage Faculty (Michelle Freeman)
Making the Most of Fieldwork Learning Experiences (Glen T. Hvenegaard)
Making Exams More about Learning
Student Entitlement
Cover image

The Teaching Professor, Volume 25, Number 3

Journal Issue
2001
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Teacing Mindfulness in the College Classroom (Robert Yoder and Jami Cotler)
Learning: Five Key Principles
Engaging Students in Argument
Saffron and Gold: The Value of High-Quality Information and Library Instruction to Teaching Professors
Using Clickers Effectively: A Research-Based Tip
Honoring and Challenging Students' Beliefs
Active-Learning Ideas for Large Classes: Simple to Complex
Peer-Led Team Learning
Cover image

The Teaching Professor, Volume 25, Number 4

Journal Issue
2011
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Three Steps to Better Course Evaluation (Mary Clement)
An Assignment that Prevents Plagiarism
Role Reversal: Learning from a Master Teacher (Barbara Mezeske)
Expediting Feedback to Students
An Interesting Group Work Model
Better Writing to Lab Reports
Failure and Learning
TTR cover image
Wabash tree

"Learning Hebrew by Writing in English"

TTR
Jacobson, Rolf A.
2011
Teaching Theology and Religion 14, no. 2 (2011): 125-136
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
This essay explores a midrange teaching and learning issue regarding the teaching of biblical languages and one strategy for addressing the issue. Seminary students do not yield a great enough return in exchange for the investment they are required to make in learning biblical languages. Students invest great time and money, but they do not learn to use the biblical languages to think critically about the Bible. This essay argues ...
Additional Info:
This essay explores a midrange teaching and learning issue regarding the teaching of biblical languages and one strategy for addressing the issue. Seminary students do not yield a great enough return in exchange for the investment they are required to make in learning biblical languages. Students invest great time and money, but they do not learn to use the biblical languages to think critically about the Bible. This essay argues that a fruitful strategy for addressing this midrange issue is to require students to write in English about the Hebrew language. This strategy fosters students' ability to think critically about the biblical text. It also fosters their ability to use their budding knowledge of a biblical language to engage questions of meaning and issues of interpretation.
Tactics cover image

"Using Word Clouds for Reflection and Discussion in an Online Class"

Tactic
Hamm, Scott E.
2011
Teaching Theology and Religion 14, no. 2 (2011): 156
BL41.T4
Topics: Discussion   |   Online Learning   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: prompting student discussion using word clouds.
Additional Info:
One page TTR Teaching Tactic: prompting student discussion using word clouds.
Tactics cover image

"What do people say the Bible says? And you, what do you say?"

Tactic
Ngwa, Kenneth
2011
Teaching Theology and Religion 14, no. 2 (2011): 157
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students learn some of the difficulties of translation when interpreting the bible.
Additional Info:
One page TTR Teaching Tactic: students learn some of the difficulties of translation when interpreting the bible.
TTR cover image

“There Is a Lot of Junk on the Web!”: Using Web Site Evaluation in an Introductory Religion Course"

TTR
Junior, Nyasha, and Edward, Amy
2011
Teaching Theology and Religion 14, no. 2 (2011): 175-181
BL41.T4
Topics: Using Technology   |   Learning Designs

Additional Info:
This essay describes a web site evaluation project which served as the final assignment for an undergraduate “Introduction to Religion” course. The essay discusses lessons learned from the design and implementation of this web-based research assignment over three consecutive semesters. It includes insights from an instructor and a reference librarian who collaborated on this project.
Additional Info:
This essay describes a web site evaluation project which served as the final assignment for an undergraduate “Introduction to Religion” course. The essay discusses lessons learned from the design and implementation of this web-based research assignment over three consecutive semesters. It includes insights from an instructor and a reference librarian who collaborated on this project.
Cover image

The Teaching Professor, Volume 25, Number 5

Journal Issue
2011
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Teaching Wisdom from Central Station Café (Leidy Klotz)
Reasons Why Students Do or Don't Participate
Students as Formative Assessment Partners
A Google Jockey
Attendance Policies: Research Update
Caring for Students: How Important Is it?
Lessons from Room 10
Cover image

The Learning Garden: Ecology, Teaching, and Transformation

Book
Gaylie, Veronica
2009
Peter Lang, New York, NY
SB55.G39 2009
Topics: Problem-Based Learning   |   Learning Designs

Additional Info:
This book tells the story of building a campus “Learning Garden” over a series of cohorts of student teachers and environmental education students. The garden began with high ideals, no funding, and a strong desire to “do something” about the environment. The result was a transformation in attitude toward nature, community and toward the learning process itself. Described through three metaphors (garden as environment, garden as ...
Additional Info:
This book tells the story of building a campus “Learning Garden” over a series of cohorts of student teachers and environmental education students. The garden began with high ideals, no funding, and a strong desire to “do something” about the environment. The result was a transformation in attitude toward nature, community and toward the learning process itself. Described through three metaphors (garden as environment, garden as community, garden as transformation) this book provides a bridge of theory and practice for ecology-centred teaching and learning. As new teachers and teacher educators decide how to include “the environment” and principles of “sustainability” into their lessons, this groundbreaking text provides a bridge between theory and practice and guides the reader into the ways that teaching in the natural world changes how people learn, and, how they teach. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 The Learning Garden: Introduction
ch. 2 Learning in School Gardens: Historical and Theoretical Overview
ch. 3 Garden as Environment
ch. 4 Garden as Community
ch. 5 Garden as Transformation
ch. 6 Practical Matters, A Simple Plan, Activities, Teaching Resources
ch. 7 Environment, Community, Transformation: Photo Essay
ch. 8 Conclusion: At the Hear of Teaching and Learning

Notes
Bibliography
Article cover image

"Acting Religious: Theatre as Pedagogy in Teaching Religious Studies"

Article
Rue, Victoria
2003
The Council of Societies For The Study of Religion, Volume 32, Number 3, September 2003
Topics: Teaching Religion   |   Critical Pedagogies   |   Learning Designs

Additional Info:
Additional Info:
Tactics cover image

"Netnography and the Study of Religion"

Tactic
Love, Velma
2011
Teaching Theology and Religion 14, no. 3 (2011): 247
BL41.T4
Topics: Collaborative Learning   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students work in groups to study on line presence of African-American religious groups.
Additional Info:
One page TTR Teaching Tactic: students work in groups to study on line presence of African-American religious groups.
Tactics cover image

"A Tournament of Definitions"

Tactic
Hall, Airen
2011
Teaching Theology and Religion 14, no. 3 (2011): 248
BL41.T4
Topics: Collaborative Learning   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students work collaboratively to define religion.
Additional Info:
One page TTR Teaching Tactic: students work collaboratively to define religion.
Tactics cover image

"The Religious Experience Project: Bringing an Experiential Dimension to Teaching Religion"

Tactic
Loving, Gregory D.
2011
Teaching Theology and Religion 14, no. 3 (2011): 249
BL41.T4
Topics: Teaching Religion   |   Learning Designs   |   Alternative Classrooms

Additional Info:
One page TTR Teaching Tactic: students reflect on a religious practice they have selected to experience.
Additional Info:
One page TTR Teaching Tactic: students reflect on a religious practice they have selected to experience.
TTR cover image

"Joining a Community of Scholars"

TTR
Everhart, Janet S.
2011
Teaching Theology and Religion 14, no. 3 (2011): 254-255
BL41.T4
Topics: Learning Designs

Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Cover image

The Teaching Professor, Volume 25, Number 1

Journal Issue
2011
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Learning to Read with the Eyes of a Writer (Kristin M. Gehsmann)
What's Real in the Classroom?
The Internet and Individual Knowledge
Students on Incivility in the Classroom
Two Strategies for Getting Students to Do the Reading
Challenges the Notion of Learning Styles
A Course Metaphor
Cover image

Teaching About Asian Pacific Americans: Effective Activities, Strategies, and Assignments for Classrooms and Communities

Book
Chen, Edith Wen-Chu, and Omatsu, Glenn
2006
Rowman & Littlefield, Publishers, Lanham, MD
E184.A75 T43 2006
Topics: Diversifying the Curriculum   |   Learning Designs

Additional Info:
The number of Asian American students in schools and colleges has soared in the last twenty-five years, and they make up one of the fastest growing segments of the student population. However, classroom material often does not include their version of the American experience. Teaching about Asian Pacific Americans was created to address this void. This resource guide provides interactive activities, assignments, and strategies for classrooms or workshops. Those new ...
Additional Info:
The number of Asian American students in schools and colleges has soared in the last twenty-five years, and they make up one of the fastest growing segments of the student population. However, classroom material often does not include their version of the American experience. Teaching about Asian Pacific Americans was created to address this void. This resource guide provides interactive activities, assignments, and strategies for classrooms or workshops. Those new to the field of Asian American studies will appreciate the background information on issues that concern Asian Pacific Americans, while experts in the field will find powerful, innovative teaching activities that clearly convey established and new ideas. The activities in this book have been used effectively in classrooms, workshops for staff and practitioners in student services programs, community-based organizations, teacher training programs, social service agencies, and diversity training. Teaching About Asian Pacific Americans serves as a critical resource for anyone interested in race, ethnicity, and Asian Pacific American communities. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

Part I: Definitions, Concepts, and Issues
ch. 1 Vietnamese Boat People: Separation and Loss
ch. 2 Feast of Resistance: Asian American History Through Food
ch. 3 "Pin@y Time": Mapping the Filipino American Experience
ch. 4 Deconstructing the Model Minority Image: Asian Pacific Americans, Race, Class, Gender, and Work
ch. 5 Building Allies: Linking Race, Class, Gender, and Sexuality in Asian American Studies
ch. 6 Globalization and Transnationalism Role-Playing Activity: Korean Immigrants and the Garment Industry
ch. 7 Expressive Therapies for Asian American Clients: The Value of Nonverbal Sand Tray Therapy
ch. 8 Are High Achieving Asians Individualists?
ch. 9 Representations of Asian Americans in Advertising Constructing Images of Asian Americans
ch. 10 Ripping Up Cultures: Helping Students Reconnect with Their Cultural Values

Part II: War, Colonialism, and Imperialism
ch. 11 Paradise and the Politics of Tourist Hawai'i
ch. 12 Racializing the "Enemy": Japanese Americans after 12/7/41 and American Muslims and Arabs after 9/11/01
ch. 13 Teaching about Hindus and Muslims in the USA: "Any all they will call you will be deportee"
ch. 14 On the Curses and Blessings of War: Discussions for a Filipino American Experience Class
ch. 15 Addressing Redress: Japanese American's Reparations for Their Incarceration during World War II

Part III: Community Building, Learning, and Organizing
ch. 16 Making Student Leadership Development an Integral Part of Our Classrooms
ch. 17 Beyond the Egg Rolls, Fortune Cookies, and Paper Fans: Seeing the Residential Side of Chinatown
ch. 18 Mobilizing Students to Respond to Community Needs: Organizing a Class around a Community Project
ch. 19 Bridging Generations: Bringing the Experiences of Illness, Health, and Aging into the Classroom
ch. 20 Oral History and Multiculturalism
ch. 21 Bridging Asian American and African American Communities

Part IV: Critical Thinking Teaching Strategies
ch. 22 Understanding Privilege in American Society
ch. 23 An Exploration of Meaning: Critically Thinking about History
ch. 24 Generative Thinking: Using a Funding Proposal to Inspire Critical Thinking
ch. 25 Promoting Transgressions through the Automatic Reward System in the Literature Classroom
ch. 26 What's Wrong with a Color-blind Perspective? A New Model of Critical Caring for Teachers
ch. 27 Modeling Whiteness: Minorities, Assimilation, and Resistance

Part V: Resources
ch. 28 Web Resources for Teaching Asian American Studies

Index
About the Contributors
Journal cover image

Teaching for Civic Engagement: Background and Overview

Journal Issue
Posman, Ellen, and Locklin, Reid B., eds.
2010
Spotlight on Teaching 25, no. 4 October
BL41.S72
Topics: Teaching Religion   |   Learning Designs   |   Alternative Classrooms   |   Civic Engagement

Additional Info:
Journal Issue. Full text is available online, here: http://rsnonline.org/index51c0.html?option=com_content&view=article&id=306&Itemid=269
Additional Info:
Journal Issue. Full text is available online, here: http://rsnonline.org/index51c0.html?option=com_content&view=article&id=306&Itemid=269

Table Of Content:
ch. 1 Teaching for Civic Engagement: Background and Overview (Ellen Posman, and Reid B. Locklin)
ch. 2 Engaged Pedagogy and Civic Engagement (Swasti Bhattacharyya)
ch. 3 Site Visits and Civic Engagement (Marianne Delaporte, and Hans Wiersma)
ch. 4 Civic Engagement and International Service-Learning (Philip Wingeier-Rayo)
ch. 5 Civic Engagement and Civic Spaces (Rebekka King)
ch. 6 Reflections on Engaged Civic Learning and Teaching (Bobbi Patterson)
ch. 7 Teaching for Civic Engagement: Suggested Resources
Cover image

The Teaching Professor, Volume 25, Number 6

Journal Issue
2011
Magna Publications Inc., June-July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Reflecting on Learning: Day One and Beyond (Julie Empric)
Teaching Something You Don't Like A Model That Works (Veronica T. Rowe)
Award Winners Announced
Getting Over Learning Styles (Larry Spence)
How Reflective Is That Reflection?
Professional Faculty Development: The Necessary Fourth Leg (Alan Altany)
Noncontributing Group Members: An Important Distinction
Using a Capstone Course to Assess Learning
Ways to Achieve Student Engagement
Cover image

The Teaching Professor, Volume 25, Number 7

Journal Issue
2011
Magna Publications Inc., August-September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Teachable Moments: The Grading Conference (Bill Latham)
Using Twitter to Enhance Interaction in Online Couses
Are We Preaching to the Choir about Student-Centered Learning Practices?
An Innovative Quiz Strategy
Long-Term Benefits of Learner-Centered Instruction
The Assessment Movement: Revisiting Faculty Resistance
How Much Active Learning?
A Look at Makeup Exams
Prepared to Teach?
The Elusive Benefits of Study Groups
Tactics cover image

"Seeing and Hearing the Otherness of Sacred Texts"

Tactic
Anderson, Bradford A.
2011
Teaching Theology and Religion 14, no. 4 (2011): 355-356
BL41.T4
Topics: Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students are exposed to a reading of sacred text in the native language.
Additional Info:
One page TTR Teaching Tactic: students are exposed to a reading of sacred text in the native language.
Tactics cover image

“Cult” or Religion?"

Tactic
Hall, Airen
2011
Teaching Theology and Religion 14, no. 4 (2011): 355-356
BL41.T4
Topics: Discussion   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students discuss the nature of religion by comparing brief descriptions of founders.
Additional Info:
One page TTR Teaching Tactic: students discuss the nature of religion by comparing brief descriptions of founders.
TTR cover image

"K. Anders Ericsson’s Theory of Deliberate Practice for Expert Performance in the Senior Capstone Course"

TTR
Woodard, Randall
2011
Teaching Theology and Religion 14, no. 4 (2011): 382-383
BL41.T4
Topics: Learning Designs

Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
TTR cover image

"Theory at Work"

TTR
Royalty Jr., Robert M.
2011
Teaching Theology and Religion 14, no. 4 (2011): 384-385
BL41.T4
Topics: Learning Designs

Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
TTR cover image

"Using Portfolios to Demonstrate Theological Competencies: The Capstone Course in the MDiv Program at Hood Theological Seminary"

TTR
Resner, André
2011
Teaching Theology and Religion 14, no. 4 (2011): 386-388
BL41.T4
Topics: Learning Designs

Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Tactics cover image

"Make a List of What You Know About . . . "

Tactic
Miller, Charles William
2010
Teaching Theology and Religion 13, no. 1 (2010): 53-53
BL41.T4
Topics: Collaborative Learning   |   Discussion   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: to introduce and discuss course content on the first day of class, students work in groups to list what they know about the topic.
Additional Info:
One page TTR Teaching Tactic: to introduce and discuss course content on the first day of class, students work in groups to list what they know about the topic.
Cover image

CLASH! Superheroic Yet Sensible Strategies for Teaching the New Literacies Despite the Status Quo

Book
Vavra, Sandra, and Spencer, Sharon L., eds.
2011
Information Age Publishing, Charlotte, NC
LB1028.3.C6 2011
Topics: Teaching Writing   |   Learning Designs   |   Teaching Diverse Students

Additional Info:
This book offers ideas that secondary teachers, university content faculty, and teacher educators can use to challenge traditional literacy practices and demonstrate creative, innovative ways of incorporating new literacies into the classroom, all within a strong theoretical framework. Teachers are trying to catch up to the new challenges of the twenty-first century. It is a superheroic feat that must be achieved if education is to stay relevant and viable. There ...
Additional Info:
This book offers ideas that secondary teachers, university content faculty, and teacher educators can use to challenge traditional literacy practices and demonstrate creative, innovative ways of incorporating new literacies into the classroom, all within a strong theoretical framework. Teachers are trying to catch up to the new challenges of the twenty-first century. It is a superheroic feat that must be achieved if education is to stay relevant and viable. There is a lot of zip, bam, whap, and wow in the fast-paced, social networking, technological world, but not so much in the often laboriously slow-paced educational world. Where is the balance? How do teachers and students learn together, since one group has seasoned wisdom with limited technological know-how and the other uses all the cool new tools, but not in the service of learning? These are some important issues to consider in finding the balance in an unstable, fast-moving, ever-changing world.

This book is practical and useful to literacy teachers, teacher educators, and university faculty by bringing together the expertise of composition/rhetoric researchers and writers, literacy specialists, technology specialists, and teachers who are on the cutting edge of new literacies. (From the Publisher)

Table Of Content:
Foreword
Preface

Part I: Batman Begins, Simply
ch. 1 The Cold, Hard Cash of Truth about Literacy in the 21st Century (Sandra A. Vavra and Sharon L. Spencer)
ch. 2 “And Now... A Word From Our Students”: Creating Better Writers and Thinkers by Having Students Study, Write and Film TV Commercials (Tom Scheft)
ch. 3 Superheroic Resourcefulness: Expanding Literacy and Engagement through YouTube (Sarah Wynn)

PPart II: The Force Is With Reluctant New Media Adopters
ch. 4 Popular Culture as a Sponsor of Literacy: Confronting the CLASH! BOOM! POW! in the Basic Writing Classroom (Tabetha Adkins)
ch. 5 Making Messes and Meaning with Wikis and Blogs (Collie Fulford)
ch. 6 “Are You Now or Have You Ever Been?”: Teaching “Writerly” Confidence, Media Literacy, and Historical, Civic, and Cultural Awareness with This I Believe (Rachelle S. Gold.)

PART III: BRINGING AN X-MENTALITY TO THE EVERYDAY CLASSROOM
ch. 7 Teaching Poetry in a Freestyle World: A Pedagogy for the Unimpressed (Lisa Carl)
ch. 8 Capitalizing on Digital Literacy: Visual Rhetoric, the Graphic Novel and Academic Identity (Sara Littlejohn and Hephzibah Roskelly)
ch. 9 Unraveling the Riddler: New Media, Technology, and Literacies in Exploring Heroes and Superheroes (Sarah M. Henchey and Sharon L. Spencer)
ch. 10 Changing the World–One Zip Code At a Time (Stefanie Frigo)
ch. 11 New Media as Instructional Supports in Inclusive Classrooms (Doris K. Tyler)

Part IV: From Indiana Jones To Buzz Lightyear: Moving Literacy From The Temple of Memory To Infinity and Beyond
ch. 12 Taking Risks and (Re)defining Expertise: Facilitating the Move from Consumption to Production in the Use of Digital Media (Colleen Reilly)
ch. 13 Composing Digitally and Learning Languages: Using Linguistic Models of Competency to Teach Multimedia Assignments (Mark Pepper)
ch. 14 Remembering: The Past and the Future, (George Pullman) Grappling with the Infonauts: Archival Literacy and the Fight for Memory (Tom Sura)

About the Authors
Cover image

The Teaching Professor, Volume 25, Number 8

Journal Issue
2011
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Not Just for Introductory Courses (Kevin Brown)
Does Turnitin Software Prevent Plagiarism?
Office Hours Off Campus (Sarah Nixon, John Fishback)
A Call for Engaged Teaching (Mary E. Berg)
An Approach that Decreases Failure Rates in Introductory Courses
A Misplaced Preoccupation (Robert Allen Alexander)
Authenticity in Teaching
Cover image

The Teaching Professor, Volume 25, Number 9

Journal Issue
2011
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
What Role Should Students Play in Creating Syllabi?
How Accurately Do Students Track Their Participants?
Dead Ideas in Teaching
Should Student Effort Count?
Who Participates in the End-of-Course Ratings?
When the Contract Is Up: Staying Focused
Informal Writing and Thinking
Cover image

The Teaching Professor, Volume 25, Number 10

Journal Issue
2011
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Why I've Stopped Teaching (Keith Starcher)
Online Homework Makes a Difference
Humor in the Classroom: 40 Years of Research
Assignments That Promote Critical Thinking
Authentic Assignments: What Are They?
Course Management Software and the Learning Environment
Writing Better Teaching Philosophy Statements
Enhancing Critical Reflection with Education Networking (Elizabeth Tolman)
Critical Thinking Definitions and Assessments
Tactics cover image
Wabash tree

"Structural Analysis of Text"

Tactic
Doyle, Dominic
2012
Teaching Theology and Religion 15, no. 1 (2012): 40
BL41.T4 v.15 no. 1 2012
Topics: Teaching Religion   |   Learning Designs   |   Teaching Critical Thinking

Additional Info:
One page TTR Teaching Tactic: students increase comprehension of reading by learning to analyze the structure of a text.
Additional Info:
One page TTR Teaching Tactic: students increase comprehension of reading by learning to analyze the structure of a text.
Tactics cover image

"Convince the Professor – Classroom Debate with a Twist"

Tactic
Nichols, Michael D.
2012
Teaching Theology and Religion 15, no. 1 (2012): 41
BL41.T4 v.15 no. 1 2012
Topics: Collaborative Learning   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: using debate to introduce a topic.
Additional Info:
One page TTR Teaching Tactic: using debate to introduce a topic.
TTR cover image

"Playing the Role of Religious Studies Researcher in the Senior Capstone"

TTR
Upson-Saia, Kristi
2012
Teaching Theology and Religion 15, no. 1 (2012): 42-43
BL41.T4 v.15 no. 1 2012
Topics: Learning Designs

Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
TTR cover image

"Comparative Book Reviews and the Craft of Religious Studies"

TTR
Bains, David R.
2012
Teaching Theology and Religion 15, no. 1 (2012): 44-45
BL41.T4 v.15 no. 1 2012
Topics: Learning Designs

Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
TTR cover image

"Beginning a Life-Long Process: The Summative Evaluation for Ministry"

TTR
Attridge, Michael, and Darren Dias
2012
Teaching Theology and Religion 15, no. 1 (2012): 46-47
BL41.T4 v.15 no. 1 2012
Topics: Ministerial Formation   |   Learning Designs

Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
TTR cover image

"Home is My Area Code: Thinking About, Teaching and Learning Globalization in Introductory World Religions Classes"

TTR
DeTemple, Jill
2012
Teaching Theology and Religion 15, no. 1 (2012): 61-71
BL41.T4 v.15 no. 1 2012
Topics: Teaching Religion   |   Learning Designs

Additional Info:
There has been significant and growing interest in teaching religious studies, and specifically world religions, in a “global” context. Bringing globalization into the classroom as a specific theoretical and pedagogical tool, however, requires not just an awareness that religions exist in an ever-globalizing environment, but a willingness to engage with globalization as a cultural, spatial, and theoretical arena within which religions interact. This article is concerned with the ways that ...
Additional Info:
There has been significant and growing interest in teaching religious studies, and specifically world religions, in a “global” context. Bringing globalization into the classroom as a specific theoretical and pedagogical tool, however, requires not just an awareness that religions exist in an ever-globalizing environment, but a willingness to engage with globalization as a cultural, spatial, and theoretical arena within which religions interact. This article is concerned with the ways that those of us interested in religion employ globalization in the classroom conceptually and pedagogically, and argues that “lived religion” provides a useful model for incorporating globalization into religious studies settings.
Cover image

The Teaching Professor, Volume 26, Number 1

Journal Issue
2012
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Using the E-Portfolio to Validate Student Learning (Ken Scott)
Capstone Courses: Many Options
The Effects of Collaborative Testing
Reading Groups Get Students Reading
Rubrics: Worth Using?
Student Presentations: Do They Benefit Those Who Listem?
Test Review Sessions: A Better Design
Cover image

The Teaching Professor, Volume 26, Number 2

Journal Issue
2012
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Millennial Students and Middle-aged Faculty: A Learner-centered Approach toward Bridging the Gap (Joan Flaherty)
Group Testing: A Study Finds It's Not Effective
The 'I Deserve a Better Grade o This' Conversation
Why Doesn't Teacher Feedback Improve Student Performance?
Developing Students' Self-Assessment Skills: Is It Possible?
'What Works' in the Messy Landscape of Teaching Learning
Cover image

It Works for Me, Creatively: Shared Tips for the Classroom

Book
Blythe, Hal, and Sweet, Charlie
2011
New Forums Press, Stillwater, OK
LB1062.B596 I8 2011
Topics: Course Design   |   Learning Designs

Additional Info:
The authors’ purpose in this seventh book in the “It Works for Me” series is to demonstrate that “everyone possesses creative talent, though it may be latent in some and difficult to bring out in others.  It’s not just a talent possessed by artists and engineers, mind you, but everyone.”  Furthermore, “Creative people have figured out consciously or un- that a small seed of creativity can be made to ...
Additional Info:
The authors’ purpose in this seventh book in the “It Works for Me” series is to demonstrate that “everyone possesses creative talent, though it may be latent in some and difficult to bring out in others.  It’s not just a talent possessed by artists and engineers, mind you, but everyone.”  Furthermore, “Creative people have figured out consciously or un- that a small seed of creativity can be made to grow by having the proper environment and a minimal set of skills.  And people can be taught or self-taught this process.”

The authors/editors also believe that “all creative ideas link themselves to other creative ideas to develop something new and useful, be it a concept, a process, or a product.  In order to disseminate and perpetuate [their] belief that the creative impulse resides in all of us, [they] have asked a host of friends to demonstrate it with essays and practical tips touching on supportive creative environments, strategies that foster and enhance creativity, and assessments that demonstrate creativity has indeed taken place.” (From the Publisher)

Table Of Content:
Acknowledgements
Forward: A Space for the Rising Creative Class
Introduction: Creativity R Us

I. Overviews
Creativity—Defining the Undefinable
Dispelling Some Myths of Creativity
A Good Question
Teaching Creativity: A Call to Action
Collaborative Creativity
The Meddler in the Middle
Developing a Space for Creativity

II. The Creative Process
Introduction: Process
Creating Acronymic Processes
How To Expand Without Losing Focus
Creativity in Faculty Development: EXPLORE
Design Thinking is Creative Thinking
Creative Strategies Inherent to Scholarship
What Makes Creative Writing Creative
Communication Fosters Creative Thinking
Creative Connections in a Graduate Advanced
Health Assessment Course
Bending the Realities of Iron
Inventing Parables to Use as Pedagogical Tools
The Creative Classroom: A Model for Developing Creative Students
Sorting It Out: A Hands-On Approach for Promoting Higher-Order Thinking
The Play’s the Thing: Being Creative in the Teaching of Lit
Wait … You Want To Do What?
Creative Use of Film: Students as Hollywood Consultants
Hey! My Dad Takes That: Making
Pharmaceuticals Relevant to Non-Majors
Using Guided Imagery To Cultivate
Creativity in Learners
Unlearning Rules and Embracing Creativity: Using Prezi to Rethink PowerPoint
An Online Debate
A Creative Exercise: A Joke-Telling Simulation to Learn About Capitalism
Le’go My Ego: An Exercise for Ego Separation and Team Building
Creative Options for Characterization
Engaging with Text and Eliminating Highlighting
A Creative Way to Choose a Research Topic
“In Which Ways” Can You Foster Creativity?
Beach Ball
Center Managers
Natural Disasters
Field Connections
Changing Perspectives: A Negotiated Agreements Scavenger Hunt
Using Inquiry to Spark Creativity

III. The Creative Environment
Introduction: Environment
But I’m Not Creative
Practicalities in Teaching Creativity
Unleashing Student Creativity by Unveiling the Mystique of General Education
Developing a Creative Environment
Going Green: Creating a Creative Environment
Trust as a Foundation of Creativity
A Creative Use of Student Evaluations
Building Creative Learning Environments in Higher Education
Using Culturally Relevant Pedagogy to Create a Bridge to Learning
The Reality-Based Approach to Learning
Channeling Your Inner Ms. Frizzle
Something New and Imaginative in Student Learning
Modeling the Creative Process in the Classroom
Finding the Strength in All Types of Learners
Creativity as a Disposition
Creative Networking
Roleplaying as Creativity
Music in the Key of See
Got Character?

IV. The Creative Product
Introduction: Product
Creating Musical Group Names to Aid Student Memory
“It’s Only Words, and Words Are All I Have …” 
Creating Theory Stories
Challenging Developmental Writers to Use Their Creativity
A Picture Is Worth a Thousand Bucks, But Maybe Not in Creative Writing Classes
What’s Wrong With This Picture
Promoting Creativity in the Learning Process
Creneology
TIP for a Creative Summary Project
Shifting Perception
Changing Student Perceptions: The Family History Museum
An Exercise for Creating a Poem
Discovering Creativity Through Color Exploration
Fundamental and Powerful Concepts
Play It Again: A Creative Technique for Creative Writing and Literary Analysis
 
V. Assessing Creativity
Introduction to Assessment
Assessing the Creative Environment
Assessing Creative Strategies
Assessing Instructors of Creativity
She Blinded Me with Science
Obtaining Mid-semester Feedback from Students
Issuing Creative License
 
VI. Afterword
Cover image

The Teaching Professor, Volume 26, Number 3

Journal Issue
2012
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Final (Office) Hours (Gary R. Hafer)
Exploring the Impact of Institutional Policies on Teaching
Active Learning: Changed Attitudes and Improved Performance
Assessing Critical Thinking Skills
Cell Phones in Class: A Student Survey
Too Much Focus on Facts?
What Classes and Small Groups Have in Common
Online or In Class?
Millennial Students: They Aren't All the Same
TTR cover image

"A Communities of Practice Approach to the Synoptic Problem"

TTR
Madrigal, Ramon Anthony
2012
Teaching Theology and Religion 15, no. 2 (2012): 125-144
BL.T4 v.15 no. 2 2012
Topics: Teaching Religion   |   Learning Designs

Additional Info:
Although the study of the Synoptic Problem has been the focus of scholarly attention for over two hundred years, the social learning theory known as Communities of Practice is a relatively recent phenomenon. This article describes a communities of practice approach to the study of the Synoptic Problem in an upper-division undergraduate course at a private, liberal arts college. Students with little or no prior knowledge of the Synoptic Problem ...
Additional Info:
Although the study of the Synoptic Problem has been the focus of scholarly attention for over two hundred years, the social learning theory known as Communities of Practice is a relatively recent phenomenon. This article describes a communities of practice approach to the study of the Synoptic Problem in an upper-division undergraduate course at a private, liberal arts college. Students with little or no prior knowledge of the Synoptic Problem were introduced to the salient issues of the Synoptic Problem as well as a theoretical framework in which to interpret them. Data were collected using a variety of mixed methods, including pre- and post-treatment tests, written survey questions, interviews, field notes, and focus group sessions. The results of this study suggest that a communities of practice approach can enhance students' knowledge of the Synoptic Problem and also foster an awareness of scholarly and personal presuppositions that influence the interpretation of the gospels.
Tactics cover image

"Learning by Reciting"

Tactic
Thompson, John M.
2012
Teaching Theology and Religion 15, no. 2 (2012): 157
BL.T4 v.15 no. 2 2012
Topics: Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students memorize and recite a selection from another tradition's scripture.
Additional Info:
One page TTR Teaching Tactic: students memorize and recite a selection from another tradition's scripture.
Tactics cover image

"PEC2K-ing Away at Old Testament Illiteracy"

Tactic
Thompson, Jeremy P.
2012
Teaching Theology and Religion 15, no. 2 (2012): 158
BL.T4 v.15 no. 2 2012
Topics: Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: using an acronym to help students remember basic biblical chronology and plot outline.
Additional Info:
One page TTR Teaching Tactic: using an acronym to help students remember basic biblical chronology and plot outline.
Tactics cover image

"The Where and Who of Values"

Tactic
Marmon, Ellen L.
2012
Teaching Theology and Religion 15, no. 2 (2012): 156
BL.T4 v.15 no. 2 2012
Topics: Teaching Religion   |   Religion and Academia   |   Learning Designs   |   Teaching Critical Thinking

Additional Info:
One page TTR Teaching Tactic: a free write exercise helps students reflect on and articulate their values.
Additional Info:
One page TTR Teaching Tactic: a free write exercise helps students reflect on and articulate their values.
TTR cover image

"Formation Amidst War and Peace: Strategies for Theological Integration in the Battlefield and Borough of Gettysburg"

TTR
Hummel,Leonard M.
2012
Teaching Theology and Religion 15, no. 2 (2012): 182-183
BL.T4 v.15 no. 2 2012
Topics: Theological Education   |   Ministerial Formation   |   Learning Designs

Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Additional Info:
Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.
Cover image

The Teaching Professor, Volume 26, Number 4

Journal Issue
2012
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Reflections: Learner-Centered Instruction through Student Choice (Tisha A. Duncan)
Why Don't Students Use Teacher Feedback to Improve?
Exams: Maximizing Their Learning Potential
Teaching Grammar (Matt Birkenbauer)
Witness the Struggle: the Gifts of Presence, Silence, and Choice (Patricia Kohler, Dowd Barnes)
Undergraduate Research Experiences through Independent Study Courses (Sean Moore, Glen Hvenegaard, Anne-Marie Link, Janet Wesselius)
Cover image

The Teaching Professor, Volume 26, Number 5

Journal Issue
2012
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Reflective Final (Ed Cunliff)
Blended Learning: A Way for Dealing with Content
Podcasts Help Students with Difficult Readings
Motivation: Intrinsic, Extrinsic, or More
Friendly but Not Their Friend (Mary Clement)
New Evidence on Cooperative Learning
Lessons Learned from My Students (Candice Dowd Barnes)
Cover image

The Teaching Professor, Volume 26, Number 6

Journal Issue
2012
Magna Publications Inc., June-July
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Learning from Our Mistakes
Inquiry-Based Approaches: What Do Students Think?
A Blog Enhances Participation
Tutoring in Large Lectures?
Is Grade Inflation Always Bad?
Giving Students Choices in How Much Assignments Count
Getting to Know Yourself with Blue Slips (Deborah Skinner)
Too Many Papers: Two Solutions (John Sturtridge)
Cover image
Wabash tree

The Practice of Response: Strategies for Commenting on Student Writing

Book
Straub, Richard
2000
Hampton Press, Cresskill, NJ
PE1404.S8368 2000
Topics: Teaching Writing   |   Assessing Students   |   Learning Designs

Additional Info:
This book sets out to help teachers gain a practical understanding of response to student writing---essentially, by examining sample comments by knowledgeable teachers. It displays and analyzes over 30 sets of comments from a variety of settings, by a variety of teachers, all of them informed by composition studies. It defines the strategies these teachers put into practice. And it situates teacher repines in the larger context of writing instruction. (From ...
Additional Info:
This book sets out to help teachers gain a practical understanding of response to student writing---essentially, by examining sample comments by knowledgeable teachers. It displays and analyzes over 30 sets of comments from a variety of settings, by a variety of teachers, all of them informed by composition studies. It defines the strategies these teachers put into practice. And it situates teacher repines in the larger context of writing instruction. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Models of Response: How Recognized Teachers Respond to Student Writing
ch. 2 A Way to Analyze Comments
ch. 3 Comments in Context: New Compositionists' Responses to Student Writing
ch. 4 Classroom Instruction, Response, and the Student's Evolving Text: Three Case Studies
ch. 5 Guidelines for Responding to Student Writing
ch. 6 Managing the Paper Load, Or Making Good Use of Time
ch. 7 Students' Perceptions of Teach Comments
ch. 8 A Selected Bibliography on Teach Response
ch. 9 Sample Papers for Response

Appendix
List of Contributors
Index
Tactics cover image
Wabash tree

"Reading at Its Best"

Tactic
Bassett, Molly
2012
Teaching Theology and Religion 15, no. 3 (2012): 259
BL.T4 v.15 no. 3 2012
Topics: 18-22 Year Olds   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: helping students to reflect on their reading practices.
Additional Info:
One page TTR Teaching Tactic: helping students to reflect on their reading practices.
Tactics cover image

"Apprenticing Wise Interpreters"

Tactic
Eilers, Kent
2012
Teaching Theology and Religion 15, no. 3 (2012): 258
BL.T4 v.15 no. 3 2012
Topics: Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: a worksheet to help students place each new theological text into its broader conversation partners.
Additional Info:
One page TTR Teaching Tactic: a worksheet to help students place each new theological text into its broader conversation partners.
Cover image

The Teaching Professor, Volume 23, Number 2

Journal Issue
2009
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Things I Did Badly: Looking Back on My First Five Years of Teaching (Graham Broad)
What's Not Being Measured on Student Rating Forms?
Those Long Years in the MIddle
Written Feedback: What's Most and Least Helpful
The Use of Reading Lists
The Benefits of Using Classroom Assistants
Cover image

The Teaching Professor, Volume 23, Number 7

Journal Issue
2009
Magna Publications Inc. August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Teaching Strategies That Help Students Learn (Sara J. Coffman)
Do Students Really Know Their Academic Strengths?
Three Things to Do with Cell Phones: (Besides Confiscate Them)
One Teacher's Story
Online Learning: An Update
A Voice Cries Out: Using the Phone in Online Teaching
Developing Students' Self-Directed Learning Skills
Twice as Nice: Using Co-Teaching as an Instructional Strategy
Why Don't My Students Think I'm Groovy?
Cover image
Wabash tree

Developing a Learning Classroom: Moving Beyond Management Through Relationships, Relevance, and Rigor

Book
Cooper, Nic, and Garner, Betty K.
2012
Corwin Press, A SAGE Publications Company, Thousand Oaks, CA
LB3013.C5655 2012
Topics: Course Design   |   Classroom Management   |   18-22 Year Olds   |   Learning Designs   |   Constructivist & Active Learning Theory   |   General Overviews

Additional Info:
All too often, managing a classroom means gaining control, dictating guidelines, and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, Developing a Learning Classroom explores how to create a thriving, learning-centered classroom through three critical concepts?relationships, relevance, and rigor. Discover how you can:

• Develop an interactive learning mindset
• Create a safe environment where students question, explore, and discover
• Uncover a ...
Additional Info:
All too often, managing a classroom means gaining control, dictating guidelines, and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, Developing a Learning Classroom explores how to create a thriving, learning-centered classroom through three critical concepts?relationships, relevance, and rigor. Discover how you can:

• Develop an interactive learning mindset
• Create a safe environment where students question, explore, and discover
• Uncover a student's learning profile as well as your own teaching style
• Use student input to create classroom practices and procedures
• Apply brain-based instructional strategies to keep students engaged
• Use student surveys and a personal education plan to improve learning environments

Filled with classroom stories, starter worksheets, and action steps, this book reveals the secrets to transforming an ordinary classroom into an extraordinary learning community! (From the Publisher)

Table Of Content:
Acknowledgments
About the Authors

ch. 1 What Is a Learning Classroom? How to Develop Relationships, Relevance, and Rigor
ch. 2 Who Am I Who Teaches? How Knowing Oneself Impacts Practice
ch. 3 Who Are the Students We Teach? How Knowing Our Students Affects Teaching and Learning
ch. 4 How Do We Reach Our Students? How Procedures and Clear Expectations Develop a Learning Classroom
ch. 5 How Do We Teach Our Students? How to Engage Students in Their Own Learning With Rigor and Relevance
ch. 6 How Do We Know If Our Students Are Learning? How to Assess and Motivate Students
ch. 7 How Do We Stay in the Game? How to Cultivate Learning Communities for Continual Professional Growth

Appendix A - Introductory Student Survey
Appendix B - Advanced Student Survey
Appendix C - Sample Socratic Questions: Tools to Stimulate Critical Thinking
Appendix D - Flexible Lesson Design
Appendix E - Personal Education Plan

References
Index
Cover image

The Teaching Professor, Volume 26, Number 7

Journal Issue
2012
Magna Publications Inc., August - September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
A Different Kind of Final (Karinda Barrett)
Are Student-Professor Relationships More Important in Hard Courses?
Promoting Student Choice (Elizabeth "Betsy" Lasley)
Students and Reading: An Impressive Analysis
Energize Your Classroom with Humor (Alicja Reiger)
What Would the Brady Bunch Do? (Karen E. Eifler)
Using Sports to Teach Teamwork (Chantel L. Lumpkin)
TTR cover image

Through Solidarity to “Fluidarity”: Understanding Difference and Developing Change Agency Through Narrative Reflection

TTR
Maruggi, Matthew
2012
Teaching Theology and Religion 15, no. 4 (2012): 307-322
BL.T4 v.15 no. 4 2012
Topics: Teaching Religion   |   Learning Designs

Additional Info:
Additional Info:
Tactics cover image

"Writing to Learn Theology"

Tactic
Jordon, Sherry E.
2012
Teaching Theology and Religion 15, no. 4 (2012): 355
BL.T4 v.15 no. 4 2012
Topics: Teaching Writing   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: low-stakes writing assignments to improve students engagement with texts.
Additional Info:
One page TTR Teaching Tactic: low-stakes writing assignments to improve students engagement with texts.
Tactics cover image

"Is Bowling a Sport? Thinking Theoretically about Religion"

Tactic
Schuberth, Jennifer
2012
Teaching Theology and Religion 15, no. 4 (2012): 356
BL.T4 v.15 no. 4 2012
Topics: Discussion   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: on the first day of class, students discuss course content by discussing classification strategies
Additional Info:
One page TTR Teaching Tactic: on the first day of class, students discuss course content by discussing classification strategies
Cover image

The Teaching Professor, Volume 26, Number 8

Journal Issue
2012
Magna Publications Inc., August - October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Avoiding Information Overload: Remembering Course Goals (John A. Dern)
Do Students Work Less in Courses Offered in Compressed Time Frames?
A Reflection on Teaching and Social Change (Kimberly S. Brostrom)
Museum Exhibits and Macroeconomics? (Satarupa Das)
Pinterest Possibilities (Stacy Delacruz)
Multitasking and Learning
Course Satisfaction for Adult Students
Cover image

The Teaching Professor, Volume 26, Number 11

Journal Issue
2012
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Quick Feedback, Engaged Students (Kevin Brown)
Teaching Metacognition Implicitly
Ten Things We Wish We Knew about Leadership before Stepping into the Classroom (Laurie Bjerklie, Laura Mastel)
Teaching the Skills that Make Students Employable (LindaLee Massoud )
Start-Up Anxiety (Peter J. Kakela)
What Components Make Group Work Successful?
TTR cover image
Wabash tree

English for Bible and Theology: Understanding and Communicating Theology Across Cultural and Linguistic Barriers

TTR
Pierson, Cheri, and Bankston, Will
2013
Teaching Theology and Religion 16, no. 1 (2013): 33-49
BL41.T4 v.16 no. 1
Topics: Identity, Society, and Church   |   Learning Designs

Additional Info:
This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross-cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language ...
Additional Info:
This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross-cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English-speaking students likewise stand to benefit from the application of EBT’s principles.
Tactics cover image

"Beyond Fight or Flight: Responding to Stressful Student Comments in Class"

Tactic
Koenig, Sara M.
2013
Teaching Theology and Religion 16, no. 1 (2013): 51
BL41.T4 v.16 no. 1
Topics: Classroom Management   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: dealing with emotional outbursts or rude student behavior.
Additional Info:
One page TTR Teaching Tactic: dealing with emotional outbursts or rude student behavior.
Tactics cover image

"What Do You Know?"

Tactic
Downie, Alison
2013
Teaching Theology and Religion 16, no. 1 (2013): 50
BL41.T4 v.16 no. 1
Topics: Discussion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: low-stakes quiz at the start of a unit to encourage student discussion and engagement.
Additional Info:
One page TTR Teaching Tactic: low-stakes quiz at the start of a unit to encourage student discussion and engagement.
Cover image

The Teaching Professor, Volume 27, Number 1

Journal Issue
2013
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Error Terror: The Value of Thinking and Acting Like a Child (Kimberly D. Brostrom)
Does It Matter How Students Feel about a Course?
Evaluating the Absurd: A Lesson in Critical Thinking (Courtlann Thomas)
In Defense of Teaching (James Ricky, David Yearwood)
Assignment Options
What Is the Public Face of Your Field?
Reading Circles Get Students to Do the Reading
Cover image

The Teaching Professor, Volume 27, Number 2

Journal Issue
2013
Magna Publications Inc., February
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
A New Way to Assess Student Learning(Deborah Bracke)
Letting the Students Lead (Amy Getty)
Dare to Be Strict (Joseph W. Trefzger)
The Writing Process (Paul T. Corrigan)
Reporting, Reacting, and Reflecting: Guidelines for Journal Writing (Adam Chapnick)
Cumulative Exams
Test-Item Order: Does It Matter?
Cover image
Wabash tree

A TA's Guide to Teaching Writing in All Disciplines

Book
Finch Hedengren, Beth
2004
Bedford/St. Martin's
PE1404.H3955 2004
Topics: Teaching Writing   |   Learning Designs   |   Doctoral Students and New Teachers

Additional Info:
Written specifically for teaching assistants responsible for WAC or WID courses, A TA's Guide to Teaching Writing in All Disciplines provides the practical advice that teaching assistants — no matter the discipline — need in order to teach and evaluate writing effectively. This informative text is perfectly suited to a teaching assistants' training course, or it can serve as a reference for teaching assistants to use on their own. (From the Publisher)
Additional Info:
Written specifically for teaching assistants responsible for WAC or WID courses, A TA's Guide to Teaching Writing in All Disciplines provides the practical advice that teaching assistants — no matter the discipline — need in order to teach and evaluate writing effectively. This informative text is perfectly suited to a teaching assistants' training course, or it can serve as a reference for teaching assistants to use on their own. (From the Publisher)

Table Of Content:
Preface for Faculty
Preface for TAs

Part I: What You Teach When You Teach Writing
ch. 1 Getting Started — How to Use This Book
About This Book
Writing Theory
Teaching Techniques
Book Features
Web Site Features
Conclusion

ch. 2 Why (and How) We Teach Writing
Writing Across the Curriculum (WAC)
Writing to Learn 10
Writing in the Disciplines (Learning to Write)
The Writing Process
Conclusion

ch. 3 Prewriting
Explaining Writing Assignments
Using Detailed Assignment Instructions and Grading Rubrics
Helping Students Find and Focus Their Topics
Listing
Freewriting
Clustering
Talking
Writing-to-Learn Assignments as Invention
Coaching Related Skills
Research
Reading
Conclusion

ch. 4 Drafting
Getting Ideas Down on Paper
Developing a Controlling Objective or Thesis Statement
Science Writing
Thesis Statements
Finding an Appropriate Structure
Paragraphing
Unity
Development
Coherence
Conclusion

ch. 5 Revising
Global Revision
Peer-Review Groups
Provide Guidelines
Plan and Manage the Process
Hold Students Accountable
Conclusion

ch. 6 Editing
Style
Voice
Specialized Language
Mechanics, Usage, Grammar, Spelling, and Punctuation
Conclusion

ch. 7 Publishing
Classroom Publishing
Oral Presentations
Class Books
Posters
Institutional Publishing
Contests
Symposia
Journals
Conclusion

Part II: Ways to Teach Writing
ch. 8 One-on-One Writing Conferences (Office Hours)
Prepare Carefully
Begin the Conference
Use Questions to Draw the Student Out
Use Activities to Get the Student Involved in Revision
When Appropriate, Teach Skills and Concepts
Use Constructive Praise to Build Students’ Confidence
Conclusion

ch. 9 In-Class Help Sessions and Workshops
Planning a Workshop
Ideas for Workshop Activities
Conclusion

ch. 10 Commenting on Student Writing
Problems in Communicating through Written Commentary
Comments That Promote Improved Writing Skills
Responding as an Audience
Guiding Substantive Thought
Encouraging Skills Improvement
Providing a Positive Environment
Guidelines for Writing Effective Commentary
Read the Paper Once without Marking It
Comment on Substantive Issues
Pick Your Battles
Respond Respectfully as a Reader
Make It Clear That Surface Errors Matter, But Don’t Edit the Paper
Write a Substantive Endnote to Summarize Your Comments
Conclusion
Cover image

The Teaching Professor, Volume 27, Number 3

Journal Issue
2013
Magna Publications Inc., March
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Would They Play? Would They Learn? (Suzanne C. Shaffer)
Do Faculty Grade Participation?
Can You Write Your Way to Better Teaching?
Guided Tours: A Strategy That Encourages Reading (Eric W. Miller)
The Art of Asking Questions
Evaluating Online Discussions
Instructional Techniques: Those Used and Those Perceived to Promote Learning
Teaching Effectiveness: Teacher and Student Definitions
Test-Item Order: Does It Matter? A Response
Tactics cover image

"Friday Free-For-Alls"

Tactic
Koenig, Sara M.
2013
Teaching Theology and Religion 16, no. 2 (2013): 150
BL41.T4 v.16 no. 2
Topics: Learning Designs

Additional Info:
One page TTR Teaching Tactic: weekly schedule designed to encourage students to bring their questions and concerns to the subject matter.
Additional Info:
One page TTR Teaching Tactic: weekly schedule designed to encourage students to bring their questions and concerns to the subject matter.
Tactics cover image

"Imaginary Decision Making: A Key Tactic in Helping Students to Relate to Christian History"

Tactic
McAnulty-Radice, Lindsy
2013
Teaching Theology and Religion 16, no. 2 (2013): 151
BL41.T4 v.16 no. 2
Topics: Collaborative Learning   |   Teaching Religion   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students work collaboratively and in role play, to understand historical agents.
Additional Info:
One page TTR Teaching Tactic: students work collaboratively and in role play, to understand historical agents.
Cover image

The Teaching Professor, Volume 27, Number 4

Journal Issue
2013
Magna Publications Inc., April
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Is It Good Advice?
Less Teaching and More Learning?
Reflective Writing: A Follow-up
Does Discussion Make a Difference?
Keeping Students on Board with Concept Maps
Plagiarism: An Interesting Disconnect
Can A Capstone Course Try to Accomplish Too Much?
Assessing Team Members
Cover image
Wabash tree

Responding to Student Writers

Book
Sommer, Nancy
2013
St. Martin's Press, New York, NY
PE1404.S6664
Topics: Teaching Writing   |   Learning Designs

Additional Info:
Because teachers' comments shape student writers

Written from one teacher to another, Nancy Sommers’ Responding to Student Writers offers a model for thinking about response as a dialogue between students and teachers — and for thinking about the benefits of responding to writers as well as to their writing. Braddock Award–winning Nancy Sommers has taught composition and run composition programs for more than three decades; she currently teaches ...
Additional Info:
Because teachers' comments shape student writers

Written from one teacher to another, Nancy Sommers’ Responding to Student Writers offers a model for thinking about response as a dialogue between students and teachers — and for thinking about the benefits of responding to writers as well as to their writing. Braddock Award–winning Nancy Sommers has taught composition and run composition programs for more than three decades; she currently teaches writing and mentors future teachers in Harvard’s Graduate School of Education. In this resource, which is based on her research and her travels to two- and four-year colleges and universities, she focuses on the roles that teacher feedback plays in writers’ development and offers strategies for moving away from responding as correcting. This is a free resource for instructors. (From the Publisher)

Table Of Content:
Note to fellow teachers
Introduction

ch. 1 Setting the scene for responding
ch. 2 Engaging students in a dialogue about their writing
ch. 3 Writing marginal comments
ch. 4 Writing end comments
ch. 5 Managing the paper load
ch. 6 A case study: One reader reading

Bibliography
Responding to student writers: Best practices
Cover image

The Teaching Professor, Volume 27, Number 5

Journal Issue

2013
Magna Publications Inc., May
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
The Power of We (Dorothy Leone, Jillian N. Flood, Gravity Goldberg, Caitlin Greatrex and Josh Klein)
A Grade Forecasting Strategy ( Michael J. Armstrong)
Helping Students More Accurately Assess Their Performance
Observations about Questioning
Texting: Extent, Attitudes, Other Interesting Information
Student Engagement: Does It Always Improve Learning?
Thinking about Writing Assignments Developmentally
Tactics cover image

"Demystifying and Disentangling the Aims of Religious Education"

Tactic
Mogra, Imran
2013
Teaching Theology and Religion 16, no. 3 (2013): 246
BL41.T4 v.16 no. 3
Topics: Collaborative Learning   |   Religious Education   |   Learning Designs

Additional Info:
One page TTR Teaching Tactic: students work in groups to reflect on the learning goals of the course.
Additional Info:
One page TTR Teaching Tactic: students work in groups to reflect on the learning goals of the course.
Tactics cover image

"Textual Detective Work"

Tactic
Malesic, Jonathan
2013
Teaching Theology and Religion 16, no. 3 (2013): 247
BL41.T4 v.16 no. 3
Topics: Teaching Religion   |   Learning Designs   |   Teaching Critical Thinking

Additional Info:
One page TTR Teaching Tactic: students apply earlier material to assess current reading assignment.
Additional Info:
One page TTR Teaching Tactic: students apply earlier material to assess current reading assignment.
TTR cover image

Using Twitter to Teach Reader-Oriented Biblical Interpretation: “Tweading” the Gospel of Mark

TTR
Williamson, Jr., Robert
2013
Teaching Theology and Religion 16, no. 3 (2013): 274-286
BL41.T4 v.16 no. 3
Topics: Teaching Religion   |   Using Technology   |   Learning Designs

Additional Info:
Twitter offers an engaging way to introduce students to reader-oriented interpretation of the Bible. The exercise described here introduces students to the idea that the reader has a role in the production of a text's meaning, which thus varies from reader to reader. Twitter enables us to capture the real-time thoughts of a variety of respondents to the text of Mark as it is read aloud. Students can concretely observe ...
Additional Info:
Twitter offers an engaging way to introduce students to reader-oriented interpretation of the Bible. The exercise described here introduces students to the idea that the reader has a role in the production of a text's meaning, which thus varies from reader to reader. Twitter enables us to capture the real-time thoughts of a variety of respondents to the text of Mark as it is read aloud. Students can concretely observe the effects of particular textual moments on individual respondents as well as analyze their general interpretive stances with regard to the text as a whole. Students come to grasp that the meaning of the text varies depending on the reader, setting the stage for more complex theoretical discussion of reader-response theory, the reader's role in the production of meaning, the adjudication of “allowed” and “disallowed” interpretations, and the appropriateness of “reader-response” criticisms for texts that were composed to be encountered orally.
Cover image

The Teaching Professor, Volume 27, Number 7

Journal Issue
2013
Magna Publications Inc., August/September
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Relationships with Students Are What Matter Most (Patty Kohler-Evans and Candice Dowd Barnes)
Cumulative Finals: There's Good Reasons to Give Them
Threshold Concepts: Portals to New Ways of Thinking
Student Engagement: What Is It?
Six Things That Make College Teachers Successful (Mary C. Clement)
Creative Assignments: Where Do They Belong?
Preparing for Comprehensive Finals
Student Journals: How Reflective?
Article cover image

"Humor in Pedagogy: How Ha-Ha Can Lead to Aha!" (pdf)

Article
Garner, R. L.
2006
College Teaching 54:1: 177-79
Topics: Learning Designs

Additional Info:
Several studies have examined the pedagogical implications and cautions concerning the use of humor in teaching. Humor has been associated with a host of positive physiological and psychological effects. Researchers have identified that educators who use humor in their instruction are more positively rated by their peers and their students; others have suggested that humor may enhance learning. Although much of this evidence has been anecdotal, the present study assesses ...
Additional Info:
Several studies have examined the pedagogical implications and cautions concerning the use of humor in teaching. Humor has been associated with a host of positive physiological and psychological effects. Researchers have identified that educators who use humor in their instruction are more positively rated by their peers and their students; others have suggested that humor may enhance learning. Although much of this evidence has been anecdotal, the present study assesses the impact of curriculum-specific humor on retention and recall, as well as student evaluations of the course and the instructor. The appropriate use of humor in a classroom setting is discussed and cautions against tendentious humor are addressed.
Additional Info:
Teaching Learning, and Technology – a non-profit corporation that helps educational institutions make appropriate use of information technology through workshops, external evaluation, consulting, assessment tools, specialized tools and guides, institutional subscription programs, webcasts and online workshops, free resources and publications.
Additional Info:
Teaching Learning, and Technology – a non-profit corporation that helps educational institutions make appropriate use of information technology through workshops, external evaluation, consulting, assessment tools, specialized tools and guides, institutional subscription programs, webcasts and online workshops, free resources and publications.
Additional Info:
Lots of creative tips for learning students’ names.
Additional Info:
Lots of creative tips for learning students’ names.
Additional Info:
Thoughts about and strategies for the first day of class.
Additional Info:
Thoughts about and strategies for the first day of class.
Additional Info:
Curricular strategies and lesson plans for using PBS’ Newshour programs. The suggestions are useful and transferable for anyone intending to use current events as teaching content
Additional Info:
Curricular strategies and lesson plans for using PBS’ Newshour programs. The suggestions are useful and transferable for anyone intending to use current events as teaching content
Additional Info:
Lesson plans, classroom tips, and teaching resources, on the website of the popular PBS news show.
Additional Info:
Lesson plans, classroom tips, and teaching resources, on the website of the popular PBS news show.
Additional Info:
An online tutorial for using Power Point as a teaching tool.
Additional Info:
An online tutorial for using Power Point as a teaching tool.
Additional Info:
A single page “How-To Guide” from UCLA College Library.
Additional Info:
A single page “How-To Guide” from UCLA College Library.
Additional Info:
For students, a concise review of how to evaluate the authority, usefulness, and reliability of the information found through the process of library research. Including: books, periodical articles, multimedia titles, or Web pages – whether looking at a citation, a physical item in hand, or an electronic version on a computer. Links to lengthier discussions.
Additional Info:
For students, a concise review of how to evaluate the authority, usefulness, and reliability of the information found through the process of library research. Including: books, periodical articles, multimedia titles, or Web pages – whether looking at a citation, a physical item in hand, or an electronic version on a computer. Links to lengthier discussions.
Additional Info:
Strategies for teaching writing across the curriculum. Idea Paper no. 48, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Additional Info:
Strategies for teaching writing across the curriculum. Idea Paper no. 48, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Additional Info:
Brief review of things to be sure to cover the first day, an argument for the importance of establishing a personal connection and building rapport, and some suggested activities to introduce the students to each other and yourself.
Additional Info:
Brief review of things to be sure to cover the first day, an argument for the importance of establishing a personal connection and building rapport, and some suggested activities to introduce the students to each other and yourself.
Additional Info:
Reviews research and explains several concrete best practices on how to motivate students. Idea Paper no. 1, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Additional Info:
Reviews research and explains several concrete best practices on how to motivate students. Idea Paper no. 1, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Additional Info:
Short essay acknowledging the critique of PowerPoint, but arguing for its more effective use.
Additional Info:
Short essay acknowledging the critique of PowerPoint, but arguing for its more effective use.
Additional Info:
Provides readings and lesson plans to lead students through controversial issues in contemporary American society. Explicitly aimed at K-12 teachers, but many of the advanced high school lessons could easily be adapted for college use.
Additional Info:
Provides readings and lesson plans to lead students through controversial issues in contemporary American society. Explicitly aimed at K-12 teachers, but many of the advanced high school lessons could easily be adapted for college use.
Additional Info:
Brief and helpful advice, with links to more extended discussions of several related topics.
Additional Info:
Brief and helpful advice, with links to more extended discussions of several related topics.
Additional Info:
A 4 page paper that reviews the strengths and weaknesses of lectures, and provides a concise list of recommended practices. Lots of bibliography for further reading. Idea Paper no. 46, from the series developed by the Center for faculty Evaluation and development, Kansas State University.
Additional Info:
A 4 page paper that reviews the strengths and weaknesses of lectures, and provides a concise list of recommended practices. Lots of bibliography for further reading. Idea Paper no. 46, from the series developed by the Center for faculty Evaluation and development, Kansas State University.
Additional Info:
A thorough and accessible introduction to concept mapping: graphic organizers, strategies for visualizing knowledge or graphically representing ideas. Includes brief description of process, short lists of best practices, and links to additional resources and software.
Additional Info:
A thorough and accessible introduction to concept mapping: graphic organizers, strategies for visualizing knowledge or graphically representing ideas. Includes brief description of process, short lists of best practices, and links to additional resources and software.
Additional Info:
Video. Extended video presentations, from the Merlot Elixer Initiative, illustrating exemplary practices for developing students understanding, attitudes and capabilities for academic integrity.
Additional Info:
Video. Extended video presentations, from the Merlot Elixer Initiative, illustrating exemplary practices for developing students understanding, attitudes and capabilities for academic integrity.
Additional Info:
Video. Several extended video presentations, from the Merlot Elixer Initiative, analyzying best practices as faculty implement community service learning projects in their courses (however, NOT in religion or theology).
Additional Info:
Video. Several extended video presentations, from the Merlot Elixer Initiative, analyzying best practices as faculty implement community service learning projects in their courses (however, NOT in religion or theology).
Additional Info:
Video. Several extended video presentations, from the Merlot Elixer Initiative, focus on the development of graduate students and programs for teaching assistants preparation.
Additional Info:
Video. Several extended video presentations, from the Merlot Elixer Initiative, focus on the development of graduate students and programs for teaching assistants preparation.
Additional Info:
Syllabi, Lesson Plans and links to lots of resources for classroom materials on 9-11, gathered by the Clarke Forum at Dickinson College.
Additional Info:
Syllabi, Lesson Plans and links to lots of resources for classroom materials on 9-11, gathered by the Clarke Forum at Dickinson College.
Additional Info:
A wide range of specific learning designs and strategies for the online and blended classroom, organized and reviewed by The University of Central Florida's Center for Distributed Learning. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. Search and browse interface.
Additional Info:
A wide range of specific learning designs and strategies for the online and blended classroom, organized and reviewed by The University of Central Florida's Center for Distributed Learning. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. Search and browse interface.
TTR cover image

Going Places: Travel Seminars as Opportunities for Interfaith Education

TTR
Mikoski, Gordon
2013
Teaching Theology and Religion 16, no. 4 (2013): 352-361
BL41.T4 v.16 no. 4
Topics: Learning Designs   |   Religious Diversity   |   Alternative Classrooms

Additional Info:
Many theological schools use short term travel as a way to foster interfaith education. Due to their experiential, holistic, and intense nature, travel seminars focused on the promotion of interfaith learning can shape a future religious leader's outlook on religious communities across the course of her entire career. In this article I explore the pedagogical dimensions of travel seminars as a tool for interfaith education through the lens of a ...
Additional Info:
Many theological schools use short term travel as a way to foster interfaith education. Due to their experiential, holistic, and intense nature, travel seminars focused on the promotion of interfaith learning can shape a future religious leader's outlook on religious communities across the course of her entire career. In this article I explore the pedagogical dimensions of travel seminars as a tool for interfaith education through the lens of a travel seminar to Israel and the occupied Palestinian Territories.
TTR cover image

Intracultural Interreligious Learning: Openings Toward Contextualization

TTR
Berling, Judith; and Lee, Kanghack
2013
Teaching Theology and Religion 16, no. 4 (2013): 346-351
BL41.T4 v.16 no. 4
Topics: Teaching Religion   |   Learning Designs   |   Religious Diversity

Additional Info:
The authors developed and co-taught a course on Korean indigenous spiritualities designed primarily for Korean Christians to reflect on whether such spiritualities might hold resources for their religious lives. Engaging students directly with the spiritual practices, texts, and representatives of the traditions, the course encouraged students to voice their understandings of these traditions on their own terms, and the extent to which they might hold resources for Korean Christianity. Starting ...
Additional Info:
The authors developed and co-taught a course on Korean indigenous spiritualities designed primarily for Korean Christians to reflect on whether such spiritualities might hold resources for their religious lives. Engaging students directly with the spiritual practices, texts, and representatives of the traditions, the course encouraged students to voice their understandings of these traditions on their own terms, and the extent to which they might hold resources for Korean Christianity. Starting each class session with pair discussions (in Korean, if desired), and then sharing the pair responses with the larger class for fuller discussion gradually developed intracultural interreligious openness to the Korean indigenous heritage. Two non-Korean students brought “outsider” questions and responses to the conversation. Students reported that the learning experience was successful and valuable.
TTR cover image

Meeting the Familiar Yet Strange: Strategies for Introducing American Christians to Jesus and Mary as Muslims Know Them

TTR
Mosher, Lucinda
2013
Teaching Theology and Religion 16, no. 4 (2013): 381-387
BL41.T4 v.16 no. 4
Topics: Teaching Religion   |   Learning Designs   |   Religious Diversity

Additional Info:
Jesus and Mary have been called simultaneously a bridge and a gulf between two massive, complex religion-communities. In spite of this – and in spite of obvious distinctions between instructional venues such as a church's adult education program, a seminary classroom, or a required university theology course – a fairly consistent set of strategies work well when helping Christians understand Jesus and Mary as Muslims known them. Gaining such familiarity is useful ...
Additional Info:
Jesus and Mary have been called simultaneously a bridge and a gulf between two massive, complex religion-communities. In spite of this – and in spite of obvious distinctions between instructional venues such as a church's adult education program, a seminary classroom, or a required university theology course – a fairly consistent set of strategies work well when helping Christians understand Jesus and Mary as Muslims known them. Gaining such familiarity is useful preparation for Christians' eventual appreciative conversation with Muslims.
TTR cover image
Wabash tree

Relationship Building through Narrative Sharing: A Retreat for Muslim and Jewish Emerging Religious Leaders

TTR
Fuchs Kreimer, Nancy
2013
Teaching Theology and Religion 16, no. 4 (2013): 371-380
BL41.T4 v.16 no. 4
Topics: Identity, Society, and Church   |   Learning Designs   |   Religious Diversity   |   Alternative Classrooms

Additional Info:
The author and her colleagues planned and led three retreats to build relationships between rabbinical students and Muslim leaders of tomorrow. Narrative Pedagogy served to inform the creation of these immersive experiences. The retreats made use of the shared scriptural traditions around Joseph (Torah) and Yusuf (Qur'an) to build connections based on a common passion for text study. Parallel to the academic exploration of religious and cultural narratives, participants wove ...
Additional Info:
The author and her colleagues planned and led three retreats to build relationships between rabbinical students and Muslim leaders of tomorrow. Narrative Pedagogy served to inform the creation of these immersive experiences. The retreats made use of the shared scriptural traditions around Joseph (Torah) and Yusuf (Qur'an) to build connections based on a common passion for text study. Parallel to the academic exploration of religious and cultural narratives, participants wove connections based on an ethos of appreciative inquiry and the guided sharing of personal stories. Carefully structured exercises provided a container for the growth of understanding and connection.
Tactics cover image

"A Teaching Tactic for Interfaith Engagement"

Tactic
Peace, Jennifer
2013
Teaching Theology and Religion 16, no. 4 (2013): 388
BL41.T4 v.16 no. 4
Topics: Learning Designs   |   Religious Diversity

Additional Info:
One page TTR Teaching Tactic: students experience the transformative power of telling your story through well designed prompts for pairs.
Additional Info:
One page TTR Teaching Tactic: students experience the transformative power of telling your story through well designed prompts for pairs.
TTR cover image

Concentric Circles Dialogue Exercise

TTR
Kujawa-Holbrook, Sheryl
2013
Teaching Theology and Religion 16, no. 4 (2013): 389
BL41.T4 v.16 no. 4
Topics: Learning Designs   |   Religious Diversity

Additional Info:
Additional Info:
TTR cover image

Current Events as Interfaith Engagement Case Studies

TTR
Patel, Eboo; and Meyer, Casie
2013
Teaching Theology and Religion 16, no. 4 (2013): 390
BL41.T4 v.16 no. 4
Topics: Teaching Religion   |   Learning Designs   |   Religious Diversity

Additional Info:
Additional Info:
TTR cover image

Learning With and From Religious Others

TTR
Valkenberg, Pim
2013
Teaching Theology and Religion 16, no. 4 (2013): 391
BL41.T4 v.16 no. 4
Topics: Learning Designs   |   Religious Diversity

Additional Info:
Additional Info:
TTR cover image

Multifaith/Multicultural Collaborating Groups

TTR
Berling, Judith
2013
Teaching Theology and Religion 16, no. 4 (2013): 393
BL41.T4 v.16 no. 4
Topics: Learning Designs   |   Religious Diversity

Additional Info:
Additional Info:
Cover image

The Teaching Professor, Volume 27, Number 8

Journal Issue
2013
Magna Publications Inc., October
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Promoting Digital Citizenship and Academic Integrity in Technology Classrooms (Meigan Robb and Teresa Shellenbarger)
Grades: Either Good or Bad
They Aren't Remember the Content and They Can't Apply It! (Candice Dowd Barnes)
Helping Students Overcome Learning Anxieties (Bernard KIngsley)
Nudge: Improving Student Decisions to Increase their Academic Success (Fred Schnee, Andrea Bixler)
More Than a Contract
Cover image

The Teaching Professor, Volume 28, Number 1

Journal Issue

2014
Magna Publications Inc., January
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Putting PowerPoint in Its Place (Rebecca M. Giles, Leah H. Kinniburgh)
Reflecting on Active Learning (Bonnie S. Farley- Lucas)
Experiences 30 Years Ago
Getting Students to Do the Reading
Clarifying Our Understanding of Constructivism
I Took a MOOC, and I Think I Liked It (Matthew Young)
Texting Compromises Learning: More Evidence
Cover image

The Teaching Professor, Volume 27, Number 9

Journal Issue
2013
Magna Publications Inc., November
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Teaching Goal-Writing to All Students (Christopher O'Keefe)
Student Ratings of What They've Learned and Their Exam Scores: Any Relationship?
Teaching All Our Students
Inquiry-Based Instruction: Learning How to Teach It
Online Quiz Formats: Do They Matter?
Whose Classroom Is It Anyway? (Candice Dowd Barnes, Patricia Kohler-Evans)
Cover image

The Teaching Professor, Volume 27, Number 10

Journal Issue
2013
Magna Publications Inc., December
LB1025.3.T436
Topics: Learning Designs

Additional Info:
Journal Issue.
Additional Info:
Journal Issue.

Table Of Content:
Teacher Questions: An Alternative? (Larry D. Spence)
Feed-Forward: Constructive Feedback for Future Assignments
Quieting the Little Voice
Helping Students Who Are Performing Poorly
Seven Important Factors in Program Assessment
The Teacher as Host
Use Team Charters to Improve Group Assignments
Why Students Should Be Taking Notes
Educational Technologies and the Human Face of Teaching
Cover image

The Plugged-In Professor: Tips and Techniques For Teaching With Social Media

Book
Ferris, Sharmila Pixy; and Wilder, Hilary Anne, eds.
2013
Chandos Publishing, Oxford
LB1028.3.P58 2013
Topics: Online Learning   |   Using Technology   |   Learning Designs

Additional Info:
Click Here for Book Review
Abstract: Provides a cutting-edge resource for academics and practitioners in effective ways of reaching today’s students through the use of their favorite tool, social media

Outlines a range of strategies taking advantage of the unique learning styles and habits of net generation learners

Exposes students to ways in which these technologies can be used in their professional and personal ...
Additional Info:
Click Here for Book Review
Abstract: Provides a cutting-edge resource