Bibliography

We're building an annotated bibliography of teaching and learning resources and research papers that we refer to here in TLI. Please let us know if you have any additional suggestions!




Angelo, T.A. & Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass.

This general reference on classroom assessment offers a broad perspective on assessment, from definitions of various types of assessment to ideas for planning and analyzing a new assessment in the classroom. The book also includes twelve case study illustrations of teachers' real-life assessment projects. "It's a great book to flip through whenever I need new ideas," says Trina McMahon, "I definitely recommend it."




Barker, K. (2002) At The Helm: A Laboratory Navigator. Cold Spring Harbor Laboratory Press, Cold Spring Harbor, New York.

and Barker, K. (2005) At the Bench: A Laboratory Navigator. Cold Spring Harbor Laboratory Press, Cold Spring Harbor, New York.

Although written by and for biologists, these companion books have useful information for faculty and their students about the research process. Topics range from recruiting and motivating students to how the interpersonal relationships of research groups work.




Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7. (This article is available electronically here - clicking link will open PDF.)

Chickering & Gamson focus on several techniques that instructors can employ in order to improve their teaching - the first being contact between students and faculty members. It is, as they say "the most important factor in student motivation and involvement," helping students to become intellectually engaged, encouraging them to work through difficulties, and helping them to achieve at a high level.




Delta Pillars: Teaching-as-Research

UW-Madison's Delta program is a community made up of faculty, staff, post-docs, and graduate students who are focused on teaching in the STEM fields. The community's philosophy is based on three central ideas: Teaching-as-Research, Learning Communities, and Learning-through-Diversity. The pillar of Teaching-as-Research involves instructors' employment of research methods in their teaching, thinking through existing literature and research on teaching, designing and testing new classroom processes, and analyzing data from the "teaching experiment" to learn and move forward. More information on this pillar, and on the larger Delta community, can be found at the Delta website.




The Field-tested Learning Assessment Guide (FLAG), from the The National Institute for Science Education's (NISE) College Level One (CL-1) Team.

The Field-tested Learning Assessment Guide aims to create a thorough set of articles about assessment theory and guides to assessment techniques specifically designed for instructors in STEM (science, technology, engineering and math) fields. The FLAG includes everything from basic information about what assessment is to resources for further reading to specific plans that are appropriate for different disciplines, course formats, and learning goals.



Grimes, D., Warschauer, M., Hutchinson, T. & Kuester, F. (2006). Civil Engineering Education in a Visualization Environment: Experiences with VizClass. Journal of Engineering Education, 95(3). (This article is available electronically through UW Libraries.)

This article discusses the experiences of a group of instructors who implemented VizClass, a computerized "visualization system" developed specifically for teaching engineering, in their civil engineering classes. VizClass includes virtual whiteboards and three- dimensional displays, and while more technology-enhanced than the everyday tools described by Wu above, the aims are similar - to give instructors a way to show students complex engineering principles. This study, accomplished through the qualitative and quantitative analysis of the classrooms of these instructors, suggests that teaching with visualizations can produce clear benefits for both students and teachers.




Martin, J.K. & Mitchell, J.W. (2005). Experiences Combining Technology, Assessment, and Feedback to Improve Student Learning in Mechanical Engineering Thermal Science Courses. Paper presented at the ASEE/IEEE Frontiers in Education Conference, Indianapolis, IN.

Martin & Mitchell describe a system of techniques for combining technology and assessment in undergraduate lectures on mechanical engineering. The techniques described here are different from Shedd's, but maintain a focus on conceptual knowledge and engineering skills, and as such provide a complementary case study.




McClymer, J.F. & Knoles, L.Z. (1992). Ersatz learning, inauthentic testing. Journal on Excellence in College Teaching, 3, 33-50.

McClymer & Knoles examine pedagogical traditions in American schools, discussing how far removed many lecture classes can be from the practical experience necessary to work in the academic disciplines. They outline "thinking behaviors" which have come into practice across disciplines (using content, problem solving, epistemic, and inquiry) and suggest how these behaviors might be used to think about authentic learning.




McKagan, S.B., Perkins, K.K. & Wieman, C.E. (2006). Reforming a large lecture modern physics course for engineering majors using a PER-based design. Proceedings of the Physics Education Research Conference 2006. (Paper can be downloaded here.)

The authors of this paper, after realizing that a large physics lecture course for engineering majors was not well-suited to engineers (because it focused on mathematical solution and abstract equations without connecting them to application), completely reframed their course content and methods of teaching. We include this piece here primarily because one of their chosen revisions was the introduction of clickers, but it is also an interesting study of incorporation of active learning techniques and real-world application more generally.




McMullen, B. (2005).Putting the learning back into learning technology. In Emerging Issues in the Practice of University Learning and Teaching.

McMullin's chapter, from the online volume Emerging Issues in the Practice of University Learning and Teaching, examines the reasons why we have yet to see a magic-bullet electronic device that has "revolutionized teaching," and offers a way forward that is based on the intersection of constructivist pedagogy and widely available web-based technologies. McMullin examines four examples of these technologies - the open source model, wikis, blogs, and moodles - for their potential as learning tools. He points out the features of these various models, explains their potential uses for learning, and ultimately concludes that these tools facilitate a certain kind of learning,knowledge construction, by teachers and students. McMullin's chapter does not go very deep into any one technology, but is a good initial resource for learning about the power of online learning, both in terms of learning theory and the classroom practicalities.




Moodle Content Management System (CMS).

Moodle's website gives a wide overview of the content management system - its features, versions, and development community as well as documentation and usage statistics. The Moodle wikipedia page offers a good higher-level overview of the features (in layman's terms), as well.




Doing Good and Avoiding Evil, online essay and curriculum materials by ethicist Lisa Newton.

Newton's essay on ethics instruction covers a wide range of information about ethics - from its philosophical underpinnings to cases and mnemonics that are appropriate for classroom instruction. For those interested in what ethics instruction might look like, Masters says, "it's a good overview of ethical concepts, but it also includes lots of specific ideas that you can use for teaching."




Miller, R., Streveler, R., Olds, B., Chi, M., Nelson, M., & Geist, M. (2006). Miconceptions about rate processes: Preliminary evidence for the importance of emergent conceptual schemas in thermal and transport sciences. Paper presented at the ASEE/IEEE Frontiers in Education Conference, Chicago, IL. [Available online through the ASEE conference proceedings search.]

[and]

Streveler, R., Geist, M., Ammerman, R., Sulzbach, C., Miller, R., Olds, B., & Nelson, M. (2006). Identifying and investigating difficult concepts in engineering mechanics and electric circuits. Paper presented at the ASEE/IEEE Frontiers in Education Conference, Chicago, IL. [Available online through the ASEE conference proceedings search.]

These papers make a strong case for teaching concepts by identifying common student misperceptions about such topics as engineering mechanics, electric circuits, fluid mechanics, and thermodynamics. Both papers identify some of these misconceptions and attempt to uncover and understand the mental models that lead to these misconceptions.




Scholtes, P.R., et al. (1995). The Team Handbook. Joiner Associates, Inc. Madison, WI.

Though primarily designed for corporate settings, this book is a practical guide to teamwork that can be used across many different contexts, from creating extended projects to in-class exercises. Writing to a general audience that includes both team managers and team members, Scholtes includes information about all phases of teamwork: for example, ideas for project set-up, activities designed to make work more productive, and advice on learning how to work together. (See also the extended review of this resource, elsewhere in the November edition of TLI.)




Svarovsky, G. N., & Shaffer, D. W. (2006). Design meetings and design notebooks as tools for reflection in the engineering design course. Paper presented at the 36th ASEE/IEEE Frontiers in Education Conference, San Diego, CA. [Available online through Epistemic Games.]

Svarovsky & Shaffer describe an engineering design course, one based on around solving authentic problems, and show how pedagogical structures can be used to encourage both reflection and practical expertise. This piece provides a nice companion to the case of Crone's Engineering Physics course, because it examines the integration of authentic tasks into a design-focused (rather than research-focused) environment.




Tuckman, B. W. (Spring 1996). The relative effectiveness of incentive motivation and prescribed learning strategy in improving college students' course performance. The Journal of Experimental Education v. 64, p. 197-210. [This paper is available electronically through the UW Library system.]

Tuckman reports what he sees as the effectiveness of quizzes as a tool to motivate students to learn. He describes an experiment that compared the performance of three groups of college students taking the same class (one group who was quizzed each week, one group who defined key terms in their reading, and one control group) and quantitatively demonstrates significant performance gains in the quiz group.




Whitbeck, Caroline. (1996). Ethics as Design: Doing Justice to Moral Problems. The Hastings Center Report, v. 26.

Whitbeck discusses methods of ethical problem solving, and specifically, the similarity between design processes and ethical processes. Masters, who has included this article as part of her teaching, reports that, often, when students read this piece, "a lightbulb goes on for them..." Whitbeck "gets them thinking about design and problem solving... how [design] is integrated with ethics and solving those kinds of problems."