CCU CETL Resources--CETL Library

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Resources: CETL Library

The CETL Library houses materials related to various aspects of the instructional process such as student assessment, lecturing, and conducting discussions; and teacher effectiveness resources in the form of books, videos, CDs, and publications.

The CETL recommends the following web sites for additional materials:

Books

The CETL has the following books available (descriptions of books published by Anker from www.ankerpub.com; all others from www.amazon.com):

Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.

This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment—from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. The book features fifty classroom assessment techniques, each including a concise description; step-by-step procedures for administering the technique; practical advice on how to analyze the data; pros, cons, and caveats; and more.
Arreola, R. A. (2000). Developing a comprehensive faculty evaluation system. Bolton, MA: Anker.

This handbook provides practical, proven models for developing and using a comprehensive faculty evaluation system. Based on 30 years of research and experience building and operating large scale faculty evaluation systems, as well as consulting experience to thousands of administrators and faculty from hundreds of colleges and universities of all types, the author offers an even more valuable resource in this new edition. The heart of the book remains the same reliable eight-step process that has worked so well for so many institutions. There is also much new information, gathered primarily from the institutions that implemented this process, providing a thoroughly updated second edition.
In addition to expanded and enhanced material from the original, this new edition includes a new introductory section, new research in the field, a new section on legal issues, more samples of commercially available student rating forms, a new section on post-tenure review and how it relates to the evaluation of faculty performance, and two detailed case studies. This book has been used by thousands of faculty and administrators participating in nationally offered workshops on this topic.
Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.

From the author of Four Critical Years—a book the Journal of Higher Education called the most cited work in higher education
literature—What Matters in College? presents the definitive study of how students change and develop in college and how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students' college experiences.
Boice, R (2000). Advice for new faculty members: Nihil nimus. Needham Heights, MA: Allyn & Bacon.

A unique and essential guide to the start of a successful academic career. As its title suggests (nothing in excess), it advocates moderation in ways of working, based on the single-most reliable difference between new faculty who thrive and those who struggle. By following its practical, easy-to-use rules, novice faculty can learn to teach with the highest levels of student approval, involvement, and comprehension, with only modest preparation times and a greater reliance on spontaneity and student participation. Similarly, new faculty can use its rule-based practices to write with ease, increasing productivity, creativity, and publishability through brief, daily sessions of focused and relaxed work. And they can socialize more successfully by learning about often-misunderstood aspects of academic culture, including mentoring. Each rule in Advice for New Faculty Members has been tested on hundreds of new faculty and proven effective over the long run—even in attaining permanent appointment. It is the first guidebook to move beyond anecdotes and surmises for its directives, based on the author's extensive experience and solid research in the areas of staff and faculty development. For new teachers.
Diamond, R. M. (2004). Preparing for promotion, tenure, and annual review (2nd ed.). Bolton, MA: Anker.

This practical, best-selling book has guided thousands of faculty through the promotion and tenure process since its publication in 1995. This new edition has been significantly revised and expanded, but has also kept its focus on process—what faculty can do to make a better case for why they should be promoted or tenured.

This new edition of Preparing for Promotion, Tenure, and Annual Review contains a number of additional resources not included in the previous version—materials that are designed to help faculty prepare for a major professional review—such as post-tenure review, teaching with technology, dealing with changing guidelines and policies, and suggestions on how annual review materials can be used as a foundation for the promotion and tenure portfolio.

In addition to updated references and resources, there are also expanded sections on scholarship, on teaching and on advising, on how to best document faculty role and impact as part of a team, and on collegiality.

Organized into two parts, this book:

• Enumerates important questions to be asked and the issues that should be considered as faculty approach the review process, provides some suggestions concerning the materials submitted for review, and examines data and support materials.
• Includes resources and examples on how to document faculty work, references and resources on evaluating teaching, and a useful faculty checklist.
Fink, L. D. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass.

Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?"
Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.

Gillespie, K. H, Hilsen, L. R., & Wadsworth, E. C. (2002). A guide to faculty development. Bolton, MA: Anker.

Prepared under the auspices of The Professional and Organizational Development (POD) Network in Higher Education, this book is a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institution. Based on POD’s classic volume, A Handbook for New Practitioners, this new book offers up-to-date and relevant information on a range of faculty development topics, including:

• Setting up a faculty development program, including discussions of options, program types, and ten principles of good practice in creating and sustaining centers.
• Assessing teaching practices: the evaluation process, individual consultation, classroom observation, and small group instructional diagnosis.
• Offering a range of programs and services with focuses on promoting your program, staging successful workshops, producing newsletters, using technology, and creating a positive classroom climate
• Reaching specific audiences such as department chairs and poor teachers.
• Using problem-based learning.
• Addressing diversity issues, including multicultural faculty development activities and diversity in the classroom.
• Establishing a successful faculty development committee.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. Washington, D. C.: The George Washington University, Graduate School of Education and Human Development.

Explains cooperative learning, its success as a learning tool, and techniques for its most effective use. Topics include the cooperative lecture, base groups, and cooperation among faculty.

Markovitz, D. M. (2002). Powerful PowerPoint for educators: Using Visual Basic for applications to make PowerPoint interactive. Westport, CT: Libraries Unlimited.

This guide provides instruction for using Visual Basic applications to create interactive educational materials. Marcovitz (education, Loyola College) discusses the basics of education planning, the design process, and the advantages of multimedia. He then offers guidance for creating projects that include pictures, video, recorded voices, Web links, interactive menus, quizzes, and customizable slides. Screen captures illustrate many of the techniques described.

McNeal, A. P., & D’Avanzo, C. (eds.) (1997). Student-active science: Models of innovation in college science teaching. Saunders College Publishing.

What is student-active science? Student-active science

• Is investigative.
• Is often collaborative.
• Involves students in activities that require thinking.
• Helps students to learn skills, facts, and attitudes concurrently.
• Comes from working on complex, often real-world problems.
• Engages students in gathering and interpreting their own data.
• Fosters higher order thinking skills and intellectual maturity.
• Asks students not only to accept knowledge but to aid in forming it.
• Is reflective, asking students to become aware of their learning process.
• Show students both the power and limitations of particular scientific “ways of knowing.”

This timely volume brings together a collection of articles by college faculty and administrators who have been at the forefront of innovations in college science teaching. It is full of examples of successful strategies for involving students in hands-on, active learning in the classroom and laboratory. Faculty share their “Hot Tips” for increasing students’ participation in their own learning. Administrators present insightful essays on the process of curricular transformation.

Piskurich, G. (2003). Preparing learners for e-learning. San Francisco: Pfeiffer.

Designed for anyone charged with making e-learning really work, Preparing Learners for e-Learning presents a variety of methods business organizations and educational institutions can use to prepare their learners to become successful e-learners. This first-of-its-kind book helps trainers, designers, and educators understand the importance of enhancing self-directedness in learners as they prepare for e-learning and the various learning theories that can be used for this purpose. It then guides e-learning professionals through the process of creating interventions—specific to their own individual situations—that will assist their learners in preparing for the move to an e-learning environment.
Seldin, P. (2004). The teaching portfolio (3rd ed.). Bolton, MA: Anker.

This new edition continues its focus on self-reflection and documenting teaching performance, and has also been significantly revised and expanded. Its straightforward approach, practical suggestions, step-by-step instructions, and field-tested recommendations will prove invaluable to those involved in evaluating and improving teaching.

Now organized into five parts, this edition includes new information on web-based electronic teaching portfolios, descriptions of how seven colleges and universities have actually implemented portfolios, and 22 new sample teaching portfolios from an array of disciplines and institutions. All were developed under the guidance of a skilled portfolio mentor.

This new edition also includes:

• Time-tested strategies and proven advice for getting started and then maintaining the most effective use of portfolios.
• How portfolios can be used for promotion and tenure decisions.
• How portfolios can be used to improve teaching.
• Helpful answers to frequently asked questions.
• Field-tested suggestions for improving portfolios.
Suskie, L. (2004). Assessing student learning. Bolton, MA: Anker.

Interest in assessing student learning at institutions of higher education—and the need to learn how to do it—skyrocketed in the last two decades of the 20th century and continues to grow into the 21st century. This book summarizes current thinking on the practice of assessing student learning in a comprehensive, accessible, and useful fashion. Short on background and theory and long on practical advice, this is a plainspoken, informally written book designed to provide sensible guidance for assessment practitioners on virtually all aspects of student assessment, and for faculty who simply want to improve assessments within their classes. Assessing Student Learning presents readers with well-informed principles and options that they can select and adapt to their own circumstances.

Organized into four parts, this book:

• Sets the stage for successful assessment efforts by discussing the nature of and rationale for assessment, principles of good practice, and campus culture.
• Provides an overview of the many decisions that must be made in order to launch successful assessment efforts, including planning assessment strategies, establishing learning goals, and choosing appropriate assessment tools and approaches.
• Includes information on a wide range of assessment tools, including hands-on assignments, reflective writing, portfolios, traditional tests, surveys and focus groups, and published instruments.
• Concludes with information on summarizing, analyzing, and communicating assessment results and using them effectively and appropriately.
Van Note Chism, N. (1999). Peer review of teaching. Bolton, MA: Anker.

This concise yet comprehensive sourcebook is for administrators, particularly deans and department chairs, who wish to develop a strong peer review component to their system for evaluating and improving teaching. And this book is for faculty who will be engaged in the system, as both evaluators and as subjects of teaching evaluation. It consists of two parts: Part One details a framework for designing and implementing peer review, and Part Two provides guidelines, protocols, and forms for each task involved in an effective system of peer review.
Part One includes the following information about peer review:

• Developing a rationale
• Identifying the focus
• Understanding the roles and goals
• Developing policies
• Setting up a system: institutional, college, and departmental leadership
• Benefits and possible objections
• Formative and summative uses
• Responsibilities of administrators, reviewers, and reviewees

Part Two includes the following reproducible forms and materials:

• For peer review of course materials
• For class observations
• For gauging contributions of scholarship of teaching and department teaching efforts
• For teaching portfolios

Journals

The CETL recommends the following journal available online:

International Journal for the Scholarship of Teaching and Learning (IJ-SoTL) (from Georgia Southern)