Class Evaluation/Student Ratings
Classroom Assessment Techniques
Teaching Styles and Learning Styles
Counseling, Advising, and Mentoring
Disruptive Behavior Teaching First Year Students [Top]
Elkins, S. A., Braxton, J. M. & James, G. J. (2000). Tinto’s separation stage and its influence on first-semester college student persistence. Research in Higher Education, 41 (2), 251-268.
Erickson, B. L. & Strommer, D. W. (1991). Teaching College Freshmen. San Francisco: Jossey-Bass.
Fidler, P. P., Neururer-Rotholz, J. & Richardson, S. (1999). Teaching the freshman seminar: Its effectiveness in promoting faculty development. Journal of The First-Year Experience, 11 (2), 59-74.
Lazerson, M., Wagener, U. & Shumanis, N. (2000). Teaching and learning in higher education 1980-2000. Change, 32, 13-19.
Levine, A., & Cureton, J. S. (1998). Collegiate life: an obituary. Change, 30, 12-17, 51.
McVicker Clinchy, B. (2000). Toward a more connected vision of higher education. New Directions For Teaching and Learning, 82, 27-35.
Pancer, S. M., Hunsberger, B., Pratt, M. W. & Alisat, S. (2000). Cognitive complexity of expectations and adjustment to university in the first year. Journal of Adolescent Research, 15, 38-57.
Perry, W. G. Jr. (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering (Ed.) The Modern American College. San Francisco: Jossey-Bass.
Pratt, M. W. (2000). The transition to university: contexts, connections, and consequences. Journal of Adolescent Research, 15, 5-8.
Soldner, L., Lee, Y. & Duby, P. (1999). Welcome to the block: Developing freshman learning communities that work. College Student Retention, 1, 115-129.
[Outline] [Top]
Billson, J. M. & Tiberius, R. G. (1991). Effective social arrangements for teaching and learning. New Directions for Teaching and Learning, 45, 87-109.
Garko, M. J., Kough, C., Pignata, G., Kimmel, E. B., & Eison, J. (1994). Myths about student-faculty relationships: What do students really want? Journal on Excellence in College Teaching, 5, 51-65.
Johnson, D. W. & Johnson, R. T. (1991). Learning together and alone: Cooperative, competitive, and individualistic learning. (3rd Ed) Englewood Cliffs, NJ: Prentice Hall.
Lowman, J. (1995). Understanding classroom dynamics. In Mastering the techniques of teaching (2nd Ed., pp. 39-64). San Francisco: Jossey-Bass.
Walsh, D. J. & Maffei, M. J. (1994). Never in a class by themselves: An examination of behaviors affecting the student-professor relationship. Journal on Excellence in College Teaching, 5, 23-49.
[Outline] [Top]
Angelo, T. A. (1995). Classroom assessment for critical thinking. Teaching of Psychology, 22, 6-7.
Center for Teaching, University of Massachusetts at Amherst. (n.d.). Critical thinking by design. Teaching Excellence: Toward the Best in the Academy.
Donald, J. G. (1999). Motivation for higher-order learning. New Directions for Teaching and Learning, 78, 27-35.
Ennis, R. H. (1962). A concept of critical thinking: A proposal basis for research in the teaching and evaluation of critical thinking ability. Harvard Educational Review, 32, 81-111.
Glaser, R. (1984). Education and thinking: The role of knowledge. American Psychologist, 39, 93-104.
King, A. (1995). Inquiring minds really do want to know: Using questioning to teach critical thinking. Teaching of Psychology, 22, 13-17.
McDade, S. A. (1995). Case study pedagogy to advance critical thinking. Teaching of Psychology, 22, 9-10.
Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of Psychology, 22, 24-28.
Wollman, W. (1977). Controlling variables: Assessing levels of understanding. Science Education, 61, 371-383.
Class Evaluation/Student Ratings
[Outline] [Links] [Top]
Abbot, R. D., Wulff, D. H., Nyquist, J. D., Ropp, V. A., & Hess, C. W. (1990). Satisfaction with processes of collecting student opinions about instruction: The student perspective. Journal of Educational Psychology, 82, 201-206.
Abrami, P. C., d’Apollonia, S., & Cohen, P. A. (1990). Validity of student ratings of instruction: What we know and what we do not. Journal of Educational Psychology, 82, 219-231.
Bachen, C. M., McLoughlin, M. M., & Garcia, S. S. (1999). Assessing the role of gender in college students’ evaluations of faculty. Communication Education, 48, 193-210.
Brookfield, S. D. (1990). The skillful teacher. San Francisco, CA: Jossey-Bass
Cashin, W. (1990). Students do rate different academic fields differently. New Directions for Teaching and Learning, 43, 113-121.
Cohen, P. A. (1983). Comment on a selective review of the validity of student ratings of teaching. Journal of Higher Education, 54, 448-458.
Cohen, P. A. (1981). Student ratings of instruction and student achievement: A meta-analysis of multisection validity studies. Review of Educational Research, 51, 281-309.
d’ Aploolnia, S. & Abrami, P. C. (1997). Navigating student ratings of instruction. American Psychologist, 52, 1198-1208.
Dowell, D. A. & Neal, J. A. (1982). A selective review of the validity of student ratings of teaching. Journal of Higher Education, 53, 51-62.
Erdle, S., Murray, H. G., Rushton, J. P. (1985). Personality, classroom behavior, and student ratings of college effectiveness: A path analysis. Journal of Educational Psychology, 77, 394-407.
Ericksen, S. C. (1984). The essence of good teaching. San Francisco, CA: Jossey-Bass.
Fernald, P. S. (1990). Students’ ratings of instruction: Standardized and customized. Teaching of Psychology, 17, 105-109.
Gaski, J. F. (1987). On construction validity of measures of college teaching effectiveness. Journal of Educational Psychology, 79, 326-330.
Gleason, M. (1986, February). Getting a perspective on student evaluation. AAHE Bulletin, 10-13.
Greenwald, A. G. Validity concerns and usefulness of student ratings of instruction. American Psychologist, 52, 1182-1186.
Greenwald, A. G. & Gillmore, G. M. (1997). Grading leniency is a removable contaminant of student ratings. American Psychologist, 52, 1209-1217.
Marsh, H. W. (1984). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases, and utility. Journal of Educational Psychology, 76, 707-754.
Marsh, H. W. & Roche, L. A. (1997). Making students’ evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52, 1187-1197.
McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52, 1218-1225.
Phye, G. D. (1984). Student performances and the evaluation of teaching effectiveness. Teaching of Psychology, 11, 92-95.
Seldin, P. (1990). How administrators can improve teaching. San Francisco, CA: Jossey-Bass.
Seldin, P. (1993, July 21). The use and abuse of student ratings of professors. Chronicle of Higher Education, A40.
Seldin, P. (1989). Using student feedback to improve teaching. New Directions in Teaching and Learning, 37, 89-97.
Sorcinelli, M. D. (1986). Evaluation of teaching handbook. Bloomington, IN: Dean of Faculties Office.
Thealll, M. & Franklin, J. (1990). Student ratings of instruction: Issues in improving practice. San Francisco, CA: Jossey-Bass.
William, W. M. & Ceci, S. J. (1997). How’m I doing? Problems with student ratings of instructors and courses. Change, 29 (5), 13-23.
Classroom Assessment Techniques
[Links] [Top]
Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd Ed.). San Francisco: Jossey-Bass.
Cross, P. C. (1998). Classroom research: Implementing the scholarship for teaching. New Directions For Teaching and Learning, 75, 5-12.
Cross, K. P. & Steadman, M. H. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco: Jossey-Bass.
Furhmann, B. S. & Grasha, A. F. (1983). Assessing your teaching for instructional improvement. In A practical handbook for college teaching (pp. 193-220). Boston: Little, Brown, & Company.
Kuh, G. D. (2001). Assessing what really matters to student learning: inside the national survey of student engagement. Change, (May/June), 10-17, 66.
Mengers, R. (1999). Appraising and improving your teaching: Using students, peers, experts, and classroom research. In W. J. McKeachie (Ed.), Teaching tips: Strategies, research, and theory for college and university teachers (10th Ed., pp. 256-288). Boston: Houghton Mifflin.
Steadman, M. & Svinicki, M. (1998). CATs: A student’s gateway to better learning. New Directions For Teaching and Learning, 75, 13-20.
Walker, C. & Angelo, T. A. (1998). A collective effort classroom assessment technique: Promoting high performance in student teams. New Directions For Teaching and Learning, 75, 101-112.
[Top]
Chism, N. V. N. (1999). Taking student social diversity into account. In W. J. McKeachie (Ed.), Teaching tips: Strategies, research, and theory for college and university teachers (10th Ed., pp.218-234). Boston: Houghton Mifflin.
Davis, B. G. (1993). Diversity and complexity in the classroom: Considerations of race, ethnicity, and gender. In Tools for teaching (pp. 39-51). San Francisco: Jossey-Bass.
[Outline] [Top]
Brown, W. R. (1987, January 28). Why I don’t let students cut my class. Chronicle of Higher Education, 88.
Galichon, J. P. & Friedman, H. H. (1985). Cutting college classes: An investigation. College Student Journal, 19, 357-360.
Van Blerkom, M. L. (1992). Class attendance in undergraduate courses. Journal of Psychology, 126, 487-494.
[Links] [Top]
Dziech, B. W. (1993, December 8). The bedeviling issue of sexual harassment. Chronicle of Higher Education, A48.
Garlick, R. (1994). Male and female responses to ambiguous instructor behaviors. Sex Roles, 30, 135-158.
Teaching Styles and Learning Styles
[Outline] [Top]
Bowman, M. A. (1996-1997). Metaphores we teach by: Understanding ourselves as teachers and learners. Teaching Excellence: Toward the Best in the Academy, 8 (3), 1-2.
Furhmann, B. S. & Grasha, A. F. (1983). Designing classroom experiences based on student styles and teaching styles. In A practical handbook for college teachers (pp. 101-134). Boston: Little, Brown, & Company.
Galotti, K. M., Clinchy, B. M., Ainsworth, K. H., Lavin, B., & Mansfield, A. F. (1999). A new way of assessing ways of knowing: The Attitudes Toward Thinking and Learning Survey (ATTLS). Sex Roles, 40, 745-766.
Grasha, A. F. (1997). Teaching with style. Pittsburgh, PA: Alliance.
Grasha, A. F. (1995-1996). Teaching with style: Integration of teaching and learning styles in the classroom. Teaching Excellence: Toward the Best in the Academy, 7 (5), 1-3.
Magolda, M. B. B. (1992). Knowing and reasoning in college: Gender related patterns in students’ intellectual development. San Francisco: Jossey-Bass.
Counseling, Advising, and Mentoring
[Links] [Top]
Lasley, T. (1996). Mentors: They simply believe. Peabody Journal of Education, 71, 64-70.
Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61, 505-532.
McKeachie, W. J. (1999). Counseling and advising. In Teaching tips: Strategies, research, and theory for college and university teachers (10th Ed., pp. 248-254). Boston: Houghton Mifflin.
Merriam, S. (1983). Mentors and proteges: A critical review of the literature. Adult Education Quarterly, 33, 161-173.
Olian, J. D., Carroll, S. J., Giannantionio, C. M., & Feren, D. B. (1988). What do proteges look for in a mentor? Results of three experimental studies. Journal of Vocational Behavior, 33, 15-37.
[Top]
Carbone, E. (1999). Students behaving badly in class. New Directions for Teaching and Learning, 77, 35-43.
Kuhlenschmidt, S. L. & Layne, L. E. (1999). Strategies for dealing with difficult behavior. New Directions for Teaching and Learning, 77, 45-57.
Holton, S. (1999). After the eruption: managing conflict in the classroom. New Directions for Teaching and Learning, 77, 59-68.
McKeachie, W. J. (1999). Problem students (There’s almost always at least one!). In Teaching tips: Strategies, research, and theory for college and university teachers (10th Ed., pp. 235-247). Boston: Houghton Mifflin.