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An Annotated Bibliography of Recent Books on College and University
Teaching
Banner, J. M., Jr., & Cannon, H. C. (1997). The elements of teaching.
New Haven, CT: Yale University Press. (142 pages)
The assumption on which this book is based is that teaching is an art
and that to understand this art, one needs to know something about the
personal qualities of artist. Thus, the book examines the ways in which
qualities such as authority, imagination, compassion, and patience,
among others, influence teaching.
Boice, R. (1996). First-order principles for college teachers: Ten
basic ways to improve the teaching process. Bolton, MA: Anker.(166
pages)
This books describes ten principles that the author claims will lead to
a happier and more successful and efficient classroom teaching
experience. The book is divided into two parts. The first part
introduces and explains each principle. The second part presents three
lessons on what the author terms "metacognitions" about using the
first-order principles.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San
Francisco: Jossey-Bass. (270 pages)
This book examines the assumptions that most teachers hold about the
activities subsumed under the rubric of teaching. A critical examination
of these assumptions will help teachers become more reflective in their
teaching and thus more sensitive to important elements involved in
teaching and more insightful to the problems posed by teaching to a
college audience. The author stresses the contribution of using
autobiographies of one's teaching and professional life to the
improvement of one's teaching.
The Carnegie Foundation. (1997). Ernest L. Boyer: Selected speeches,
1979-1995. (1997). Princeton, NJ: The Carnegie Foundation for the
Advancement of Teaching. (142 pages)
Ernest L. Boyer was President of the Carnegie Foundation for the
Advancement of Teaching from 1979 until his death in 1995. As the title
indicates, this book is a selected collection of twelve of his speeches
during that time period. His speeches touch on the nature of learning
and the factors that influence it from childhood through adulthood.
Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass.
(412 pages)
This book, like McKeachie's covers all aspects of teaching. It features
46 short, to-the-point chapters on teaching strategies and techniques.
It is a concise, practical, "how-to" book on teaching and, also like
McKeachie, contains an abundance of tips for first-time as well as
experienced teachers.
Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship
assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass.
(117 pages).
This book is a Carnegie report focusing on the assessment of
scholarship in late twentieth century America. It includes, among other
things, chapters on the nature of scholarship, standards used for the
assessment of scholarly activity, how scholarship is documented, and the
qualities of a scholar.
Hatfield, S. R. (Ed.). (1995). The seven principles in action:
Improving undergraduate education. Bolton, MA: Anker. (156 pages)
This book is about how the Seven Principles for Good Practice in
Undergraduate Education might be implemented to improve the nature of
the undergraduate experience for both students and faculty. The seven
principles were first published in the American Association of Higher
Education Bulletin in 1987. The seven principles are: encouragement of
student-faculty contact, encouragement of cooperation among students,
encouragement of active learning, prompt feedback, emphasis on time on
task, communication of high expectations, and respect for diverse
talents and ways of learning.
Johnson, G.R. (1995). First steps to excellence in college teaching
(3rd Ed.). Madison, WI: Magna Publications. (137 pages)
This book is appropriate for graduate students who have little or no
experience in the classroom as teachers. Topics discussed include
selection of texts, devising a syllabus, lecturing effectively, various
types of student assignments, and evaluation of student learning.
Lambert, L.M., Tice, S.L., & Featherstone, P.H. (Eds.). (1996).
University teaching: A guide for graduate students. Syracuse, NY:
Syracuse University Press. (155 pages)
This book contains 15 chapters, each of which is devoted to helping
graduate students understand more about their roles as teachers and
young professionals at the college and university level. The first part
of the book centers exclusively on issues relating to fundamental
aspects of teaching such as different modes of instruction (lecture,
studio, discussion section, and laboratory). The second part of the book
focuses on improving one's teaching and enhancing student learning. This
part of the book covers issues such as evaluating student assignments;
gender, race, and ethnicity issues in the classroom; and building a
professional portfolio.
McKeachie, W. J. (1994). Teaching tips: Strategies, research, and theory
for college and university teachers (9th ed.). Lexington, MA: Heath.
This classic book covers all aspects of teaching from preparing to teach
your first class to thinking about how to prepare students to become
lifelong learners. The book has been continually updated since the first
edition was published in 1951 and is current right up to the latest
developments in teaching technologies, including electronic
technologies.
Meagher, L. D., & Devine, T. G. (1993). Handbook on college teaching.
Durango, CO: Hollowbrook. (264 pages)
This book offers practical advice relevant to the day-to-day decisions
that must be made in the teaching process. On the professorial side of
the podium, the book features chapters on improving college teaching,
organizing the course, textbook selection, and the lecture. On the
student side of the podium, the book focuses on student learning,
especially in terms of proper study techniques, effective notetaking,
participation in group activities and writing assignments, and test
performance.
Menges, R. J., & Weimer, M. (Eds.). (1996). Teaching on solid ground:
Using scholarship to improve practice. San Francisco: Jossey-Bass. (384
pages)
This book asserts that teaching is a scholarly activity. The first
chapter makes the case for this claim and how scholarship, as it relates
to teaching, is the foundation for effective instruction. The remaining
chapters build on this base to explore how the ways in which faculty
teach are connected to the ways that students learn.
Prichard, K.W., & Sawyer, R.M. (1994). Handbook of college teaching:
Theory and applications. Westport, CT: Greenwood Press. (449 pages)
This comprehensive text deals with psychological foundations of teaching
and learning, various means of instruction, management and classroom
problems, teaching particular academic domains, and tips for day-to-day
teaching.
Roth, J. K. (Ed.). (1997). Inspiring teaching: Carnegie Professors of
the Year speak. Bolton, MA: Anker. (232 pages)
This book is a collection of essays written by former winners of the
Carnegie "Professor of the Year Award." The essays focus on three broad
issues: characteristics of good teachers, effective teaching practices,
and teaching philosophy. Some conclusions that the editor draws from
this book is that good teachers are enthusiastic, do not regard research
as a distinct activity from teaching, are careful and organized
planners, have strong desire to know their students personally, and seek
out teaching opportunities-in and out of the classroom.
Seldin, P. (1991). The teaching portfolio: A practical guide to improved
performance and promotion/tenure decisions. Bolton, MA: Anker. (91
pages)
This brief book describes in details the teaching portfolio, an
effective means for documenting all activities relating to teaching. The
author describes how to prepare the teaching portfolio, those elements
that might be included in assembling one, and ways in which the
portfolio might be used. In addition, several sample teaching portfolios
are included.
Sorcinelli, S. D., & Austin, A. E. (Eds.). (1992). Developing new and
junior faculty. San Francisco: Jossey-Bass. (99 pages)
This collection of brief essays offers advice to those persons new to
the academy and those who are concerned about the professional
development of these individual regarding "how to have a career." The
primary emphasis in this book is on how to develop supportive and
enthusiastic environments for the development of those skills, including
teaching, necessary for successful careers in academe.
Sternberg, R. J. (Ed.). (1997). Teaching introductory psychology: Tips
from the experts. Washington, DC: American Psychological Association.
(185 pages)
This book is written especially for those persons who teach the
introductory psychology course. It contains 11 chapters, each of which
was written by a textbook author. Chapters span the gamut of issues
involved in the course, but focus mainly on personal experiences of the
contributors as teachers and text authors.
Warren, T. (Ed.). (1992). A view from the academy: Liberal arts
professors on excellent teaching. Lanham, MD: University Press of
America. (165 pages)
This volume features 21 essays, each of which reflects what each of
their authors considers most important about his or her teaching. The
essays are written by faculty from a variety of disciplines and from
different small liberal arts colleges. The chapters tend to bear more on
each author's philosophy of teaching and reflections on being a teacher
rather than teaching methodology.
Weimer, M. (1993). Improving your classroom teaching. Newbury Park, CA:
Sage. (124 pages)
This book is the first in a 10 volume series of books entitled
"Survival Skills for Scholars," that are intended for advanced graduate
student teaching assistants and new college instructors. It centers on
the basic elements of effective instruction, such as enthusiasm,
preparation, organization, clear communication, and assessment of both
learning and teaching effectiveness. The book also contains a chapter on
two myths that surround effective teaching and a chapter on role of
"knowledge and love of content" in teaching.
Wright, W. A (Ed.). (1995). Teaching improvement practices: Successful
strategies for higher education. Bolton, MA: Anker. (392 pages)
This book, a collection of essays written by international scholars, is
about faculty development across a variety of activities related to
teaching including understanding how students learn, faculty
understanding of teaching, problem-based learning, cooperative learning,
laboratory teaching, teaching large classes, programs for teaching
junior faculty to become more effective teachers, and may other topics.
Zehm, S.J., & Kottler, J. A. (1993). On being a teacher: The human
dimension. Newbury Park, CA: Crown Press. (130 pages)
This book departs from most books on teaching in that it focuses wholly
on the personal characteristics of teachers rather than on a combination
of teaching methods and personality characteristics. The book contains
chapters on, among other things, dealing with the challenges of being an
academic, professional relationships, effective communication,
reflective teaching, and on "passionate commitment" to the profession.
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