Teaching Resources

Articles/Handouts on Teaching

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  • Engaged/Active Learning

    Bulimic Learning
    Describes the pattern of pharmacy students waiting until an exam approaches and then studying frantically for a few days to cram in as much "learning" as possible (while ignoring other course material).  Students then regurgitate the memorized material on the exam and purge what they've learned as they begin to prepare for a repeat of the cycle on the next exam.  
    Required
    Bulimic Learning.pdf
    Deep Learning
    IDEA Paper #47.  It describes the concept of deep learning that students assimilate, leading to the ability to retain and apply the material in various situations.  Deep learning results from active critical thinking, as opposed to superficial, short-term learning, that results from a more passive process.
    Required
    IDEA Paper 47 Deep Learning.pdf
    Active Learning vs. Passive Lecture
    A paper from the McGraw Center that emphasizes the value of student-centered teaching that is less dependent on the "sage on the stage" lecture format.
    Required
    Teaching with Your Mouth Shut (McGaw Center - Princeton).pdf
    Team Based Learning
    This comprehensive review explores the principles and techniques of TBL and reviews literature reports of TBL applications in medicine, nursing and pharmacy education.  Though written from a health education perspective, it provides an excellent overview of how TBL works and why it has proven to be an effective teaching method in a variety of disciplines.  
    Required
    TBL in Pharmacy.pdf
    Improved Learning Retention
    A paper from the McGraw Center that focuses on strategies for enhancing students' ability to retain what they've learned.
    Required
    Helping Students Retain Learning (McGaw Center - Princeton).pdf
    Design of Learning Outcomes
    A handout from the Iowa State University CELT that relates the development of learning outcomes to Bloom's Taxonomy.
    Required
    Learning Objectives & Bloom's Taxonomy.pdf
    Giving Feedback to Students
    A short paper with tips on giving effective feedback to students.
    Required
    Making Feedback Helpful.pdf
    Guidelines for Designing Interactive Questions
    Practical tips for those who would like to stimulate greater levels of critical thinking during class sessions by strategically formulating outcome-oriented questions and effectively orchestrating the question-answer process.
    Required
    Questioning Techniques.2014.pdf
    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.

  • Student Assessment

    Writing Multiple Choice Exams
    A comprehensive guide to constructing multiple choice exam questions, from BYU.
    Required
    Writing Multiple Choice Test Questions.pdf
    One-page Guide on Writing Multiple Choice Exams
    A brief guide downloaded from the University of Texas.
    Required
    Writing%20multiple-choice%20test%20items.pdf
    Writing Multiple Choice Exam Questions
    IDEA Paper #16.  This is an in-depth explanation of how to write multiple choice exam questions and design a multiple choice exam.
    Required
    Idea_Paper_16. Multiple Choice Exams.pdf
    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.

  • Classroom Management

    12 Classroom Management Tips
    This ia a list of 12 do's and don'ts that can prevent chaos and disaster in the classroom.
    Required
    12 Guidelines for Effective Classroom Management.pdf
    The Oz Protocol and PERF Process
    This is a one-page guide for constructively dealing with individual student performance issues based on the principles of situational leadership.
    Required
    Oz Protocol.Fac Dev.rev.pdf
    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.

  • Ungrouped

    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.
While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.

Links to Teaching Resources

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  • Engaged/Active Learning

    Interactive Bloom's Taxonomy
    An interactive tool based on the new Bloom's taxonomy, developed by the Iowa State University Center for Excellence in Learning and Teaching.
    Required
    www.celt.iastate.edu
    Flipped Classroom
    Information on the value of "flipping" the classroom such that students prepare by learning material prior to coming to class, so classtime can be used to engage the students in activities that produce a deeper level of learning.  From the University of Texas. 
    Required
    ctl.utexas.edu
    Engaged Learning
    Ideas for engaged learning activities from the University of Texas.
    Required
    ctl.utexas.edu
    7 Principles of Good Undergraduate Teaching
    Summary of a classic 1987 article written by Chickering and Gamson.  The key points are as applicable today as they were then.  From Iowa State University.
    Required
    www.celt.iastate.edu
    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.

  • Assessment of Students

    On-line "Rubric Maker"
    An interactive program that enables the user to create a rubric using a mix and match process.
    Required
    rubistar.4teachers.org
    Writing Exams
    This University of Texas web page provides information about writing multiple choice exam questions, but also includes multiple links to more detailed information about writing a variety of exams.
    Required
    www.utexas.edu
    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.

  • Ungrouped

    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.
While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.

Words of Wisdom

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John W. Gardner (1912-1977)

"Much education today is monumentally ineffective.  All too often we are giving young people cut flowers when we should be teaching them to grow their own plants."

Books on Teaching

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General Teaching "How To" Books

Linda B. Nilson. Teaching at its Best. 3rd edition . San Francisco, CA: Jossey-Bass; 2010.
A comprehensive resource that focuses on basic teaching methods.
 
Linda B. Nilson. Creating Self-Regulated Learners - Strategies to Strengthen Students' Self-Awareness and Learning Skills. Sterling, VA: Stylus Pub; 2013.
A useful resource that offers practical advice on how to guide students to take ownership of their own learning.   
 
Maryellen Weimer. Learner-Centered Teaching - Five key Changes to Practice. 2nd edit. San Francisco, CA: Jossey-Bass; 2013.  
A practical approach to applying sound teaching methods that have been validated through educational research.
 
Marilla Svinicki and Wilbert J. McKeachie, eds. Teaching Tips - Strategies, Research, and Theory for College and University Teachers. 13th edition. Belmont, CA: Wadsworth; 2011.
A comprehensive resource that focuses on basic teaching methods.
 
Ken Bain. What the Best College Teachers Do . Cambridge, MA:Harvard University Press; 2004.
Findings of a 15-year study of techniques used by outstanding teachers in higher education.
 
Susan Ambrose, et al. How Learning Works - 7 Research-Based Principles for Smart Teaching .  San Francisco, CA: John Wiley & S ons; 2010.
A comprehensive review of educational literature that distills the findings down to practical teaching methods built around 7 basic principles.
 
Doug Lemov. Teach Like a Champion - 49 Techniques that Put Students on the Path to College. San Francisco, CA: John Wiley & Sons; 2010.
Written from a K-12 perspective, this is an in-depth, pactical review of specific techniques that successful charter school teachers are employing to achieve success with elementary and high school students.  

Christian Higher Education

 

Amy Lynn Dee and Gary Tiffin, eds.   Faithful Education - Themes and Values for Teaching, Learning, and Leading.   Eugene, OR: Pickwick Publications, 2012.
A practical guide for faculty seeking to enhance faith engagement in the classroom, with clear explanations and useful examples.
 
 
David I. Smith and James K. Smith. Teaching and Christian Practices – Reshaping Faith and Learning. Grand Rapids, MI: William B . Eerdmans Pub.; 2011.

A compendium of examples of teachers having implemented Christian practices in the classroom.

 

T odd C. Ream, Jerry Pattengate and David L. Riggs, eds. Beyond Integration? Interdisciplinary Possibilities for the Future of Higher Education. Abilene, TX: Abilene Christian University Press; 2012.

Insights of faculty from a variety of disciplines exploring Christian educational practices that go beyond “faith integration” to emphasize cultural a nd spiritual influences rather than a more “intellectual” approach to faith integration.

 

Philip W. Eaton. Engaging the Culture, Changing the World – the Christian University in a Post-Christian World. Downers grove, IL: IVP Academic; 2011.

Provides an insightful exploration into the challenges facing Christian Higher Education in today’s increasingly secular environment.

 

Thomas Chesnes, eds. The Christian College Phenomenon – Inside America’s Fastest Growing Institutions of Higher Learning .  Abilene, TX: Abilene Christina University Press; 2012.

Two PBA faculty conducted a survey that was completed by roughly 1900 faculty from 95 CCCU schools and 2400 students from 19 CCCU schools. The survey covered a wide range of issues pertaining to Christian higher education. Results were assessed by 29 faculty contributors.

 

Arthur F. Holmes. The Idea of a Christian College. Revised edition . Grand Rapids, MI: William B. Eerdmans Pub.; 1987.

A short, but effective rationale for liberal arts education and Christian higher education.

 

Teaching Philosophies

Parker J. Palmer. The Courage to Teach – Exploring the Inner Landscape of a Teacher’s Life . San Francisco, CA: Jossey-Bass; 1998.

A classic work on the importance of one’s identity as a teacher as opposed to one’s technique, and the need to connect with students in order impact them.

 

John Tagg. The Learning Paradigm College . San Francisco: Anker Pub.; 2003.

A call for innovation in higher education with a stronger focus on developing new educational systems that promote deeper levels of learning.

 

Donald L. Finkel. Teaching with Your Mouth Shut . Portsmouth, NH: Boynton/Cook Pub.; 2000.

Not to be taken literally, the title suggests Finkel’s emphasis the need to pursue engaged, student-centered learning.

Team-Based Learning

Sweet M, Michaelsen LK, eds. Team-Based Learning in the Social Sciences and Humanities – Group Work That Works to Generate Critical Thinking and Engagement. Sterling, VA: Stylus Publishing; 2012.
The most recent book on TBL illustrates that the method can be applied effectively in social sciences and humanities.
 
Michaelsen LK, Sweet M, Parmlee DX, eds. Team-Based Learning: Small Group Learning’s Next Big Step. San Francisco: Jossey Bass; 2008.
This book clarifies some of the key principles behind TBL.
 
Michaelsen LK, Parmlee DX, McMahon KK, Levine RE, eds. Team-Based Learning for Health Professions Education – A Guide to Using Small Groups for Improving Learning. Sterling. VA: Stylus Publishing; 2008.
This book focuses on the health professions, which have seen a dramatic rise in the use of TBL.
 
Michaelsen LK, Knight AB, Fink LD, eds. Team-Based Learning – A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing; 2004.
The original book publication on TBL.

Active Learning - Engaged Learning

Barbara J. Millis, ed. Cooperative Learning in Higher Education . Sterling, VA: Stylus Pub.; 2010.

Cooperative learning is a broad term describing a variety of active learning methods. The purpose is to engage students with the instructor and peers, to ensure that learning is student-centered and interdependent. It can include group work, but is not a structured as team-based learning.

 

Elizabeth F. Barkley. Student Engagement Techniques - A Handbook for College Faculty. San Francisco, CA: Jossey-Bass;2010.
This is a comprehensive compilation of teaching methods designed to engage students in learning. 
 

L. Dee Fink . Creating Significant Learning Experiences – An Integrated Approach to Designing College Courses . San Francisco, CA: Jossey-Bass; 2003. 

This book is a comprehensive discussion of how to carefully plan a course around well-defined set of learning outcomes, and then strategically match the content, methods and assessment to those outcomes, such that significant learning takes place.

 

Christine A. Stanley and M. Erin Porter, eds. Engaging Large Classes – Strategies and Techniques for College Faculty . Bolton, MA: Anker Pub; 2002.

Contributors from a variety of disciplines describe how they integrate active learning in large classes.