Teaching and Learning
Index of Web-based Teaching Tips
- Teaching Tips
- Ehrmann and Chickering's Seven Principles of Good Practice
- Implementing the Seven Principles, Ehrmann and Chickering
USU Writing Center
USU Academic Integrity
USU Fact Center
A theoretical framework for thinking about levels of intellectual engagement and ways of engaging students at each level
- Bloom's revised taxonomy
- Applying Bloom's Taxonomy
- Critical and Creative Thinking - Bloom's Taxonomy
- Major Categories in the Taxonomy of Educational Objectives
- Assessment Cyberguide for Learning Goals and Outcomes
- Definitions of behavioral verbs for learning objectives
- Bloom's Taxonomy of Cognitive Objectives
Kolb's Learning and Thinking Styles
Dan Pratt on Teaching Styles
More on Learning, Thinking, and Teaching Styles
Preparation of Syllabi
- Getting Started
Online Discussion Groups
Faculty Learning Communities
Building Faculty Learning Communities, M. D. Cox & L. Richin (eds) New Directions for Teaching and Learning, 97, San Francisco, Jossey-Bass Publishing Company, Inc.
Ethics in the Classroom
- Morgan, B. L. & Korschgen, A. J. (2001) The Ethics of Faculty Behavior: Students' and Professors' Views, College Student Journal, 35(3) 418-422.
Open-Content Books and Resources
- Main Page - Wikibooks, collection of open-content textbooks
- Creative Commons
- U of M Digital Media Center: Spotlight Issues
- American Field Guide
- FREE -- Federal Resources for Educational Excellence - Home Page
Creating and Managing Exams
Tips for Managing Online Courses
Teaching, Learning, and Technology
Online Teaching and Learning
- MERLOT - Multimedia Educational Resource for Learning and Online Teaching
- Synchronous Online Learning
Resources for Teaching in the Life Sciences
Characteristics/Voices of Students Today
Angelo and Cross Teaching Goals Inventory
Scholarship of Teaching
Using Case Studies in Teaching
Campus Diversity and Diversity in the Classroom
Teaching and Learning
Teaching Inclusively: Resources for Course, Department, & Institutional Change in Higher Education (2005) M. L. Ouellett, Ed., Stillwater Ok: New Forums Press, Inc.
Chapter 1, Bailey, J.W. (2005). The theory and practice of multicultural organization development in higher education. In M. Oullette (Ed.), Teaching inclusively: Resources for course, department and institutional change in higher education, pp. 3-20.
Chapter 19, Marchesani, L.S., & Bailey, J.W. (2005). Transforming higher education institutions using multicultural organizational development: A case study of a large northeastern university. In M. Oullette (Ed.), Teaching inclusively: Resources for course, department and institutional change in higher education, pp. 241-257.
Chapter 42, Adams, M & Love, B., Teaching with a Social Justice Perspective: A Model for Faculty Seminars Across Academic Disciplines, pp. 586-604.
Marchesani, L.S., & Adams, M. (1992) Promoting Diversity in the Classroom: Innovative Responses for the Curriculum, Faculty, and Institutions, in M. Adams, Ed., New Directions for Teaching and Learning,52, San Francisco: Jossey-Bass Pub., pp. 9-20.
Paul, M. J. (2003). Double-loop diversity: Applying adult learning theory to the cultivation of diverse educational climates in higher education. Innovative Higher Education, 28, 35¬, 48.
Laird, T. (2005). College students' experiences with diversity and their effects on academic self- confidence, social agency, and disposition toward critical thinking. Research in Higher Education, 46, 365-387.
Conchas, G. Q. (2006). The Color of Success: Race and High-Achieving Urban Youth. New York, NY: Teachers College Press. Harry, B., & Klingner, J. (2006). Why Are So Many Minority Students in Special Education? Understanding Race & Disability in Schools. New York, NY: Teachers College Press.
Kohn, A. (2000). The Case Against Standardized Testing: Raising the Scores, Ruining the Schools. Portsmouth, NH: Heinemann, a division of Reed Elsevier Inc.
Sacks, P. (1999). Standardized Minds: The High Price of America's Testing Culture and What we can do to change it. New York, NY: Da Capo Press.
Schmidt, W. H., McKnight, C. C., Houang, R. T., Wang, H., Wiley, D. E., Cogan, L. S., & Wolfe, R. G. (2001). Why Schools Matter: A Cross-National Comparison of Curriculum and Learning. San Francisco, CA: Jossey-Bass, an imprint of Wiley.
Sedlacek, W. E. (2004). Beyond The Big Test: Noncognitive Assessment in Higher Education. San Francisco, CA: Jossey-Bass, an imprint of Wiley.
Campus Initiatives and Campus Climate
Association of American Colleges and Universities. (2005). Achieving equitable educational outcomes with all students: The institution's roles and responsibilities. Washington, DC: Association of American Colleges and Universities.
Association of American Colleges and Universities. (2005). Making diversity work on campus: A research-based perspective. Washington, DC: Association of American Colleges and Universities.
Available at: http://www.aacu.org/inclusive_excellence/documents/Milem_et_al.pdf.
Association of American Colleges and Universities. (2005). Toward a model of inclusive excellence and change in postsecondary institutions. Washington, DC: Association of American Colleges and Universities.
Available at: www.aacu.org/inclusive_excellence/documents/Williams_et_al.pdf.
Association of American Colleges and Universities. (2008). More reasons for hope: Diversity matters in higher education. Washington, DC: Association of American Colleges and Universities.
Association of American Colleges and Universities. (2008). Religious diversity and the making of meaning: Implications for the classroom. Washington, DC: Association of American Colleges and Universities.
Available at: http://www.aacu.org/inclusive_excellence/documents/Milem_et_al.pdf
Chesler, M. (2004). Confronting the myths and dealing with the realities of diversity and multiculturalism on campus. Diversity Factor, 8-12.
Milem, J.F. (2003). The educational benefits of diversity: Evidence from multiple sectors. In M. Chang, D. Witt, J. Jones, & K. Hakuta (Eds.), Compelling interest: Examining the evidence on racial dynamics in higher education (pp. 126-169). Palo Alto, CA: Stanford University Press.
Smith, D.G. (1996). Organizing for diversity: Fundamental issues. In C.S.V. Turner, M. Garcia, A. Nora, & L. Rendon (Eds.), Racial and Ethnic Diversity in Higher Education, ASHE Reader Series. (pp. 532-542). New York: Simon and Schuster.
Chang, M.J., Denson, N., Saenz, V., & Misa, K. (2006). The educational benefits of sustaining cross-racial interaction among undergraduates. Journal of Higher Education, 77, 430¬, 455.
Ferdman, B. (1995). Cultural identity and diversity in organizations: Bridging the gap between group differences and individual uniqueness. In M. M. Chemers, S. Oskamp & M. A. Costanzo (Eds.), Diversity in Organizations: New perspectives for a changing workplace (pp. 11-37). Thousand Oaks, CA: Sage Publications.
Williams, D. A., Berger, J. B., & McClendon S.A. (2005). Toward a model of inclusive excellence and change in postsecondary institutions. Association American Colleges and Universities, 1-39.
Higher Education, Privilege, and Power
Bowen, W. G., & Bok D. (1998). The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions. Princeton, NJ: Princeton University Press. Kahlenberg, R. D. (Ed.). (2004). America's Untapped Resource: Low-Income Students in Higher Education. New York: The Century Foundation Press.
Massey, D. S., Charles, C. Z., Lundy, G. F., & Fischer, M. J. (2003). The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities. Princeton, NJ: Princeton University Press.
Sacks, P. (2007). Tearing Down the Gates: Confronting the Class Divide in American Education. Berkeley and Los Angeles, CA: University of California Press.
Soares, J. A. (2007). The Power of Privilege: Yale and America's Elite Colleges. Stanford, CA: Stanford University Press.
Gender, Ethnicity, Class, Religion, and Sexuality
Ore, Tracy (2006). The Social Construction of Difference and Inequality: Race, Class, Gender and Sexuality (3rd ed.). New York: McGraw Hill.
Stolzman, L (2004). Six rules for learning about your dominant and subordinated group identities. Diversity Factor, 12, 5-16.
Barnum, P., & Liden, R. (1995). Double jeopardy for women and minorities: Pay differences with age. Academy of Management Journal, 38(3), 863-881.
Fenwick, G., & Neal, D. (2001). Effect of gender composition on group performance. Gender, Work & Organization, 8(2), 205-226.
Phinney, J. (1996). When we talk about American ethnic groups, what do we mean? American Psychologist, 51, 918-927.
Johnson, A. G. (2001). Privilege, Power, and Difference. New York, NY: McGraw-Hill, an imprint of The McGraw-Hill Companies.
Kurtz, L. R. (2007). Gods in the Global Village: The World's Religions in Sociological Perspective (2nd ed.). Thousand Oaks, CA: Pine Forge Press, an imprint of SAGE Publications, Inc.
Lareau, A. (2003). Unequal Childhoods: Class, Race, and Family Life. Berkeley and Los Angeles, CA: University of California Press.
Jamieson, K. H. (1995). Beyond the Double Bind: Women & Leadership. New York: Oxford University Press.
Sternberg, R. J. (2004). Psychology 101 1/2: The Unspoken Rules for Success in Academia. Washington, D.C.: American Psychological Association.
Katznelson, I. (2005). When Affirmative Action was White: An Untold History of Racial Inequality in Twentieth-Century America. New York, NY: W.W. Norton & Company.
Schmidt, P. (2007). Color and Money: How Rich White Kids Are Winning the War Over College Affirmative Action. New York, NY: Palgrave Macmillan.
Niemann, Y. F., & Maruyama, G. (Eds.). (2005). Journal of Social Issues: Inequities in Higher Education: Issues and Promising Practices in a World Ambivalent about Affirmative Action. 61:3. Boston, MA: Blackwell Publishing.
Moses, R. P., & Cobb, C. E. Jr. (2001). Radical Equations: Civil Rights from Mississippi to the Algebra Project. Boston, MA: Beacon Press.