The Essentials of

College Instruction
ACUE’s Course in Effective Teaching Practices

A Comprehensive Bibliography
Dear colleagues,

When ACUE was formed and I was asked to chair its advisory board, there was one fundamental
principle that my colleagues and I stressed: that our work be guided by the finest research
and experience of the most respected scholars and practitioners in the learning and cognitive
sciences. We stressed that this overriding maxim always be followed in our work.

As you look carefully through this comprehensive course bibliography, I believe you will agree
that we accomplished our objectives. In addition to culling the literature comprehensively,
we have collaborated one-on-one with many of the authors as we designed each module. We
observed a number of the most successful teachers at colleges and universities throughout the
United States and embedded their tools and practice into the course. We also tested our work
through pilot projects at a number of participating institutions.

Our work has been methodical, comprehensive, and serious. The ACUE Advisory Board is proud of
what the ACUE team has accomplished. I believe you will be as well.

Have a great class.

Matthew Goldstein
Chairman Emeritus, ACUE Board of Advisors
Chancellor Emeritus, City University of New York

ACUE and the American Council on Education

The American Council on Education (ACE) and the Association of College and University Educators
(ACUE) have formed an important collaboration to provide professional development and support
services to college instructors, with a focus on current and future college faculty whose primary
responsibility is to teach or support instruction. ACE is working with ACUE as part of ACE’s nearly
century-old mission to prepare campus leaders, support the work of colleges and universities, and
assist institutions in strengthening student learning, persistence, and completion.

This collaboration advances ACE’s historic mission to improve access to postsecondary education
and help our institutions of higher education enhance student outcomes through effective college
instruction. ACUE and ACE’s shared goal is to dramatically expand the use of effective teaching
practices to benefit students, faculty, and institutions. Students and institutions will benefit from
these professional development services, as measured by stronger student outcomes.

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 PREPARED BY:
JULIANNE CANDIO SEKEL
Developmental Editor, Association of College and University Educators

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 Introduction
What are the essential instructional skills and knowledge that every college educator
should possess?
This was the question ACUE set out to answer as it embarked on a mission to develop and
credential higher education faculty through a world-class program of faculty development and
support.

The answer is embodied in ACUE’s Course in Effective Teaching Practices—a scalable, online,
and facilitated course that helps faculty develop approaches to teaching proven to help
students succeed.
Over 14 months of research and development, ACUE consulted with the nation’s leading subject
matter experts, surveyed over 1,000 faculty members, worked with over a dozen pilot partner
colleges and universities, and conducted a comprehensive literature review. ACUE held faculty
focus groups, partnered with teaching and learning centers, and engaged in conversations
with college and university leaders nationwide to identify the essential evidence-based teaching
approaches that promote student success.

ACUE’s Course in Effective Teaching Practices is a first-of-its-kind online program for faculty
development that prepares faculty to learn—and apply—these evidence-based practices. The
Course’s innovative online approach is designed for scale and impact—so that many faculty can
learn about and enhance their teaching practice.

Nationwide, ACUE’s Course is the only program that leads to a Certificate in Effective College
Instruction endorsed by the American Council on Education (ACE).
Through an innovative use of instructional videos, ACUE’s Course showcases exemplary
classroom demonstrations and features interviews with over 70 award-winning college educators
and subject matter experts. Its design has been informed by the latest research in cognition and
adult learning that ensures Course-takers learn, and put into practice, the effective techniques
shown to help students succeed.

What follows is a bibliography of the research that informs ACUE’s Course. It includes over
350 citations from the scholarship of teaching and the cognitive sciences. The bibliography is
organized according to the Course’s five units of study:

• Designing an Effective Course and Class

• Establishing a Productive Learning Environment
• Using Active Learning Techniques
• Promoting Higher Order Thinking
• Assessing to Inform Instruction and Promote Learning

This bibliography is a compendium to Why Today’s College Students Need Effective Instruction More
Than Ever: Faculty Development, Evidence-Based Teaching Practices, and Student Success, which presents
the value of effective instruction and its impact on student success.

ACUE is committed to providing faculty with a course of study that is informed by the
latest research in the cognitive and learning sciences. ACUE’s research is ongoing, with
improvements and revisions made to the Course in Effective Teaching Practices as new findings
are made available. The citations that follow represent research to date.

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 ACUE’s Course in Effective
Teaching Practices
Unit 1. Designing an Effective Course and Class
Module 1a. Establishing Powerful Learning Outcomes
Module 1b. Aligning Assessments With Course Outcomes
Module 1c. Aligning Activities and Assignments With Course Outcomes
Module 1d. Preparing an Effective Syllabus
Module 1e. Planning an Effective Class Session

Unit 2. Establishing a Productive Learning Environment

Module 2a. Leading the First Day of Class
Module 2b. Promoting a Civil Learning Environment
Module 2c. Connecting With Your Students
Module 2d. Motivating Your Students
Module 2e. Engaging Underprepared Students
Module 2f. Helping Students Persist in Their Studies
Module 2g. Embracing Diversity in Your Classroom

Unit 3. Using Active Learning Techniques

Module 3a. Using Active Learning Techniques in Small Groups
Module 3b. Using Active Learning Techniques in Large Classes
Module 3c. Delivering an Effective Lecture
Module 3d. Planning Effective Class Discussions
Module 3e. Facilitating Engaging Class Discussions
Module 3f. Integrating Civic Learning Into Your Course

Unit 4. Promoting Higher Order Thinking

Module 4a. Providing Clear Directions and Explanations
Module 4b. Using Concept Maps and Other Visualization Tools
Module 4c. Teaching Powerful Note-Taking Skills
Module 4d. Using Advanced Questioning Techniques
Module 4e. Developing Self-Directed Learners

Unit 5. Assessing to Inform Instruction and Promote Learning

Module 5a. Developing Fair, Consistent, and Transparent Grading Practices
Module 5b. Developing and Using Rubrics and Checklists
Module 5c. Providing Useful Feedback
Module 5d. Checking for Student Understanding
Module 5e. Using Student Achievement and Feedback to Improve Your Teaching

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 Advising Subject Matter Experts

Barbara A. Frey, DEd John Pollard, PhD R. Eric Landrum, PhD

Instructional Design Manager Associate Professor of Practice Professor
University of Pittsburgh Department of Chemistry & Department of Psychology
Biochemistry Boise State University
Dannelle D. Stevens, PhD University of Arizona
Professor Emerita Saundra McGuire, PhD
Graduate School of Education José Bowen, PhD Director Emerita, Center for
Portland State University President & Professor of Music Academic Success
Goucher College Professor of Chemistry (Retired)
Derek Bruff, PhD Louisiana State University
Director, Center for Learning Kristen Knepp, PhD
Senior Lecturer, Postdoctoral Psychology Resident Stephen Brookfield, PhD
Department of Mathematics Cranberry Psychological Center John Ireland Endowed Chair
Vanderbilt University University of St. Thomas, Minnesota
Kristin Webster, PhD
Edward Prather, PhD Assistant Professor Thomas A. Angelo, EdD
Associate Professor    Department of Mathematics Clinical Professor of Educational
Founding Executive Director, Center California State University, Innovation & Research
for Astronomy Education Los Angeles Director, Educator Development for
University of Arizona The Academy
Linda Nilson, PhD UNC Eshelman School of Pharmacy
Elizabeth Barkley, PhD Higher Ed. Education Expert & University of North Carolina at
Author Author Chapel Hill
Professor, Music History Clemson University (Retired)
Todd Zakrajsek, PhD
Foothill College Mary-Ann Winkelmes Associate Professor
Jane Muhich, MEd Coordinator of Instructional Department of Family Medicine
Development and Research
Professor University of North Carolina at
Associate Graduate Faculty, History Chapel Hill
Department of Mathematics    Department
Seattle Central College Principal Investigator, Transparency Trudy W. Banta, EdD
in Learning and Teaching Project Professor, Higher Education
Jay R. Howard, PhD University of Nevada, Senior Advisor to the Chancellor for
Dean Las Vegas Academic Planning and Evaluation
College of Liberal Arts & Sciences Indiana University–Purdue
Michael Willard, PhD
Butler University University Indianapolis
Faculty Director of
Service Learning Virginia Anderson, EdD
Jerome D. Williams, PhD
Center for Engagement, Service, Professor Emerita
Executive Vice Chancellor & Provost and the Public Good
Distinguished Professor & Department of Biological Sciences
California State University,
Prudential Chair of Business Los Angeles Towson University
Rutgers University–Newark
Phyllis Blumberg, PhD
Director of the Teaching and
Learning Center
Office of the Provost
University of the Sciences
7
Unit 1. Designing an Effective Course and Class
Module 1a. Establishing Powerful Learning Outcomes
In this module, faculty learn how to write course learning outcomes that effectively define what students will know
and be able to do at the end of a course. The module introduces a set of steps for writing outcomes that are student-
centered, actionable, specific, sequenced from foundational to more complex, and aligned—when appropriate—to
program, department, and institutional outcomes.

To satisfy the module requirements, practicing faculty must apply the recommended techniques to write new learning
outcomes or revise their existing learning outcomes.

Advising Subject Matter Expert: Thomas A. Angelo, University of North Carolina at Chapel Hill

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., . . .
Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of
educational objectives (Complete ed.). New York, NY: Longman.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.).
San Francisco, CA: Jossey-Bass.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education.
American Association of Higher Education Bulletin, 39(7), 3–7.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses
(2nd ed.). San Francisco, CA: Jossey-Bass.
Harrow, A. J. (1972). A taxonomy of psychomotor domain: A guide for developing behavioral objectives.
New York, NY: McKay.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1956). Taxonomy of educational objectives: The classification of
educational goals. Handbook II: Affective domain. New York, NY: McKay.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE
Review, 38(5), 28–38.

Module 1b. Aligning Assessments With Course Outcomes

In this module, faculty learn how to design assessments that most effectively and efficiently allow students to
demonstrate mastery of course outcomes. In addition, the module includes techniques to help students prepare to meet
assessment expectations.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as revising a course
assessment based on the cognitive levels of applicable learning outcomes, developing an assessment blueprint, or
creating a course assessment plan.

Advising Subject Matter Expert: Thomas A. Angelo, University of North Carolina at Chapel Hill

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s
taxonomy of educational objectives. White Plains, NY: Longman.
Angelo, T. A. (1995). Improving classroom assessment to improve learning. Assessment Update, 7(6), 1–2,
13–14.

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Angelo, T. A. (2012). Designing subjects for learning: Practical, research-based principles and guidelines. In
L. Hunt & D. Chalmers (Eds.), University teaching in focus: A learning-centred approach (pp. 93–111).
Melbourne, Australia: ACER Press.
Biggs, J. B., & Tang, C. S-k. (2007). Teaching for quality learning at university (3rd ed.). Maidenhead, UK: Open
University Press.
Brown, S., & Race, P. (2012). Using effective assessment to promote learning. In L. Hunt & D. Chalmers (Eds.),
University teaching in focus: A learning-centred approach (pp. 74–91). Melbourne, Australia: ACER Press.
Carnegie Mellon University, Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). Whys and
hows of assessment. Retrieved from https://www.cmu.edu/teaching/assessment/basics
/index.html
International Assembly for Collegiate Business Education. (2014). Bloom’s taxonomy of educational objectives
and writing intended learning outcomes statements. Retrieved from http://iacbe.org/pdf/blooms
-taxonomy.pdf
James, R., & McInnis, C. (2001). Strategically re-positioning student assessment: A discussion paper on assessment of
student learning in universities. Centre for the Study of Higher Education, The University of Melbourne.
Retrieved from http://melbourne-cshe.unimelb.edu.au
Kan, C. K. (2010, August). Using test blueprint in classroom assessment: Why and how. Paper presented at the
36th International Association for Educational Assessment (IAEA) Annual Conference, Bangkok,
Thailand. Retrieved from http://www.academia.edu/305404/Using_test_blueprint_in_classroom
_assessments_why_and_how
Myers, C. B., & Myers, S. M. (2007). Assessing assessment: The effects of two exam formats on course
achievement and evaluation. Innovative Higher Education, 31, 227–236.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
O’Brien, K. (2010, October 3). The test has been canceled: Final exams are quietly vanishing from college. The
Boston Globe. Retrieved from http://www.boston.com/bostonglobe/ideas/articles/2010/10/03
/the_test_has_been_canceled/
Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: Association for
Supervision and Curriculum Development.
Reiner, C. M., Bothell, T. W., Sudweeks, R. R., & Wood, B. (2002). How to prepare effective essay questions:
Guidelines for university faculty. Retrieved from http://www.uwgb.edu/oira/teachlearn/bettertests
/betteressays.pdf
Stiggins, R. J. (1997). Student-centered classroom assessment (2nd ed.). Upper Saddle River, NJ: Merrill.
Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco, CA: Jossey-Bass.
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE
Review, 38(5), 28–38.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Module 1c. Aligning Activities and Assignments With Course Outcomes

In this module, faculty learn how to select activities and assignments that are aligned to the cognitive levels of their
learning outcomes, prepare for in- and out-of-class time, and design transparent assignments.

To satisfy the module requirements, practicing faculty must develop or revise a course activity or assignment aligned to
course outcomes and designed to help students better attain those outcomes.

Advising Subject Matter Experts: Mary-Ann Winkelmes, University of Nevada, Las Vegas, and Thomas A.
Angelo, University of North Carolina at Chapel Hill

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

9
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s
taxonomy of educational objectives. White Plains, NY: Longman.
Angelo, T. A. (2012). Designing subjects for learning: Practical, research-based principles and guidelines. In
L. Hunt & D. Chalmers (Eds.), University teaching in focus: A learning-centred approach (pp. 93–111).
Melbourne, Australia: ACER Press.
Biggs, J. B., & Tang, C. S-k. (2007). Teaching for quality learning at university (3rd ed.). Maidenhead, UK: Open
University Press.
Biggs, J. B., & Tang, C. S-k. (2011). Teaching for quality learning at university: What the student does (4th ed.).
Maidenhead, England: McGraw-Hill/Society for Research into Higher Education/Open University
Press.
Bok, D. C. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be
learning more. Princeton, NJ: Princeton University Press.
Head, A., & Hostetler, K. (2015, September 2). Mary-Ann Winkelmes: Transparency in teaching and learning.
Retrieved from http://projectinfolit.org/smart-talks/item/149-mary-ann
-winkelmes-smart-talk
Jones, E. A., Hoffman, S., Moore, L. M., Ratcliff, G., Tibbetts, S., Click, B. A. L., III, . . . The Pennsylvania State
University. (1995). National assessment of college student learning: Identifying college graduates; essential
skills in writing, speech and listening, and critical thinking (ED383255). Retrieved from http://files.eric.
ed.gov/fulltext/ED383255.pdf
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Staley, C. C. (2003). 50 ways to leave your lectern: Active learning strategies to engage first-year students. Belmont,
CA: Wadsworth/Thomson Learning.
Svinicki, M. D., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and
university teachers (14th ed.). Belmont, CA: Wadsworth.
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE
Review, 38(5), 28–38.
Walvoord, B. E., & Anderson, V. J. (2009). Effective grading: A tool for learning and assessment in college (2nd ed.).
San Francisco, CA: Jossey-Bass.
Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www
.cwsei.ubc.ca/resources/files/Active-learning-class-observation-guide_Wieman.pdf
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

Module 1d. Preparing an Effective Syllabus

In this module, faculty learn how to design a syllabus that both communicates essential information and facilitates
student success. The module includes a checklist and guiding questions instructors can use to identify essential items
and important resources. Instructors learn how to design calendars to assist students in meeting key deliverables and
build a graphic or big ideas syllabus to support students in visualizing the organization of the course.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as using a checklist and
guiding questions to revise their syllabus or creating their own graphic or big ideas syllabus.

Advising Subject Matter Expert: Linda Nilson, Clemson University (retired)

Appleby, D. C. (1994). How to improve your teaching with the course syllabus. Observer, 7(3).
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty.
San Francisco, CA: Jossey-Bass.

10
Chapman, S. (n.d.). Getting students to read the class syllabus. Retrieved from http://teaching.colostate.edu/
tips/tip.cfm?tipid=50
Clark, C. (2014, August 26). Turn your syllabus into an infographic [Blog post]. Retrieved from https:/ltlatnd.
wordpress.com/2014/08/26/turn-your-syllabus-into-an-infographic/
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Grunert O’Brien, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker.
Grunert O’Brien, J., Millis, B. J., & Cohen, M. W. (2008). The course syllabus: A learning-centered approach (2nd
ed.). San Francisco, CA: Jossey-Bass.
Guertin, L. (2014, August 27). Getting students to read the syllabus with a syllabus quiz [Blog post]. Retrieved
from the American Geophysical Union website: http://blogs.agu.org/geoedtrek/2014/08/27/
syllabus-quiz/
Illinois State University. (n.d.). Description of objectives of 100-level PSY courses. Retrieved from http://
psychology.illinoisstate.edu/undergrad/objectives/100.shtml
Kaufmann, K. (2003). Building a learner centered syllabus. Retrieved from http://www.4faculty.org/Demo/
read2_main.htm
Moryl, R., & Foy, S. (2015). A graphic is worth a thousand words: Develop a graphic syllabus for your course
[PowerPoint slides]. Retrieved from http://graphicsyllabus.blogs.emmanuel.edu/wp-content/
uploads/sites/13/2013/05/graphicSyllabus_PPT_PDF.pdf
Nilson, L. B. (2007). The graphic syllabus and the outcomes map: Communicating your course. San Francisco, CA:
Jossey-Bass.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Nilson, L. B. (in press). Teaching at its best: A research-based resource for college instructors (4th ed.). San
Francisco, CA: Jossey-Bass.
Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50, 55–61.
Polk State College, Faculty Central. (n.d.). Creating a syllabus. Retrieved from http://polkfacultycentral.com/
syllabus-resources/
Riviere, J. (2014). Syllabus construction. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/syllabus-
design/
Rutgers University, Center for Teaching Advancement and Assessment Research. (n.d.). Syllabus design.
Retrieved from https://ctaar.rutgers.edu/teaching/syllabus/
Sample, M. (2011, May 31). Planning a class with backward design [Blog post]. The Chronicle of Higher
Education. Retrieved from http://chronicle.com/blogs/profhacker/planning-a-class-with-backward-
design/33625
Sinor, J., & Kaplan, M. Creating your syllabus. Retrieved from http://www.crlt.umich.edu/gsis/p2_1
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE
Review, 38(5), 28–38.
Wallace, D. F. (2014, November 10). David Foster Wallace’s mind-blowing creative nonfiction syllabus: “This
does not mean an essayist’s goal is to ‘share’ or ‘express herself’ or whatever feel-good term you
got taught in high school.” Retrieved from http://www.salon.com/2014/11/10
/david_foster_wallaces_mind_blowing_creative_nonfiction_syllabus_this_does_not_mean_an
_essayist%E2%80%99s_goal_is_to_share_or_express_herself_or_whatever_feel_good_term_you
_got_taught_in_h/?utm_source=twitter&utm_medium=socialflow
Wieman, C. (2014). First day of class – recommendations for instructors. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca
/resources/files/First_Day_of_Class.pdf
Wilson, S. (2006, April 21). Classroom realities. Insider Higher Ed. Retrieved from https://www.insidehighered
.com/views/2006/04/21/wilson

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Module 1e. Planning an Effective Class Session
In this module, faculty learn how to effectively leverage each portion of a class session to positively impact student
learning. The module includes techniques designed to begin class—the most critical learning time—with a powerful
opening. Faculty also learn strategies to segment class sessions with student-active breaks and end by engaging
students in summary activities.

To satisfy the module requirements, practicing faculty must apply the techniques to plan a class session with an
effective start, middle, and end.

Advising Subject Matter Experts: Stephen Brookfield, University of St. Thomas, Minnesota, and Elizabeth
Barkley, Foothill College

Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.

Fuchs, A. H. (1997). Ebbinghaus’s contributions to psychology after 1885. American Journal of Psychology, 110,
621–634.

Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2002). Cognitive neuroscience: The biology of the mind (2nd ed.).
New York, NY: Norton.

Lang, J. M. (2008). On course: A week-by-week guide to your first semester of college teaching. Cambridge, MA:
Harvard University Press.

Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school (Updated and
expanded 2nd ed.). Seattle, WA: Pear Press.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.

Sousa, D. A. (2011). How the brain learns (4th ed.). Thousand Oaks, CA: Corwin.

Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE
Review, 38(5), 28–38.

Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca
/resources/files/Active-learning-class-observation-guide_Wieman.pdf

12
Unit 2. Establishing a Productive Learning Environment
Module 2a. Leading the First Day of Class
In this module, faculty learn how to plan for a successful first day, start building a community of learners, and
implement active learning strategies that help students understand course expectations.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as creating an outline for
the first class session, using an icebreaker, or assigning a syllabus activity.

Advising Subject Matter Expert: Linda Nilson, Clemson University (retired)

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.).
San Francisco, CA: Jossey-Bass.

Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

Foster, D. A., & Hermann, A. D. (2011). Linking the first week of class to end-of-term satisfaction: Using a
reciprocal interview activity to create an active and comfortable classroom. College Teaching, 59,
111–116.

Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person
and online. San Francisco, CA: Jossey-Bass.

Lang, J. M. (2008). On course: A week-by-week guide to your first semester of college teaching. Cambridge, MA:
Harvard University Press.

Laws, E. L., Apperson, J. M., Buchert, S., & Bregman, N. J. (2010). Student evaluations of instruction: When are
enduring first impressions formed? North American Journal of Psychology, 12, 81–92.

McKeachie, W. J., & Hofer, B. K. (2002). McKeachie’s teaching tips: Strategies, research, and theory for college and
university teachers (11th ed.). Boston, MA: Houghton Mifflin.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.

Wieman, C. (2014). First day of class – recommendations for instructors. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca
/resources/files/First_Day_of_Class.pdf
Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An experimental study.
Teaching of Psychology, 34, 226–230.

Module 2b. Promoting a Civil Learning Environment

In this module, faculty learn how to work with students to set expectations for a civil learning environment. In addition,
the module helps faculty address low-, mid-, and high-level disruptions to the learning environment.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as writing policies
regarding classroom civility, writing classroom norms with students, or using appropriate methods to respond to
student behaviors.

Advising Subject Matter Experts: Barbara Frey, University of Pittsburgh; Kristen Knepp, Cranberry
Psychological Center; and Linda Nilson, Clemson University (retired)

13
Alberts, H. C., Hazen, H. D., & Theobald, R. B. (2010). Classroom incivilities: The challenge of interactions
between college students and instructors in the US. Journal of Geography in Higher Education, 34,
439–462.
Amada, G. (1992). Coping with the disruptive college student: A practical model. Journal of American College
Health, 40, 203–215.
American Psychological Association. (2011). The state of mental health on college campuses:
A growing crisis. Retrieved from http://www.apa.org/about/gr/education/news/2011/college
-campuses.aspx
Appleby, D. (1990). Faculty and student perceptions of irritating behaviors in the college classroom. Journal of
Staff, Program, and Organization Development, 8, 41–46.
Bayer, A. E. (2004). Promulgating statements of student rights and responsibilities. New Directions for Teaching
and Learning, 2004(99), 77–87.
Black, L. J., Wygonik, M. L., & Frey, B. A. (2011). Faculty-preferred strategies to promote a positive classroom
environment. Journal on Excellence in College Teaching, 22(2), 109–134.
Boice, R. (1998). Classroom incivilities. In K. A. Feldman & M. B. Paulson (Eds.), Teaching and learning in the
college classroom (2nd ed., pp. 347–369). Needham Heights, MA: Simon & Schuster.
Braxton, J. M., Bayer, A. E., and Noseworthy, J. A. (2004). The influence of teaching norm violations on the
welfare of students as clients of college teaching. New Directions for Teaching and Learning, 2004(99),
41–46.
Buttner, E. H. (2004). How do we “dis” students?: A model of (dis)respectful business instructor behavior.
Journal of Management Education, 28, 319–334.
Canter, L. (2009). Assertive discipline: Positive behavior management for today’s classroom (4th ed.). Bloomington,
IN: Solution Tree Press.
Carbone, E. (1999). Students behaving badly in large classes. New Directions for Teaching and Learning, 77,
35–43.
Carnegie Mellon University, Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). Address
problematic student behavior. Retrieved from https://www.cmu.edu/teaching/designteach/teach/
problemstudent.html
Davis. B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Deering, C. D. (2011). Managing disruptive behaviour in the classroom. College Quarterly, 14(3).
DiClementi, J. D., & Handelsman, M. M. (2005). Empowering students: Class-generated course rules. Teaching
of Psychology, 32, 18–21.
Knepp, K. A. F. (2012). Understanding student and faculty incivility in higher education. The Journal of Effective
Teaching, 12(1), 32–45.
Kyle, P. B., & Rogien, L. R. (2004). Opportunities and options in classroom management. Boston, MA: Pearson.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Nilson, L. B. (in press). Teaching at its best: A research-based resource for college instructors (4th ed.). San
Francisco, CA: Jossey-Bass.
Nilson, L. B., & Jackson, N. S. (2004). Combating classroom misconduct (incivility) with bills of rights.
Proceedings of the 4th Conference of the International Consortium for Educational Development. Ottawa,
ON, Canada.
Paff, L. (2015, September 28). Why policies fail to promote better learning decisions. Faculty Focus. Retrieved
from http://www.facultyfocus.com/articles/effective-classroom-management/why-policies-fail-to-
promote-better-learning-decisions/
Sorcinelli, M. D. (1994). Dealing with troublesome behaviors in the classroom. In K. W. Prichard & R. M.
Sawyer (Eds.), Handbook of college teaching: Theory and applications (pp. 365–373). Westport, CT:
Greenwood Press.
Wilson, G. L. (2005). Groups in context: Leadership and participation in small groups (7th ed.). Boston, MA:
McGraw-Hill.   

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Module 2c. Connecting With Your Students
In this module, faculty learn how to create a classroom environment that supports learning, make their course content
relevant, and communicate their belief in students’ ability to meet course expectations.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as using seating charts,
talking with students before class, or using data from student surveys to adjust instruction.

Advising Subject Matter Expert: Linda Nilson, Clemson University (retired)

Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate
their relationship. Journal of Educational Psychology, 94, 545–561.
Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: Seven
strategies, from the simple to complex. Cell Biology Education, 4, 262–268.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Ames, C. A. (1990). Motivation: What teachers need to know. The Teachers College Record, 91, 409–421.
Battistich, V., Solomon, D., Kim, D.-I., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels
of student populations, and students’ attitudes, motives, and performance: A multilevel analysis.
American Educational Research Journal, 32, 627–658.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San
Francisco, CA: Jossey-Bass.
Carnegie Mellon University, Eberly Center for Teaching Excellence & Educational Innovation. (n.d.).
The anonymity of the class reduces civility. Retrieved from https://www.cmu.edu/teaching/
solveproblem/strat-behaverudely/behaverudely-02.html
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals,
and achievement outcomes. Journal of Educational Psychology, 93, 43–54.
Cole, D. G., Sugioka, H. L., & Yamagata-Lynch, L. C. (1999). Supportive classroom environments for creativity
in higher education. The Journal of Creative Behavior, 33, 277–293.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of
contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715–730.
Cornell University, Center for Teaching Excellence. (n.d.). Connecting with your students. Retrieved from
http://www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/connecting-with-your
-students.html
Davis, S. E. (2007). Effects of motivation, preferred learning styles, and perceptions of classroom climate on
achievement in ninth and tenth grade math students (Doctoral dissertation). University of Florida,
Gainesville, FL. Retrieved from http://ufdc.ufl.edu/UFE0019920/00001
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological
Review, 95, 256–273.
Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the
classroom and campus levels. The Journal of Experimental Education, 75, 203–220.
Frisby, B. N., & Martin, M. M. (2010). Instructor–student and student–student rapport in the classroom.
Communication Education, 59, 146–164.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and
performance. Journal of Educational Psychology, 95, 148–162.
Hartnett, M., St. George, A., & Dron, J. (2011). Examining motivation in online distance learning
environments: Complex, multifaceted and situation-dependent. The International Review of Research
in Open and Distributed Learning, 12(6), 20–38.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2011). Student success in college: Creating conditions that matter.
San Francisco, CA: Jossey-Bass.

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Legg, A. M., & Wilson, J. H. (2009). E-mail from professor enhances student motivation and attitudes. Teaching
of Psychology, 36, 205–211.
Lichtenstein, M. (2005). The importance of classroom environments in the assessment of learning
community outcomes. Journal of College Student Development, 46, 341–356.
Lowman, J. (1984). Mastering the techniques of teaching. San Francisco, CA: Jossey-Bass.
Meyers, S. A. (2009). Do your students care whether you care about them? College Teaching, 57, 205–210.
Moriarty, B., Douglas, G., Punch, K., & Hattie, J. (1995). The importance of self-efficacy as a mediating variable
between learning environments and achievement. British Journal of Educational Psychology, 65, 73–84.
Mucherah, W. (2014). Exploring the relationship between classroom climate, reading motivation, and
achievement: A look into 7th grade classrooms. International Journal of Learning, Teaching and
Educational Research, 8, 93–110.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Pascarella, E. T. (1980). Student–faculty informal contact and college outcomes. Review of Educational
Research, 50, 545–595.
Phelan, P., Davidson, A. L., & Cao, H. T. (1992). Speaking up: Students’ perspectives on school.
The Phi Delta Kappan, 73, 695–696, 698–704.
Pizzolato, J. E. (2006). Achieving college student possible selves: Navigating the space between commitment
and achievement of long-term identity goals. Cultural Diversity and Ethnic Minority Psychology, 12,
57–69.
Powell, J. D., & Lines, J. I. (2010). Make learning personal: Recommendations for classroom practice. About
Campus, 15(2), 20–25.
Seifert, T. (2004). Understanding student motivation. Educational Research, 46, 137–149.
Shepherd, M. M., Briggs, R. O., Reinig, B. A., Yen, J., & Nunamaker, J. F., Jr. (1995/1996). Invoking social
comparison to improve electronic brainstorming: Beyond anonymity. Journal of Management
Information Systems, 12(3), 155–170.
Sousa, D. A. (2011). How the brain learns (4th ed.). Thousand Oaks, CA: Corwin Press.
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and
directions for future research. Educational Psychology Review, 15, 327–358.
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of
Chicago Press.
Trees, A. R., & Jackson, M. H. (2007). The learning environment in clicker classrooms: Student processes
of learning and involvement in large university-level courses using student response systems.
Learning, Media and Technology, 32, 21–40.
Umbach P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning
and engagement. Research in Higher Education, 46, 153–184.
Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social
relationships, and competence beliefs. Journal of School Psychology, 44, 331–349.
Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence.
Child Development, 62, 1066–1078.
Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An experimental study.
Teaching of Psychology, 34, 226–230.
Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta-analytical review of the relationship between teacher
immediacy and student learning. Communication Monographs, 71, 184–207.
Woodside, B. M., Wong, E. H., & Weist, D. J. (1999). The effect of student–faculty interaction on college
students’ academic achievement and self-concept. Education, 119, 730–733.

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Module 2d. Motivating Your Students
In this module, faculty learn how to motivate students by developing students’ appreciation for their discipline. In
addition, faculty learn to support student success through setting goals, incentivizing assignment completion, and using
a variety of assessment and instructional strategies to meet the needs and showcase the strengths of different types of
learners.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as discussing their
interest in the discipline, establishing incentives for assignment completion, or teaching students the DAPPS formula for
setting goals.

Advising Subject Matter Expert: Linda Nilson, Clemson University (retired)

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Arsham. H. (n.d.). Student to student: Your fellow students’ opinion and advice. Retrieved from http://home
.ubalt.edu/ntsbarsh/STUDENT_TO_STUDENT.HTM
Carnegie Mellon University, Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). Explore
potential strategies. Retrieved from https://www.cmu.edu/teaching/solveproblem/strat
-lackmotivation/lackmotivation-01.html
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Downing, S. (2011). On course: Strategies for creating success in college and in life (7th ed.). Boston, MA:
Wadsworth Cengage Learning.
Ellis, D. B. (2000). Becoming a master student: Tools, techniques, hints, ideas, illustrations, examples, methods,
procedures, processes, skills, resources, and suggestions for success. Boston, MA: Houghton Mifflin.
Ellis, D. B. (2006). Becoming a master student (11th ed.). Boston, MA: Houghton Mifflin.
Fleming, N. (2003). Establishing rapport: Personal interaction and learning (Idea Paper #39). Retrieved from
http://ideaedu.org/wp-content/uploads/2014/11/IDEA_Paper_39.pdf
Fox, J. (2011, May 24). “Why are we doing this?” Establishing relevance to enhance student learning. Faculty
Focus. Retrieved from http://www.facultyfocus.com/articles/effective-teaching-strategies/why-are
-we-doing-this-establishing-relevance-to-enhance-student-learning/
Howey, S. C. (1999). The relationship between motivation and academic success of community college freshmen
orientation students (Doctoral dissertation). Retrieved from ERIC database. (ED465391)
Lumina Foundation. (n.d.). Community partnership for attainment. Lumina Foundation. Retrieved from
https://www.luminafoundation.org/strategy-2-community-partnerships
Merisotis, J. (2015, October 15). Want to be happier and healthier? Then go to college [Blog post]. Huffington
Post. Retrieved from http://www.huffingtonpost.com/jamie-merisotis/want-to-be-happier-and
-he_b_8288354.html
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Nilson, L. B. (2013). Creating self-regulated learners: Strategies to strengthen students’ self-awareness and learning
skills. Sterling, VA: Stylus.
Nist-Olejnik, S., & Holschuh, J. P. (2007). College rules! How to study, survive, and succeed in college (2nd ed.).
Berkeley, CA: Ten Speed Press.
Trostel, P. (n.d.). It’s not just the money: The benefits of college education to individuals and to society. Retrieved from
https://www.luminafoundation.org/files/resources/its-not-just-the-money.pdf
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf

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Wieman, C. (2013). Motivating learning. Retrieved from the Carl Wieman Science Education Initiative at the
University of British Columbia website: http://www.cwsei.ubc.ca/resources/files/Motivating
-Learning_CWSEI.pdf
Wieman, C. (2014). First day of class – recommendations for instructors. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca
/resources/files/First_Day_of_Class.pdf

Module 2e. Engaging Underprepared Students

In this module, faculty learn how to assess students’ levels of readiness in order to inform instruction and encourage
the use of campus resources for academic support. The module also teaches faculty how to clearly communicate their
expectations and use grading practices that fully support student success.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as using ungraded
assignments early in the semester, inviting a panel of past students to share advice with their current students, using a
performance prognosis inventory, or sharing academic support resources.

Advising Subject Matter Experts: José Bowen, Goucher College; and Saundra McGuire, Louisiana State
University

Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San
Francisco, CA: Jossey-Bass.
Gabriel, K. F. (2008). Teaching unprepared students: Strategies for promoting success and retention in higher
education. Sterling, VA: Stylus.
McGuire, S. Y., & McGuire, S. (2015). Teach students how to learn: Strategies you can incorporate into any course to
improve student metacognition, study skills, and motivation. Sterling, VA: Stylus.
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE
Review, 38(5), 28–38.
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course
description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
Walpole, M. (2007). Economically and educationally challenged students in higher education: Access to outcomes
(ASHE Higher Education Report, Vol. 33, No. 3). San Francisco, CA: Jossey-Bass.

Module 2f. Helping Students Persist in Their Studies

In this module, faculty learn how to build intrinsic motivation by offering choice, providing targeted feedback and
revision opportunities, and connecting course learning to career goals. It also introduces the concept and motivational
impact of a growth mindset.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as providing students
with a choice in the type of project they will complete, offering students an opportunity to use feedback to revise an
assignment, or showing students how course content is connected to their career goals.

Advising Subject Matter Expert: Jane Muhich, Seattle Central College

Braxton, J. M. (Ed.). (2008). The role of the classroom in college student persistence. San Francisco, CA: Jossey-Bass.
Cornell University, Center for Teaching Excellence. (n.d.). Using rubrics. http://www.cte.cornell.edu/teaching
-ideas/assessing-student-learning/using-rubrics.html
Crissman Ishler, J. L., & Upcraft, M. L. (2005). The keys to first-year student persistence. In M. L. Upcraft, J.
N. Gardner, & B. O. Barefoot (Eds.), Challenging and supporting the first-year student: A handbook for
improving the first year of college (pp. 27–46). San Francisco, CA: Jossey-Bass.

18
Dweck, C. S. (2006). Mindset: The new psychology of success. How we can learn to fulfill our potential. New York, NY:
Random House.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.
Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
Ryan, R. M., & Deci, E. L. (2015). Promoting self-determined school engagement: Motivation, learning, and
well-being. In K. R. Wentzel & D. Miele (Eds.), Handbook on motivation at school (2nd ed.). New York,
NY: Routledge.
Thompson, J. G. (n.d.). 28 ways to build persistent & confident students. Retrieved from http://teaching
.monster.com/benefits/articles/10348-28-ways-to-build-persistent-confident-students
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL:
University of Chicago Press.
University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric
Mazur, Harvard University. Peer instruction [Video file]. Retrieved from https://www.youtube.com
/watch?v=8UJRNRdgyvE
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Wieman, C. (2013). Motivating learning. Retrieved from the Carl Wieman Science Education Initiative at the
University of British Columbia website: http://www.cwsei.ubc.ca/resources/files/Motivating
-Learning_CWSEI.pdf

Module 2g. Embracing Diversity in Your Classroom

In this module, faculty examine how their own experiences have shaped their perspectives and the importance of valuing
different viewpoints. In addition, faculty learn about the power of explicit and implicit messages (microaggressions,
stereotype threat) and how to create an inclusive classroom environment and curriculum that are representative of
diverse student perspectives.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as assessing and revising
their curriculum to represent a diverse society or writing ground rules for productive discourse in the classroom.

Advising Subject Matter Experts: Jerome D. Williams, Rutgers University–Newark, and Stephen Brookfield,
University of St. Thomas, Minnesota

Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San
Francisco, CA: Jossey-Bass.
Brookfield, S. D. (n.d.). Class participation grading rubric. Retrieved from http://stephenbrookfield.com/Dr._
Stephen_D._Brookfield/Workshop_Materials_files/Class_Participation_Grading_Rubric.pdf
Brookfield, S. D. (n.d.). Discussion as a way of teaching: Workshop resource packet. Retrieved from http://www.
stephenbrookfield.com/Dr._Stephen_D._Brookfield/Workshop_Materials_files/Discussion_as_a
_Way_of_Teaching_Packet.pdf
Holoien, D. S., & Shelton, J. N. (2012). You deplete me: The cognitive costs of colorblindness on ethnic
minorities. Journal of Experimental Social Psychology, 48, 562–565.
Kim, Y. M. (2011). Minorities in higher education: Twenty-fourth status report 2011 supplement. Washington, DC:
American Council on Education.
Mayhew, M. J., Grunwald, H. E., & Dey, E. L. (2011). Curriculum matters: Creating a positive climate for
diversity from the student perspective. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity
in higher education (3rd ed., pp. 515–529). Boston, MA: Pearson Learning Solutions.
Nelson Laird, T. F. (2014). Reconsidering the inclusion of diversity in the curriculum. Diversity and Democracy,
17(4), 12–14.

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Solórzano, D., Ceja, M., & Yosso, T. (2011). Critical race theory, racial microaggressions, and campus racial
climate: The experiences of African American college students. In S. R. Harper & S. Hurtado (Eds.),
Racial and ethnic diversity in higher education (3rd ed., pp. 438–456). Boston, MA: Pearson
Learning Solutions.
Steele, C. M. (1999, August). Thin ice: Stereotype threat and black college students. The Atlantic. Retrieved
from http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and
-black-college-students/304663/
Steele, C. M. (2013, April 18). Stereotype threat: How it affects us and what we can do about it [Video file].
Retrieved from http://www.cornell.edu/video/claude-steele-explains-impact-of-stereotype-threat
-on-achievement
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African
Americans. Journal of Personality and Social Psychology, 69, 797–811.
Stroessner, S., & Good, C. (n.d.). What can be done to reduce stereotype threat? Retrieved from
http://www.reducingstereotypethreat.org/reduce.html
Sue, D. W. (2010, October 5). Racial microaggressions in everyday life: Is subtle bias harmless? [Blog post].
Psychology Today. Retrieved from https://www.psychologytoday.com/blog/microaggressions-in
-everyday-life/201010/racial-microaggressions-in-everyday-life
Tapia, R., & Johnson, C. (2011). Minority students in science and math: What universities still do not
understand about race in America. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity in
higher education (3rd ed., pp. 484–491). Boston, MA: Pearson Learning Solutions.
Tatum, B. D. (2011). Talking about race, learning about racism: The application of racial identity development
theory in the classroom. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity in higher
education (3rd ed., pp. 438–456). Boston, MA: Pearson Learning Solutions.
University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric
Mazur, Harvard University. Peer instruction [Video file]. Retrieved from https://www.youtube.com
/watch?v=8UJRNRdgyvE
U.S. Department of Education, National Center for Education Statistics. (2015). Fast facts: Students with
disabilities. Retrieved from http://nces.ed.gov/programs/digest/d13/ch_3.asp
Warren, L. (n.d). Managing hot moments in the classroom. Retrieved from http://www.isites.harvard.edu/fs
/html/icb.topic58474/hotmoments.html

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Unit 3. Using Active Learning Techniques
Module 3a. Using Active Learning Techniques in Small Groups
In this module, faculty learn to implement the essential components of effective active learning, including providing
a rationale for the activity, promoting group interdependence, holding group members accountable, and collecting
student feedback to identify strengths and areas for improving the activity. The module helps instructors implement
three active learning techniques (Think-Pair-Share, Jigsaw, and Analytic Teams) depending on the learning objectives
they have set for their class session.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as holding students
accountable for their participation in group activities or implementing an appropriate active learning activity.

Advising Subject Matter Expert: Elizabeth Barkley, Foothill College

Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty
(2nd ed.). San Francisco, CA: Jossey-Bass.
Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and
problem-based learning. Journal on Excellence in College Teaching, 25(3/4), 7–55.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory. Genetic, Social,
and General Psychology Monographs, 131, 285–358.
Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow
the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from
http://harvardmagazine.com/2012/03/twilight-of-the-lecture
McWilliam, E. L. (2009). Teaching for creativity: From sage to guide to meddler. Asia Pacific Journal of Education,
29, 281–293.
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course
description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf

Module 3b. Using Active Learning Techniques in Large Classes

In this module, faculty learn how to effectively plan and facilitate active learning in a large class. The module teaches
faculty to use an active learning cycle to pique student interest, build foundational knowledge, and then require
students to apply new concepts. In addition, the module includes techniques for using formative assessment and
leveraging technology to inform and improve learning.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as using cues to keep
students on task, designing lessons according to an active learning cycle, or closing with an activity to hold students
accountable.

Advising Subject Matter Experts: John Pollard, University of Arizona, and Edward Prather, University of
Arizona

Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: Seven
strategies, from the simple to complex. Cell Biology Education, 4, 262–268.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.).
San Francisco, CA: Jossey-Bass.

21
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education.
New York, NY: Springer.
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic
classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.
Cleveland, L. G. (2002). That’s not a large class; It’s a small town: How do I manage? In C. A. Stanley & M. E.
Porter (Eds.), Engaging large classes: Strategies and techniques for college faculty (pp. 16–27).
Bolton, MA: Anker.
Columbia University. (n.d.). Active learning. Retrieved from http://www.columbia.edu/cu/tat/pdfs/active
%20learning.pdf
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class.
Science, 332, 862–864.
Doyle, T. (2008). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher
education. Sterling, VA: Stylus.
Felder, R. M. (1997). Beating the numbers game: Effective teaching in large classes. Proceedings of the 1997 ASEE
Annual Conference, Milwaukee, WI. Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f
/felder/public/Papers/Largeclasses.htm
Hake, R. R. (1998). Interactive-engagement vs. traditional methods: A six-thousand-student survey of
mechanics test data for introductory physics courses. American Journal of Physics, 66, 64.
Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from
teaching to learning. Boston, MA: Allyn and Bacon.
Knight, J. K., & Wood, W. B. (2005). Teaching more by lecturing less. Cell Biology Education, 4, 298–310.
Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow
the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from
http://harvardmagazine.com/2012/03/twilight-of-the-lecture
McKeachie, W. J. (1999). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers
(10th ed.). Boston, MA: Houghton Mifflin.
Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school (Updated and
expanded 2nd ed.). Seattle, WA: Pear Press.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Novicki, A. (2010, April 1). Promoting learning in large enrollment courses [Blog post]. Retrieved from
https://cit.duke.edu/blog/2010/04/promoting-learning-in-large-enrollment-courses/
Pollard, J. (2014, June 9). Teaching students how to think. University of Arizona News. Retrieved from
http://uanews.org/videos/teaching-students-how-think
PolyUFB. (2013, February 20). Dr. Allison Lloyd – Active learning in large class [Video file]. Retrieved from
https://www.youtube.com/watch?v=c_zlpj89AFg
Preszler, R. W., Dawe, A., Shuster, C. B., & Shuster, M. (2007). Assessment of the effects of student response
systems on student learning and attitudes over a broad range of biology courses. CBE Life Sciences
Education, 6, 29–41.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93,
223–231.
Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987). Using the pause procedure to enhance lecture recall. Teacher
Education and Special Education, 10, 14–18.
Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston, MA: Allyn and Bacon.
Sutherland, T. E., & Bonwell, C. C. (Eds.). (1996). Using active learning in college classes: A range of options for
faculty. San Francisco, CA: Jossey-Bass.
Teaching and Educational Development Institute. (2002). A survey of large class teaching around Australia.
Retrieved from http://www.cadad.edu.au/largeclasses/pdfs/Resources_2ReportonSurvey.pdf

22
Topping, K. J., & Ehly, S. W. (1998). Peer-assisted learning. Mahwah, NJ: Erlbaum Associates.
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE
Review, 38(5), 28–38.
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course
description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
University of Arizona, Office of Instruction and Assessment. (n.d.). The learning cycle [Video file]. Retrieved from
http://streaming.oia.arizona.edu/clientFlashABR/play.php?clipname=/perm/stem/learning_cycle
_research_2014/learning_cycle/web.smil&banner=on&autoplay=off&help=on&aspect=wide
University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric
Mazur, Harvard University. Peer instruction [Video file]. Retrieved from https://www.youtube.com
/watch?v=8UJRNRdgyvE
VanGundy, A. B. (2005). 101 activities for teaching creativity and problem solving. San Francisco, CA: Pfeiffer.
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca
/resources/files/Active-learning-class-observation-guide_Wieman.pdf

Module 3c. Delivering an Effective Lecture

In this module, faculty learn how to determine if the lecture approach is aligned to their learning objectives, develop
well-organized and effectively paced lectures, keep students engaged, and seek student feedback.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as opening with an
interesting quote or question to pique students’ interest, providing skeletal notes, or chunking information into
manageable segments.

Advising Subject Matter Expert: Stephen Brookfield, University of St. Thomas, Minnesota

Bligh, D. A. (2000). What’s the use of lectures? San Francisco, CA: Jossey-Bass.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San
Francisco, CA: Jossey-Bass.
Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow
the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from
http://harvardmagazine.com/2012/03/twilight-of-the-lecture
Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school (Updated and
expanded 2nd ed.). Seattle, WA: Pear Press.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Tollefson, S. (n.d). Gone in sixty seconds: The one-minute paper as a tool for evaluation—of both instructor
and students [Blog post]. Retrieved from http://writingacross.berkeley.edu/?page_id=108
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course
description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html

23
University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric
Mazur, Harvard University. Peer instruction [Video file]. Retrieved from https://www.youtube.com
/watch?v=8UJRNRdgyvE
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www
.cwsei.ubc.ca/Files/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf

Module 3d. Planning Effective Class Discussions

In this module, faculty learn how to write well-sequenced, thought-provoking questions to increase student engagement
in class discussions. The module helps instructors effectively set expectations for participation, explain the role of
discussion for positively impacting learning, and develop an effective grading policy. Faculty will also learn how to
leverage class discussions so students come to class prepared and having done the assigned reading or homework.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as sequencing questions
to progress toward higher order thinking, developing a grading policy for participation, or assigning students a self-
grading activity.

Advising Subject Matter Expert: Jay R. Howard, Butler University

Auster, C. J., & MacRone, M. (1994). The classroom as a negotiated social setting: An empirical study of the
effects of faculty members’ behavior on students’ participation. Teaching Sociology, 22, 289–300.
Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty
(2nd ed.). San Francisco, CA: Jossey-Bass.
Barton, J., Heilker, P., & Rutkowski, D. (n.d.). Fostering effective classroom discussions. Retrieved from
http://www.mhhe.com/socscience/english/tc/pt/discussion/discussion.htm
Baxter, J., & Ter Bush, R. (2010). Discussions. Retrieved from http://resources.depaul.edu/teaching
-commons/teaching-guides/instructional-methods/pages/discussions.aspx
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: ERIC
Clearinghouse on Higher Education. Retrieved from ERIC database. (ED340272)
Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). San
Francisco, CA: Jossey-Bass.
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic
classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.
Cashin, W. E. (2011). Effective classroom discussions (Idea Paper #49). Retrieved from http://ideaedu.org/wp
-content/uploads/2014/11/IDEA_Paper_49.pdf
Cerbin, B. (2010, April 23). Collaborative learning techniques workshop handouts. Center for Advancing Teaching
& Learning, UW-La Crosse. Retrieved from http://www.uwlax.edu/catl/studentlearning
/presentations/collaborativelearningtechniqueshandout.pdf
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Doyle, T. (2008). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher
education. Sterling, VA: Stylus.
Elkenberry, K. (2007). Brainstorming strategies: Seven questions that spur better solutions. Retrieved from
http://www.sideroad.com/Meetings/brainstormingstrategies.html
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person
and online. San Francisco, CA: Jossey-Bass.
Ito, C. (2014). Techniques for active learning. Retrieved from http://education.wm.edu/centers/ttac
/documents/packets/activelearning.pdf
Karp, D. A., & Yoels, W. C. (1976). The college classroom: Some observations on the meanings of student
participation. Sociology and Social Research, 60, 421–439.

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Knight, J. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Novak, G. M., Patterson, E. T., Gavrin, A. D., & Christian, W. (1999). Just-in-Time teaching: Blending active learning
with web technology. Upper Saddle River, NJ: Prentice Hall.
Rotenberg, R. L. (2010). The art & craft of college teaching: A guide for new professors & graduate students (2nd ed.).
Walnut Creek, CA: Left Coast Press.
Sidelinger, R. (2010). College student involvement: An examination of student characteristics and perceived
instructor communication behaviors in the classroom. Communication Studies, 61, 87–103.
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf

Module 3e. Facilitating Engaging Class Discussions

In this module, faculty learn activities they can use to launch productive discussions, including Hatful of Quotes,
Sentence Completions, and Fishbowl techniques. The module also helps instructors balance student participation using
wait time, prompts to manage dominant talkers, and techniques to encourage quieter students while also limiting their
own talking.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as using a Fishbowl
activity, wait time, or prompting.

Advising Subject Matter Expert: Jay R. Howard, Butler University

Alexander, M. E., Commander, N., Greenberg, D., & Ward, T. (2010). Using the four-questions technique to
enhance critical thinking in online discussions. Journal of Online Learning and Teaching, 6, 409–415.
Auster, C. J., & MacRone, M. (1994). The classroom as a negotiated social setting: An empirical study of the
effects of faculty members’ behavior on students’ participation. Teaching Sociology, 22, 289–300.
Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty
(2nd ed.). San Francisco, CA: Jossey-Bass.
Barton, J., Heilker, P., & Rutkowski, D. (n.d.). Fostering effective classroom discussions. Retrieved from
http://www.mhhe.com/socscience/english/tc/pt/discussion/discussion.htm
Baxter, J., & Ter Bush, R. (2010). Discussions. Retrieved from http://resources.depaul.edu/teaching
-commons/teaching-guides/instructional-methods/pages/discussions.aspx
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: ERIC
Clearinghouse on Higher Education. Retrieved from ERIC database. (ED340272)
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic
classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.
Cashin, W. E. (2011). Effective classroom discussions (Idea Paper #49). Retrieved from http://ideaedu.org/wp
-content/uploads/2014/11/IDEA_Paper_49.pdf
Cerbin, B. (2010, April 23). Collaborative learning techniques workshop handouts. Center for Advancing Teaching
& Learning, UW-La Crosse. Retrieved from http://www.uwlax.edu/catl/studentlearning
/presentations/collaborativelearningtechniqueshandout.pdf
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Doyle, T. (2008). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher
education. Sterling, VA: Stylus.
Elkenberry, K. (2007). Brainstorming strategies: Seven questions that spur better solutions. Retrieved from
http://www.sideroad.com/Meetings/brainstormingstrategies.html
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person
and online. San Francisco, CA: Jossey-Bass.

25
Ito, C. (2014). Techniques for active learning. Retrieved from http://education.wm.edu/centers/ttac
/documents/packets/activelearning.pdf
Knight, J. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Rotenberg, R. L. (2010). The art & craft of college teaching: A guide for new professors & graduate students (2nd ed.).
Walnut Creek, CA: Left Coast Press.
Sidelinger, R. (2010). College student involvement: An examination of student characteristics and perceived
instructor communication behaviors in the classroom. Communication Studies, 61, 87–103.
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course
description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca
/resources/files/Active-learning-class-observation-guide_Wieman.pdf

Module 3f. Integrating Civic Learning Into Your Course

In this module, faculty learn how to design assignments that incorporate civic knowledge, skills, and values; as well
as teach students to strategically use research to solve local problems, share their findings with the community, and
develop their civic values.

To satisfy the module requirements, practicing faculty must create a civic learning assignment for one of
their courses.

Advising Subject Matter Experts: Kristin Webster, California State University, Los Angeles; and Michael
Willard, California State University, Los Angeles

Association of American Colleges and Universities. (n.d.). Problem solving VALUE rubric. Retrieved from
http://www.aacu.org/value/rubrics/problem-solving
Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the spirit: How college can enhance students’ inner
lives. San Francisco, CA: Jossey-Bass.
Boyte, H. C. (2015). Democracy’s education: Public work, citizenship, & the future of colleges and universities.
Nashville, TN: Vanderbilt University Press.
Brammer, L., Dumlao, R., Falk, A., Hollander, E., Knutson, E., Poehnert, J., . . . Werner, V. (2012). Core
competencies in civic engagement. Retrieved from http://scholarworks.merrimack.edu/ced_pubs/1
Colby, A., Ehrlich, T., Beaumont, E., & Stephens, J. (2010). Educating citizens: Preparing America’s undergraduates
for lives of moral and civic responsibility. San Francisco, CA: Jossey-Bass.
Dewey, J. (1933). Experience and education. New York, NY: Macmillan.
Dostilio, L. D., Conti, N., Kronk, R., Weideman, Y. L., Woodley, S. K., & Trun, N. (2013). Civic learning through
public scholarship: Coherence among diverse disciplines. Journal of Public Scholarship in Higher
Education, 3, 43–65.
Finley, A. (2012, January). A brief review of the evidence on civic learning in higher education. Paper presented at
the annual meeting of the Association of American Colleges and Universities, Washington, DC.
Retrieved from http://www.aacu.org/sites/default/files/files/crucible/CivicOutcomesBrief.pdf
Huber, B. J. (2010). Does participation in multiple high impact practices affect student success at Cal State
Northridge?: Some preliminary insights. California State University, Northridge, Office of Institutional
Research. Retrieved from http://www.calstate.edu/engage/documents/csun-study-participation
-in-multiple-high-impact-practices.pdf

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Jansen, T., Chioncel, N., & Dekkers, H. (2006). Social cohesion and integration: Learning active citizenship.
British Journal of Sociology of Education, 27, 189–205.
Kadesch, R. R. (1996). Problem solving across the disciplines. New York, NY: Prentice Hall.
Kahne, J., Middaugh, E., & Allen, D. (2013). Youth, new media, and the rise of participatory politics (Working Papers
#1). Retrieved from http://ypp.dmlcentral.net/sites/default/files/publications/YPP_WorkinPapers
_Paper01.pdf
Kinzie, J., & Stevens, M. (2013, June). Service-learning and beyond: Civic learning impact, implications, and more
[PowerPoint slides]. Presentation from the NASPA Civic Learning & Democratic Engagement
Meeting, Philadelphia, PA. Retrieved from http://cpr.indiana.edu/uploads/NASPA%20CLDE
%202013%20Service%20Learning%20and%20Beyond.pdf
Kirlin, M. (2003). The role of civic skills in fostering civic engagement (CIRCLE Working Paper 06). Retrieved from
http://www.civicyouth.org/PopUps/WorkingPapers/WP06Kirlin.pdf
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Upper
Saddle River, NJ: Pearson FT Press.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
National Survey of Student Engagement. (2012). Promoting student learning and institutional improvement:
Lessons from NSSE at 13. Bloomington, IN: Indiana University Center for Postsecondary Research.
Retrieved from http://nsse.iub.edu/NSSE_2012_Results/pdf/NSSE_2012_Annual_Results.pdf
Rubin, B. C. (2011). Making citizens: Transforming civic learning for diverse social studies classrooms.
New York, NY: Routledge.
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J., & Duckworth, A. L.
(2014). Boring but important: A self-transcendent purpose for learning fosters academic self-
regulation. Journal of Personality and Social Psychology, 107, 559–580.

27
Unit 4. Promoting Higher Order Thinking
Module 4a. Providing Clear Directions and Explanations
In this module, faculty learn how to provide a set of high-quality directions for complex tasks and the essential
techniques for giving clear explanations of challenging content. In addition, the module includes techniques for
obtaining student feedback on the clarity of directions and explanations designed to inform instructional adjustments
when needed.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as providing written
directions, sharing multiple examples, or assigning a class-reaction survey.

Advising Subject Matter Expert: Linda Nilson, Clemson University (retired)

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.).
San Francisco, CA: Jossey-Bass.
Berrett, D. (2015, September 21). The unwritten rules of college. The Chronicle of Higher Education. Retrieved
from http://chronicle.com/article/The-Unwritten-Rules-of/233245
BrckaLorenz, A., Cole, E., Kinzie, J., & Ribera, A. (2011, April). Examining effective faculty practice: Teaching clarity
and student engagement. Paper presented at the annual meeting of the American Educational
Research Association, New Orleans, LA. Retrieved from http://cpr.indiana.edu/uploads/AERA
%202011%20Teaching%20Clarity%20Paper.pdf
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San
Francisco, CA: Jossey-Bass.
Chesebro, J. L. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver
apprehension, and affect. Communication Education, 52, 135–147.
Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student
state receiver apprehension, affect, and cognitive learning. Communication Education, 50, 59–68.
Cooper, T. (2007–2008). Collaboration or plagiarism? Explaining collaborative-based assignments clearly.
Essays on Teaching Excellence: Toward the Best in the Academy, 17(1). Retrieved from
http://podnetwork.org/content/uploads/V19-N1-Cooper.pdf
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Erickson, B. L., Peters, C. B., & Weltner Strommer, D. (2006). Teaching first-year college students (Revised and
expanded ed.). San Francisco, CA: Jossey-Bass.
Filene, P. G. (2005). The joy of teaching: A practical guide for new college instructors. Chapel Hill: University of
North Carolina Press.
Gliessman, D. H. (1987). Changing complex teaching skills. Journal of Education for Teaching, 13, 267–275.
Lang, J. M. (2008). On course: A week-by-week guide to your first semester of college teaching. Cambridge, MA:
Harvard University Press.
Metcalf, K. K., & Cruickshank, D. R. (1991). Can teachers be trained to make clear presentations? Journal of
Educational Research, 85, 107–116.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Smith, L. R. (1982). A review of two low-inference teacher behaviors related to performance of college
students. Review of Higher Education, 5, 159–167.
Sorcinelli, M. D. (2005). Explained course material clearly and concisely. Retrieved from
http://ideaedu.org/research-and-papers/pod-idea-notes-on-instruction/idea-item-no-10/

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Titsworth, S. (n.d.). Translating research into instructional practice: Instructor clarity. Retrieved from
http://www.natcom.org/uploadedFiles/Teaching_and_Learning/Virtual_Faculty_Lounge/PDF-TRIP
-Instructor_Clarity.pdf
Weimer, M. E. (2013). Learner-centered teaching: Five key changes to practice (2nd ed.). San Francisco, CA:
Jossey-Bass.
Weimer, M. E. (2015, November 18). Are we clear? Tips for creating better explanations. Faculty Focus.
Retrieved from http://www.facultyfocus.com/articles/teaching-professor-blog/are-we-clear-tips
-for-crafting-better-explanations/
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Zull, J. E. (2002). The art of changing the brain: Enriching teaching by exploring the biology of learning.
Sterling, VA: Stylus.

Module 4b. Using Concept Maps and Other Visualization Tools

In this module, faculty learn how to use concept maps and a variety of visualization tools to assist students in
understanding complex concepts, principles, and ideas and the important relationships between them.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as using a flowchart
during a class session, asking students to use visual tools to answer questions, or teaching students to use concept
maps to prepare for exams.

Advising Subject Matter Experts: Derek Bruff, Vanderbilt University, and Todd Zakrajsek, University of
North Carolina at Chapel Hill

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.).
San Francisco, CA: Jossey-Bass.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San
Francisco, CA: Jossey-Bass.
Bruff, D. (2013, November 1). Show and tell: More visual presentations [Prezi slides]. Retrieved from
https://prezi.com/vlqxdjxfz6gx/show-and-tell-more-visual-presentations/
Bruff, D. (2015, March 16). Mapping a discussion with clickable image polls [Blog post]. Retrieved from
http://www.polleverywhere.com/blog/mapping-a-discussion-with-clickable-image-polls/
Carnegie Mellon University, Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). Using
concept maps. Retrieved from https://www.cmu.edu/teaching/assessment/assesslearning
/conceptmaps.html
Newbury, P. (2010, August). Concept mapping in Astro 101. Paper presented at Cosmos in the Classroom,
Boulder, CO. Abstract retrieved from http://blogs.ubc.ca/polarisdotca/files/2011/01
/ConceptMappingWorkshop.pdf
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them.
Retrieved from http://cmap.ihmc.us/docs/pdf/TheoryUnderlyingConceptMaps.pdf
Ortega, R. A., & Brame, C. J. (2015). The synthesis map is a multidimensional educational tool that provides
insight into students’ mental models and promotes students’ synthetic knowledge generation.
CBE—Life Sciences Education, 14(2).
Wandersee, J. H. (2002). Using concept circle diagramming as a knowledge mapping tool. In K. M. Fisher, J. H.
Wandersee, & D. E. Moody (Eds.), Science & Technology Education Library Series: Vol. 11. Mapping biology
knowledge (pp. 109–126). New York, NY: Kluwer Academic.

29
Module 4c. Teaching Powerful Note-Taking Skills
In this module, faculty learn how to motivate students to take notes and effectively support note-taking
by sharing pointers, providing skeletal outlines, allowing processing time, and using cues to signal important points.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as sharing research that
supports the benefits of note-taking, teaching students how to take notes, or providing a skeletal outline.

Advising Subject Matter Expert: Linda Nilson, Clemson University (retired)

Bligh, D. A. (2000). What’s the use of lectures? San Francisco, CA: Jossey-Bass.
Boye, A. (2012). Note-taking in the 21st century: Tips for instructors and students. Retrieved from
https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources
/Documents/NotetakingWhitepaper.pdf
Broderick, B. (1990). Groundwork for college reading. West Berlin, NJ: Townsend Press.
Carrier, C. A. (1983). Notetaking research implications for the classroom. Journal of Instructional Development,
6(3), 19–26.
Cohen, D., Kim, E., Tan, J., & Winkelmes, M. (2013). A note-restructuring intervention increases students’
exam scores. College Teaching, 61, 95–99.
Cottrell, S. (2008). Palgrave study skills: The study skills handbook (3rd ed.). Basingstoke, UK: Macmillan.
DeZure, D., Kaplan, M., & Deerman, M. A. (2001). Research on student notetaking: Implications for faculty and
graduate student instructors. Retrieved from http://www.math.lsa.umich.edu/~krasny/math156
_crlt.pdf
Heward, W. L. (n.d.). Guided notes: Improving the effectiveness of your lectures. Retrieved from
http://ada.osu.edu/resources/fastfacts/Guided_Notes.htm
Huxham, M. (2010). The medium makes the message: Effects of cues on students’ lecture notes. Active
Learning in Higher Education, 11, 179–188.
Intervention Central. (n.d.). Guided notes: Increasing student engagement during lecture and assigned
readings. Retrieved from http://www.interventioncentral.org/academic-interventions/study-
organization/guided-notes-increasing-student-engagement-during-lecture-
Johnstone, A. H., & Su, W. Y. (1994). Lectures—A learning experience? Education in Chemistry, 35, 76–79.
Kauffman, D. F., Zhao, R., & Yang, Y.-S. (2011). Effects of online note taking formats and
self-monitoring prompts on learning from online text: Using technology to enhance
self-regulated learning. Contemporary Educational Psychology, 36, 313–322.
Kiewra, K. A. (1985). Providing the instructor’s notes: An effective addition to student notetaking. Educational
Psychologist, 20, 33–39.
Kiewra, K. A. (2005). Learn how to study and SOAR to success. Upper Saddle River, NJ: Pearson/Prentice Hall.
Kiewra, K. A., DuBois, N., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking
functions and techniques. Journal of Educational Psychology, 83, 240–245.
Langan, J. (2007). Reading and student skills (8th ed.). New York, NY: McGraw-Hill.
Longman, D. G., & Atkinson, R. H. (1999). College learning and study skills. Belmont, CA: Wadsworth.
Marsh, E. J., & Sink, H. E. (2010). Access to handouts of presentation slides during lecture: Consequences for
learning. Applied Cognitive Psychology, 24, 691–706.
McKeachie, W. J. (1994). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers
(9th ed.). Lexington, MA: D. C. Heath.
Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school (Updated and
expanded 2nd ed.). Seattle, WA: Pear Press.
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand
over laptop note taking. Psychological Science, 25, 1159–1168.

30
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Peper, R. J., & Mayer, R. E. (1978). Note-taking as a generative activity. Journal of Educational Psychology, 70,
514–522.
Potts, B. (1993). Improving the quality of student notes. Practical Assessment, Research, and Evaluation, 3(8).
Rotenberg, R. L. (2010). The art & craft of college teaching: A guide for new professors & graduate students (2nd ed.).
Walnut Creek, CA: Left Coast Press.
Stefanou, C., Hoffman, L., & Vielee, N. (2008). Note-taking in the college classroom as evidence of generative
learning. Learning Environments Research, 11, 1–17.
Stutts, K. J., Beverly, M. M., & Kelley, S. F. (2013). Evaluation of note taking method on academic performance
in undergraduate animal science courses. NACTA Journal, 57(3), 38–39.
University of Nebraska. (n.d.). Teaching students to take better notes: Notes on notetaking. Retrieved from
http://www.unl.edu/gradstudies/current/teaching/notetaking

Module 4d. Using Advanced Questioning Techniques

In this module, faculty learn how to plan a questioning strategy that prompts critical thinking. The module also helps
instructors use advanced questioning techniques, like the Socratic Method, and activities for helping students develop
their own questioning skills.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as using a taxonomy to
appropriately scaffold questions, using the CLOSE-UP method, or assigning students a task that requires them to write
their own questions.

Advising Subject Matter Expert: Stephen Brookfield, University of St. Thomas, Minnesota

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational
objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: McKay.
Brookfield, S. D., & Preskill, S. (2016). The discussion book: Fifty great ways to get people talking. San Francisco,
CA: Jossey-Bass.
Elder, L., & Paul, R. (2009). The thinker’s guide to the art of asking essential questions (4th ed.).
Dillon Beach, CA: Foundation for Critical Thinking.
Lemons, P. P., & Lemons, J. D. (2013). Questions for assessing higher-order cognitive skills: It’s not just
Bloom’s. CBE Life Sciences Education, 12, 47–58.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Paul, R., & Elder, L. (1997, April). Socratic teaching. Retrieved from http://www.criticalthinking.org/pages
/socratic-teaching/606
Paul, R., & Elder, L. (2006). The thinker’s guide to the art of Socratic Questioning (4th ed.). Dillon Beach, CA:
Foundation for Critical Thinking.

Module 4e. Developing Self-Directed Learners

In this module, faculty learn how to assist students in understanding and taking ownership of their own learning
process. Techniques include using cues to guide student learning, presenting and having students develop work plans
for completing complex assignments, prompting self-reflection with rubrics or other grading guidelines, and making
worked examples available.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as sharing examples of
prior students’ work, using an exam wrapper, or having students complete the Critical Incident Questionnaire.

31
Advising Subject Matter Expert: Stephen Brookfield, University of St. Thomas, Minnesota

Abdullah, M. H. (2001). Self-directed learning (ERIC Digest No. D169). Bloomington, IN: ERIC Clearinghouse on
Reading, English, and Communication. Retrieved from ERIC database. (ED459458)
Ackerman, D. S., & Gross, B. L. (2005). My instructor made me do it: Task characteristics of procrastination.
Journal of Marketing Education, 27, 5–13.
Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., & Norman, M. K. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Bowen, J. (2013, August 22). Cognitive wrappers: Using metacognition and reflection to improve learning
[Blog post]. Retrieved from http://josebowen.com/cognitive-wrappers-using-metacognition-and
-reflection-to-improve-learning/
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San
Francisco, CA: Jossey-Bass.
Carey, L. J., Flower, L., Hayes, J., Shriver, K.A., & Haas, C. (1989). Differences in writers’ initial task representations
(Technical Report No. 34). Center for the Study of Writing at University of California at Berkeley and
Carnegie Mellon University.
Connor, C. (2004). Developing self-directed learners. Retrieved from http://www.schoolnet.org.za/conference
/sessions/nh/self-directed_learning.pdf
Cornell University, Center for Teaching Excellence. (n.d.). What do students already know? Retrieved from
http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/what-do-students-already
-know.html
DeLong, M., & Winter, D. (2002). Learning to teaching and teaching to learn mathematics: Resources for professional
development. Washington, DC: Mathematical Association of America.
Dweck, C. S. (2007). Mindset: The new psychology of success. New York, NY: Ballantine Books.
Fayetteville State University. (n.d.). Create engaging assignments and clear assignment sheets. Retrieved
from http://www.uncfsu.edu/learning-center/wac/faculty-home/formal-writing-project/engaging
-and-clear
Harris, C. (2014, June 6). Teaching from the test: Exam wrappers [Blog post]. Retrieved from
https://www.purdue.edu/learning/blog/?p=7050
Shannon, S. V. (2008). Using metacognitive strategies and learning styles to create self-directed learners.
Institute for Learning Styles Research Journal, 1, 14–28.
The University of Tennessee at Chattanooga, Walker Center for Teaching and Learning. (n.d.). Classroom
assessment strategies. Retrieved from http://www.utc.edu/walker-center-teaching-learning
/teaching-resources/classroom-assessment-strategies.php#recall

32
Unit 5. Assessing to Inform Instruction and
Promote Learning
Module 5a. Delivering Fair, Consistent, and Transparent Grading Practices
In this module, faculty learn to implement research-based grading practices aligned to their grading philosophy and
course content. In addition, the module includes information on setting grading policies
for late assignments and extra credit and effectively communicating grading practices to students.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as sharing their grading
policy with students, assigning different values to assignments based on learning opportunities, or offering extra credit
for improved learning.

Advising Subject Matter Experts: Trudy W. Banta, Indiana University–Purdue University Indianapolis;
Virginia Anderson, Towson University; and Linda Nilson, Clemson University (retired)

Banta, T. W. (2003). Portfolio assessment: Uses, cases, scoring, and impact. San Francisco, CA: Wiley.
Brookhart, S. M. (1999). The art and science of classroom assessment: The missing part of pedagogy. ASHE-
ERIC Higher Education Report, 27(1).
Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Determining a grading system for your course. (n.d.). Retrieved from http://www.lcc.edu/cte/resources
/teachingtips/course_grading_system.aspx
Dominowski, R. L. (2001). Teaching undergraduates. Mahwah, NJ: Erlbaum.
Gronlund, N. E., & Waugh, C. K. (2008). Assessment of student achievement (9th ed.). Boston, MA: Allyn
and Bacon.
Illinois State University, Center for Teaching, Learning, and Technology. (n.d.). Design your course: Module 9:
Developing a grading system. Retrieved from http://ctlt.illinoisstate.edu/pedagogy/modules
/design/module9.shtml
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Nilson, L. B. (2014). Specifications grading: Restoring rigor, motivating students, and saving faculty time.
Sterling, VA: Stylus.
Nilson, L. B. (in press). Teaching at its best: A research-based resource for college instructors (4th ed.).
San Francisco, CA: Jossey-Bass.
Packard, E. (2008). Proactive policies: Experts weigh in on the administrative side of classroom teaching.
Retrieved from http://www.apa.org/gradpsych/features/2008/proactive.aspx
Payne, D. A. (2003). Applied educational assessment (2nd ed.). Belmont, CA: Wadsworth/Thomson.
Shepard, L. A. (2006). Classroom assessment. In R. L. Brennan (Ed.), Educational measurement (4th ed.).
Westport, CT: American Council on Education.
Walvoord, B. E., & Anderson, V. J. (2009). Effective grading: A tool for learning and assessment in college (2nd ed.).
San Francisco, CA: Jossey-Bass.
Weimer, M., (2011, July 20). Revisiting extra credit policies [Blog post]. Faculty Focus. Retrieved from http://
www.facultyfocus.com/articles/teaching-professor-blog/revisiting-extra-credit-policies/

33
Module 5b. Developing and Using Rubrics and Checklists
In this module, faculty learn how to select a grading tool that best aligns to the assigned task and offers the type of
feedback most helpful to students. In addition, the module includes techniques for helping students understand how to
use different grading tools to their benefit as well as techniques for helping instructors understand how they might use
the data generated from grading tools to inform instruction.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as creating an
assignment checklist, having students use a rubric to analyze sample papers, or analyzing rubric data.

Advising Subject Matter Experts: Dannelle D. Stevens, Portland State University; Phyllis Blumberg,
University of the Sciences; R. Eric Landrum, Boise State University; and Linda Nilson, Clemson University
(retired)

Allen, D., & Tanner, K. (2006). Rubrics: Tools for making learning goals and evaluation criteria explicit for
both teachers and learners. CBE Life Sciences Education, 5, 197–203.
Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., & Norman, M. K. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Berkeley University of California. (n.d.). Helping students understand their grades. (n.d.). Retrieved from
http://gsi.berkeley.edu/gsi-guide-contents/grading-intro/communicating-about
-grades/understand/
Bresciani, M. J., Zelna, C. L., & Anderson J. A. (2004). Assessing student learning and development: A handbook for
practitioners. Washington, DC: National Association of Student Personnel Administrators.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Gooblar, D. (2014, October 8). Why I don’t like rubrics. Retrieved from https://chroniclevitae.com/news/742
-why-i-don-t-like-rubrics
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational
consequences. Educational Research Review, 2, 130–144.
Luft, J. A. (1999). Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10,
107–121.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes: A review.
Educational Research Review, 9, 129–144.
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in
Higher Education, 35, 435–448.
Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective
feedback, and promote student learning (2nd ed.) Sterling, VA: Stylus.
Suskie, L. A. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco, CA: Jossey-Bass.
Svinicki, M. D., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and
university teachers (14th ed.). Belmont, CA: Wadsworth.
Vanderbilt University, Center for Teaching. (n.d.). Grading student work. Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/
Walvoord, B. E. F., & Anderson, V. J. (2010). Effective grading: A tool for learning and assessment
(2nd ed.). San Francisco, CA: Jossey-Bass.

34
Module 5c. Providing Useful Feedback
In this module, faculty learn how to offer students effective feedback. In addition, the module includes techniques to
help students more effectively use feedback for improvement and to help instructors leverage technology to increase
feedback efficiency.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as providing timely
feedback, conducting structured peer review sessions, or distributing handouts that address
common errors.

Advising Subject Matter Expert: Thomas A. Angelo, University of North Carolina at Chapel Hill

Angelo, T. A. (2011). Efficient feedback for effective learning: How less can sometimes be more. Retrieved from
http://planning.iupui.edu/assessment/institute-files/2011-institute/monday-2011/angelo
-feedback.pdf
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.).
San Francisco, CA: Jossey-Bass.
Barnes, M. (2012, December 18). De-grade your classroom and instead use narrative feedback [Blog post].
Retrieved from http://smartblogs.com/education/2012/12/18/de-grade-your-classroom
-narrative-feedback-mark-barnes/
Burnham, C. C. (1986). Portfolio evaluation: Room to breathe and grow. In C. W. Bridges (Ed.), Training the new
teacher of college composition (pp. 125–138). Urbana, IL: National Council of Teachers of English.
Columbia University Graduate School of Arts & Sciences Teaching Center. (n.d.). How to provide constructive
feedback—That won’t exasperate your students. Retrieved from http://www.columbia.edu/cu/tat/pdfs
/feedback.pdf
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. (2012). Classroom instruction that works: Research-based
strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and
Curriculum Development.
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class.
Science, 332, 862–864.
Friend, C. (2013, January 1). Grading, assessment, or feedback? [Blog post]. Retrieved from
http://chrisfriend.us/Blog/files/grading-assessment-feedback.php
Goodwin, B., & Miller, K. (2012). Research says / Good feedback is targeted, specific, timely. Educational
Leadership, 70(1), 82–83.
McKeachie, W. J., & Svinicki, M. (2006). McKeachie’s teaching tips: Strategies, research, and theory for college and
university teachers (12th ed.). Boston, MA: Houghton Mifflin.
Myatt, M. (n.d.). Should I be marking every piece of work? [Blog post]. Retrieved from http://marymyatt.com
/blog/2013-10-13/should-i-be-marking-every-piece-of-work
Thaiss, C. (2015). Tools for giving efficient, effective feedback to student writing [Blog post]. Retrieved from
http://cetlblog.ucdavis.edu/tools-for-efficient-effective-feedback/
Turner, W., & West, J. (2013). Assessment for “Digital First Language” speakers: Online video assessment
and feedback in higher education. International Journal of Teaching and Learning in Higher Education, 23,
288–296.
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course
description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
University of Michigan, Sweetland Center for Writing. (n.d.). Using peer review to improve student writing
Retrieved from https://www.lsa.umich.edu/UMICH/sweetland/Home/For%20Students/Writing
%20References%20and%20Resources/Using%20Peer%20Review%20to%20Improve
%20Student%20Writing.pdf
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10–16.

35
Module 5d. Checking for Student Understanding
In this module, faculty learn how to effectively check for student understanding by using quality questioning techniques
and whole-class formative assessment strategies including the One-Minute Paper, Muddiest Point, and In Your Own
Words.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as calling on both
volunteers and nonvolunteers, using wait time, asking students to clarify or expand on their responses, or implementing
a classroom assessment technique.

Advising Subject Matter Experts: Elizabeth Barkley, Foothill College, and Thomas A. Angelo, University of
North Carolina at Chapel Hill

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.).
San Francisco, CA: Jossey-Bass.
Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco,
CA: Jossey-Bass.
Black, P. (2003). The nature and value of formative assessment for learning. Improving Schools, 6(3), 7–22.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy &
Practice, 5, 7–74.
Dailey, R. (2014, April 21). The sound of silence: The value of quiet contemplation in the classroom. Faculty
Focus. Retrieved from http://www.facultyfocus.com/articles/teaching-and-learning/sound-silence
-value-quiet-contemplation-classroom/
Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2013). Impact of cold-calling on student voluntary
participation. Journal of Management Education, 37, 305–341.
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class.
Science, 332, 862–864.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Thousand
Parks, CA: Corwin Press.
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom.
Alexandria, VA: Association for Supervision and Curriculum Development.
Frese, M., & Keith, N. (2015). Action errors, error management, and learning in organizations. Annual Review
of Psychology, 66, 661–687.
Fusco, E. (2012). Effective questioning strategies in the classroom: A step-by-step approach to engaged thinking and
learning, K–8. New York, NY: Teachers College Press.
Handelsman, M. M. (2013, November 26). The case of classroom cold calling: What do you think? Psychology
Today. Retrieved from https://www.psychologytoday.com/blog/the-ethical-professor/201311
/the-case-classroom-cold-calling-what-do-you-think
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person
and online. San Francisco, CA: Jossey-Bass.
Ingram, J., & Elliott, V. (2016). A critical analysis of the role of wait time in classroom interactions and the
effects on student and teacher interactional behaviours. Cambridge Journal of Education, 46, 1–17.
Knight, J. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
Krause, S. J., Baker, D. R., Carberry, A. R., Koretsky, M., Brooks, B. J., Gilbuena, D., . . . Ankeny, C. J. (2013, June).
Muddiest point formative feedback in core materials classes with YouTube, Blackboard, class warm
-ups and word clouds. Paper presented at the 120th American Society for Engineering Education
Annual Conference & Exposition, Atlanta, GA. Retrieved from https://www.asee.org/public
/conferences/20/papers/7130/view
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.

36
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca
/resources/files/Active-learning-class-observation-guide_Wieman.pdf

Module 5e. Using Student Achievement and Feedback to Improve Your

Teaching
In this module, faculty learn how to use patterns of student achievement on key assignments and assessments to
inform instruction. In addition, the module provides techniques to secure mid- and end-of-semester feedback from
students and techniques to use colleague observations and consultations with faculty development specialists to inform
improvements in instruction.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as creating a data
analysis insights chart, securing midsemester feedback, or documenting teaching practices in
a journal.

Advising Subject Matter Experts: José Bowen, Goucher College, and Trudy W. Banta, Indiana University–
Purdue University Indianapolis

Angelo, T. A., & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.).
San Francisco, CA: Jossey-Bass.
Benton, S. L., & Cashin, W. E. (2014). Student ratings of teaching: A summary of research and literature (Idea Paper
No. 50). Retrieved from http://ideaedu.org/wp-content/uploads/2014/11/idea-paper_50.pdf
Cashin, W. E. (1995). Student ratings of teaching: The research revisited (Idea Paper No. 32). Retrieved from
http://files.eric.ed.gov/fulltext/ED402338.pdf
Christensen, C. R., Garvin, D. A., & Sweet, A. (Eds.). (1991). Education for judgment: The artistry of discussion
leadership. Boston, MA: Harvard Business School Press.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Farmer, D. W., & Napieralski, E. A. (1997). Assessing learning in programs. In J. G. Gaff & J. L. Ratcliff (Eds.),
Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and
change (pp. 591–607). San Francisco, CA: Jossey-Bass.
Felder, R. M. (1992). What do they know, anyway? Chemical Engineering Education, 26, 134–135.
Gravestock, P., & Gregor-Greenleaf, E. (2008). Student course evaluations: Research, models and trends. Toronto,
ON, Canada: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca
/SiteCollectionDocuments/Student%20Course%20Evaluations_Research,%20Models%20and
%20Trends.pdf
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,
CA: Jossey-Bass.
Rojstaczer, S. (2012, September 18). Student evaluations offer bad data that leads to the wrong answer. New
York Times. Retrieved from http://www.nytimes.com/roomfordebate/2012/09/17/professors-and
-the-students-who-grade-them/student-evaluations-offer-bad-data-that-leads-to-the-wrong-answer
Seldin, P. (1997). Using student feedback to improve teaching. In D. DeZure (Ed.), To improve the academy
(Vol. 16, pp. 335–346). Stillwater, OK: New Forums Press and the Professional and Organizational
Development Network in Higher Education.
Svinicki, M. D., & McKeachie, W. J. (2010). McKeachie’s teaching tips: Strategies, research, and theory for college and
university teachers (13th ed.). Belmont, CA: Wadsworth.
Theall, M. (n.d.). Student ratings: Myths vs. research evidence. Retrieved from https://studentratings.byu.edu
/info/faculty/myths.asp

37
University of Michigan, Center for Research on Learning and Teaching. (n.d.). Improving your teaching:
Obtaining feedback. Retrieved from http://www.crlt.umich.edu/gsis/p9_1
University of Northern Iowa. (n.d.). Small-group instructional diagnosis. Retrieved from http://www.uni.edu
/provost/cetl/small-group-instructional-diagnosis
The University of Sydney, Institute for Teaching and Learning. (n.d.). Gathering and acting on feedback.
Retrieved from http://www.itl.usyd.edu.au/feedback/gatheringfeedback.htm
Using student evaluations to improve teaching. (1997). Speaking of Teaching: Stanford University Newsletter on
Teaching, 9(1).

38
 Have a Great Class. ™

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