SoTL

=**Scholarship of Teaching and Learning** =

**Recommended Readings/Selected Bibliography**
Case, K.A., Bartsch, R., McEnery, L., Hermann, A., & Foster, D. (2008). Establishing a comfortable classroom from day one: Student perceptions of the reciprocal interview. College Teaching, 56, 210-214. Case, K.A. (2007). Raising white privilege awareness and reducing racial prejudice: Assessing diversity course effectiveness. Teaching of Psychology, 34, 231-235. Case, K.A. (2007). Raising male privilege awareness and reducing sexism: An evaluation of diversity courses. Psychology of Women Quarterly, 31, 426-435. Ciccone, A. A., Meyers, R. A., Waldmann, S. (2008). What's So Funny? Moving Students Toward Complex Thinking in a Course on Comedy and Laughter. Arts and Humanities in Higher Education, 7, 308-322.

**Some classic SoTL studies (as suggested by Alix Darden)**
• R. R. Hake. 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. Classic study showing the impact of active learning using the mechanics concept inventory as pre/post tests. • P. U. Treisman. 1992. Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College. College Mathematics Journal 23: 362-72. [UC Berkely, Workshop Calculus, African-American D/F/W rate from 60 percent to 4 percent.] See also R. E. Fullilove and P. U. Treisman. 1990. Mathematics Achievement Among African American Undergraduates at the University of California, Berkeley: An Evaluation of the Mathematics Workshop Program. Journal of Negro Education 59: 463-78. • M. D. Sundberg and M. L. Dini. 1993. Science majors vs. nonmajors: Is there a difference? Journal of College Science Teaching Mar./Apr. 1993:299-304. [Multiple sections and instructors. Both courses taught with traditional pedagogy, but with different intensities of ‘coverage.’ “The most surprising, in fact shocking, result of our study was that the majors completing their course did not perform significantly better than the corresponding cohort of nonmajors.” [Note: Less wasn't more, without pedagogical change, but more wasn't more either—and student attitudes suffered.] • J. Russell, W. D. Hendricson, and R. J. Herbert. 1984. Effects of lecture information density on medical student achievement. Journal of Medical Education 59:881-89. Three different lectures on the same subject. 90 percent of the sentences in the high-density lecture disseminated new information as did 70 percent in the medium and 50 percent in the low. Remaining time used for restating, highlighting significance, more examples, and relating the material to the student's prior experience. Students randomly distributed into the 3 groups (no significant differences in prior GPA or on knowledge base pretest). Students in low treatment learned and retained lecture information better. Here less is more.

**Assessment resources (as suggested by Alix Darden)**
• Georgetown University’s Visible Knowledge Project toolkit for analyzing qualitative data. http://cndls.georgetown.edu/crossroads/vkp/resources/kits/qualitativedata/index.htm • NSF 2002 user-friendly Handbook for Project Evaluation - http://www.nsf.gov/pubs/2002/nsf02057/start.htm • Rubistar – a free tool to help a teacher make quality rubrics -http://rubistar.4teachers.org/index.php • Angelo, T.A. and K. P. Cross. 1993. Classroom Assessment Techniques. 2nd ed. Jossey-Bass, 427 pp. Paperback. • Beckman, TJ and Cook DA. 2007. Developing Scholarly projects in education: a primer for medical teachers. Medical Teacher, 29:210-218. • Biggs, J. B. and Collis, K.F. 1982. Evaluating the quality of learning: the SOLO taxonomy. Academic Press, New York. • Bloom, B. S. 1956. Taxonomy of educational objectives, handbook I: The cognitive domain. David McKay Co. Inc., New York. • Brookhart, SM. 1999.The art and Science of Classroom Assessment: The missing part of Pedagogy. ASHE-ERIC Higher Education Report (Vol 27, No. 1)Washinton DC:The George Washinton University, Graduate School of Education and Human Development. • Dunn, L., Morgan, C., O’Reilly, M. and Parry, S. 2004. The student assessment handbook: new directions in traditional and online assessment. Routledge Falmer, New York. • Epstein, RM. 2008. Assessment in Medical Education. N Eng J Med. 356(4):387-396. • Geisler, C.A. 2003. Analyzing Streams of Language: Twelve Steps to the Systematic Coding of Text, Talk, and Other Verbal Data (Paperback) - expensive brand new, but can get used copies on line • Huba, M. E., and Freed, J. E., 2000, Learner-centered assessment on college campuses shifting the focus from teaching to learning, Allyn and Bacon, Boston, MA. • Krueger, R. A., and Casey, M. A., 2000, Focus groups: a practical guide for applied research, Sage Publications, Thousand Oaks, Calif. • Stevens, D.D. and Levi, A.J. 2005, Introduction to Rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Stylus Publishers, Inc., Sterling, VA. • Walvoord, B. E. F., and Anderson, V. J., 1998, Effective grading a tool for learning and assessment, Jossey-Bass Publishers, San Francisco, CA.

**Development of the Learner (as suggested by Alix Darden)**
• Baxter Margolda, MB. 1999. Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy. Vanderbilt University Press. • Bransford, JD, Brown, AL and Cocking, RR, eds. 2000. How People Learn: Brain, Mind, Experience and School. National Academy Press, Washington DC. • Nelson, C 1999. On The Persistence Of Unicorns: The Tradeoff Between Content And Critical Thinking Revisited. In B. A. Pescosolido and R.Aminzade, eds. The Social Worlds of Higher Education. Pine Forge Press. Application of Perry in the classroom. • Perry, WG[1970] 1998. Forms of Intellectual and Ethical Development in the College Years, A Scheme. New introduction by Lee Knefelkamp. Jossey-Bass.

**Active Learning (as suggested by Alix Darden)**
Allen, D and Tanner, K. Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex. Cell Biology Education. 4:262-268. 2006. http://www.lifescied.org/cgi/content/full/4/4/262 • Angelo, TA, KP Cross: Classroom assessment techniques: a handbook for college teachers, 2nd edn. San Francisco: Jossey-Bass Publishers; 1993. • Bean, JC: Engaging Ideas. The Professors Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass Publishers; 2001. • Bess, JL: Teaching alone, teaching together transforming the structure of teams for teaching, 1st edn. San Francisco, CA: Jossey-Bass; 2000. • Bonwell, CC and JA Eison: Active Learning: Crating Excitement in the Classroom. Washington DC, The George Washington University; 1991. • Bowman, S. Preventing Death by Lecture. 2005. Bowperson Publishing Co. Glenbrook, NV. • Bransford, JD, AL Brown, RR Cocking, eds: How People Learn. Brain, Mind, Experience and School. Washington DC, National Academy Press; 2000. Available free online at: http://www.nap.edu. • Davis, BG: Tools for teaching, 1st edn. San Francisco, CA: Jossey-Bass Publishers; 1993. • Ebert-May, D, C Brewer, S Allred: Innovation in Large Lectures--Teaching for Active Learning. Bioscience 1997, 47:601-607. • Fink, L. Dee: Creating Significant Learning Experiences. San Francisco, CA: Jossey-Bass; 2003. • Ghosh, R: The Challenges of Teaching Large Numbers of Students in General Education Laboratory Classes Involving Many Graduate Student Assistants. Bioscene 1999, 25:7-11. • Knight, JK and Wood, WB: Teaching more by lecturing less. Cell Biology Education. 2005. 4:298-310. http://www.lifescied.org/cgi/content/full/4/4/298 • MacGregor, J: Strategies for energizing large classes from small groups to learning communities. San Francisco, CA: Jossey-Bass; 2000. • McKeachie, WJ, G Gibbs: McKeachie's teaching tips strategies, research, and theory for college and university teachers, 10th edn. Boston, MA: Houghton Mifflin Co; 1999. • Redish, EF, JM Saul, RN Steinberg: Student Expectations in Introductory Physics. 2000. • Stanley, CS, ME Porter: Engaging large classes: strategies and techniques for college faculty. Bolton, Mass.: Anker Pub. Co.; 2002. • Zull, JE: The Art of Changing the Brain. Sterling, VA: Stylus Publishing, 2002.