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Indiana University Bloomington


Office of Instructional Consulting
Kelley School of Business

Annotated Bibliography of Selected Books and Articles
Scholarship of Teaching and Learning
Updated 11 December 2003

Cooperative/Collaborative Learning
Course Development and Design
Diversity in the Curriculum
Evaluation of Teaching
Large Classes
Scholarship of Teaching and Learning
Service Learning
Student Evaluations of Teaching
Teaching Methods

Assessment (A)  
A.1 Assessing Student Experience

Kuh, George D. (2001). Assessing what really matters to student learning: inside the rational survey of student engagement. Change. 33 (3), 10-17.

Article explains the impetus behind the creation of the NSSE (National Survey of Student Engagement): how it works, what it asks of students, and how it right be used. This article is useful for course development and design, as it considers what students should get out of their college experience and how well universities are doing the job.

Pascarella, Ernest T. (2001). Identifying excellence in undergraduate education:
are we even close?. Change. 33 (3), 19-23.

This article challenges the traditional way of ranking institutions by resources, selectivity, faculty salaries, and so on. It proposes we look to instruments such as the NSSE (National Survey of Student Engagement) to gauge effective educational practices and to what students actually learn and experience at college. The article concludes with a useful bibliography.

A2 Assessing Classroom Learning
Sanders, Linda R. (2001). Improving assessment in university classroom. College Teaching. 49 (2), 62-64.

Critique of traditional assessment methods, especially multiple choice and essay tests. Suggestion of other methods of assessment to gauge what students are learning. Discussion of assessment techniques that require higher level cognitive skills (Bloom) and that test specifically what one's course goals and objectives are.

A3 Assessing Business Learning

A4 Assessing Humanities/Liberal Arts Learning

Dallinger, Judith M. and Mann, Karen B. (2000). Assessing student knowledge of and attitudes toward the humanities. College Teaching. 48 (3), 95-101.

Authors discuss statistics and conclude that students don't really know what the humanities are and why they must take them, but they know that they should.

Mann, Karen B. (2000). You can herd CATS: assessing learning in the humanities. College Teaching. 48 (3), 82-89.

Article presents a useful overview of assessment for the humanities with guidebook attached. Meaningful and useful assessment techniques explored. Very helpful for assessing classroom learning in the humanities.

Cooperative/Collaborative Learning
Millis, Barbara J. and Cottell, Philip G. (1998). Cooperative Learning for Higher Education Faculty. Phoenix, Arizona: The Oryx press.

Excellent sourcebook for cooperative learning ideas. First part of book focuses on the teaching and learning theory behind cooperative learning. The second part gives multiple and diverse examples and ideas for a cooperative learning classroom. The third part of the book discusses the assessment of cooperative learning techniques. A must for anyone interested in implementing cooperative learning in the classroom.

Course Development and Design
Walvoord, Barbara E. and Anderson, Virginia Johnson (1998). Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass.

This book covers a much broader area than its title might suggest. Part one handles the details of grading; part two discusses grading as a tool of assessment. The book is based on the assumption of "assignment-based course development," and it is here that the book is especially useful. In an interesting and systematic way, the authors teach instructors how to begin with learning goals, to design assignments and tests around those goals, and then to fill in the gaps with content. When courses are designed this way, testing, assignments, and grading become more useful and meaningful to both teachers and learners. A must for anyone new at course development.

Diversity in the Curriculum
Penn, Kristen A. (2000). Including all voices in the classroom: teaching lesbians, gay, and bisexual students. College Teaching. 48 (4), 129-135.

This article examines some obvious and some less obvious forces that contribute to the silencing or marginalizing of GLBT (gay, lesbian, bi-sexual, transgendered) voices. The article covers a range of reasons, from aggressive, overtly homophobic behavior and anti-gay sentiment going unchallenged by faculty to more subtle aspects, such as failing to discuss GLBT issues as part of the curriculum. A good start for those interested in diversity issues in the classroom.

Evaluation of Teaching
Arreola, Raoul A. (2000). Developing a Comprehensive Faculty Evaluation System: A Handbook for College Faculty and Administrators on designing and Operating a Comprehensive Faculty Evaluation System. 2nd ed. Bolton, Mass.: Anker.

A complete guide to the evaluations of faculty, with chapters devoted to various methods of assessing teaching excellence.

Chism, Nancy Van Note. (1999). Peer Review of Teaching: A Sourcebook. Bolton, Mass.: Anker.

The title says it all. Especially useful are the sample forms included in the book which can be copied and used for faculty evaluations.

Large Classes
MacGregor, Jean, Cooper, James L., Smith, Karl A. and Robinson, Pamela. (2000). Strategies for Energizing Large Classes: From Small Groups to Learning Communities. New Directions for Teaching and Learning. 81 (spring 2000).

This volume offers six articles, all useful, about teaching large classes effectively:
1. “The Argument for Making Large Classes Seem Small”
The authors identify the problems and challenges of large lecture-class format classes, and offer empirical and theoretical rationales for moving to approaches that emphasize small-group learning and the development of community.
2. “Getting Started: Informal Small-Group Strategies in Large Classes”
The authors describe a number of informal “turn-to-your-neighbor” approaches that create an active-learning environment in lecture settings.
3. “Going Deeper: Formal Small-Group Learning in Large Classes”
This chapter describes larger efforts to create formal, intensive small-group activities in large classes as well as several initiatives to redesign courses around small-group learning.
4. “Restructuring Large Classes to Create Communities of Learners”
The author talks about a number of initiatives that live within or alongside large classes, intentionally creating community, active-learning environments, and increased time on task.
5. “Implementing Small-Group Instruction: Insights from Successful Practitioners”
Common questions and concerns expressed by faculty members who adopt small-group approaches, and the ways they respond to them, are presented here.
6. “Making Small-Group Learning and Learning Communities a Widespread Reality”
This chapter evaluates the prospects for the continued expansion of small-group learning and learning communities on college campuses. It ends with a list of resources for further reading and exploration.

Scholarship of Teaching and Learning
Kreber, Carolin (2001). Conceptualizing the scholarship of teaching and identifying unresolved issues: the framework for this volume. New Directions for Teaching and Learning. 86, 1-18.

This article is about the "Delphi" study in which a panel of experts, responding to a survey, help to define issues pertinent to the scholarship of teaching and learning. Useful for conceptualizing the field.

Kreber, Carolin (2001). The scholarship of teaching and its implementation in faculty development and graduate education. New Directions for Teaching and Learning. 86, 79-88.

The article seeks ways to connect the scholarship of teaching and learning to research and reflection. Three areas explored: instructional design, student learning, and goals/rationale. Three reflections for each area: content (what), process (how), and premise (why). These reflections lead to a definition of the scholarship of teaching and learning.

Weimer, Maryellen (2001). Learning more from the wisdom of practice . New Directions for Teaching and Learning. (86), 45-56.

This article delineates the discrepancy between practical good teaching and the theory that informs it. In other words, there is much good teaching, but it is often not based on reflective scholarly theory. The article argues for the nurturing of a wisdom of practice, one that is informed by, and further builds on, what is presently known theoretically about teaching and learning, so teachers will know why certain techniques work well in certain contexts.

Service Learning
Zlotkowski, Edward (2001). Mapping new terrain: service learning across disciplines. Change. 33 (1), 24-33.

Introduction and promotion of an 18-volume series on service learning in various academic disciplines. Discussion of how service learning can change education from the teacher-centered (sage on stage) model to a cooperative model, where teachers and students work together to solve problems and learn together.

Student Evaluations of Teaching (SETs)  
Hobson, Suzanne M. and Talbot, Donna M. (2001). Understanding student evaluations: what all faculty should know. College Teaching. 49 (1), 26-31.

Authors suggests that course evaluations tell us more than we might inclined to think, especially of student perceptions of the learning process and environment. Includes a useful bibliography of research on this topic.

Hoyt, Donald P. and Pallett, William H. (1999). Appraising Teaching Effectiveness: Beyond Student Ratings. IDEA Center.

Authors explain why a multifaceted approach is necessary in evaluating teaching. They then describe each of the suggested aspects - input from students, peers, administration, and self - and give useable forms to simplify the process and make it uniform. Extremely useful and informative.

Marsh, Herbert W. and Roche, Lawrence A. (1997). Making students' evaluations of teaching effectiveness effective. American Psychologist. 52 (11), 1187-1197.

Authors argue that student evaluations are valid and useful in helping instructors maximize their teaching effectiveness. The best SETs should be multidimensional, measuring several aspects of one's teaching. General categories are not as helpful in gauging teaching effectiveness.

Menges, Robert (2000). Shortcomings of research on evaluating and improving Teaching in higher education. New Directions for Teaching and learning. (83), 5-11.

Article outlines major gaps in research vis-à-vis course evaluations. Proposal to look at faculty motivation behind practice and teaching decisions; Discussion about the discrepancy between research/theory and practice; suggestions for future research.

Ory, John C. (2001). Faculty thoughts and concerns about student ratings. New Directions for Teaching and Learning. (87), 3-15.

Written creatively, this article is fun to read, but it also give a useful overview of typical faculty concerns about SETs and answers those concerns with a summary of the research in the field. A useful start in understanding the literature on SETs and followed by an extensive bibliography.

Teaching Methods (TM)
TM.1 General
Graverholz, Liz (2001). Teaching holistically to achieve deep learning. College Teaching. 49 (2), 44-50.

Author discusses deep learning - changing students' whole being instead of just learning a concept or way to organize ideas. This method involves teaching so that students become emotionally involved with the material. It is especially appropriate for women, students of color, and non-traditional students. Includes a useful bibliography.

TM.2 Business
Melander, E.R. (2001). Educating the practitioner: strategies for focusing on the student in the undergraduate business curriculum. Beyond Teaching to Mentoring. 85-94.

Written for faculty who are new to the idea of learner-centered teaching and assessment. Article outlines the importance of finding out what students are learning, how they collaborate, and how they actively construct knowledge.