Development and Design
Students to Sections in Large-Enrollment Courses
by Christopher Jackson, TRC Graduate Student
Associate, Department of English.
a Critically Reflective Teacher, by Stephen D. Brookfield. San Francisco:
Jossey-Bass, 1995. Reviewed by Jill Lasser, Graduate Student Associate,
TRC and Department of Slavic Languages and Literatures. Fall 1997.
a Teaching Team with TAs by Claire Cronmiller, Associate Professor,
Department of Biology. Spring 2002.
and Course Development, Side by Side. Fall 1999.
"Change-Up": A Good Pitch to Have in Your Teaching Repertoire
by Bill McAllister, TRC and Department of History. Fall 1997.
Idea: Cooperative Controversies. October 1991.
Learning/Cooperative Grading by Marji Lindner, TRC and Department
of Psychology. February 1992.
Academic Community by Mendy Gladden and James Kim, Department of
English. Fall 2001
Review: Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses reviewed by Alena Nye-Knutson,
Former TRC Graduate Student Associate, Department of Religious Studies.
Teaching in Higher Education by George Brown and Madeleine Atkins.
Reviewed by Mark Salata, Graduate Student Associate, TRC and Departments
of Biology and Education. Spring 1999.
Feedback at Work by Kevin J. Sullivan, Assistant Professor, Computer
Science. Spring 1998.
- Encouraging Scholarly Practice for Web-Savvy Students by Deandra Little, TRC Faculty Consultant, English.
Forum Showcases University Teaching Initiative by Bill McAllister,
Faculty Consultant, TRC and Department of History. Spring 1999.
Connections. Fall 2000.
- The Learning Portfolio: Promoting Intentional Learning by Dorothe J. Bach, TRC Faculty Consultant, German.
- Little Things Matter in Large Course Instruction by Michael Palmer, TRC Faculty Consultant, Chemistry.
in the Crowd? Helping Individual Students by Marva A. Barnett, TRC
and Department of French. Fall 2001.
the Techniques of Teaching, by Joseph Lowman. San Francisco: Jossey-Bass,
1995. Reviewed by Jill Lasser, Graduate Student Associate, TRC and Department
of Slavic Languages and Literatures. Fall 1997.
Courses, New Teaching Techniques. Fall 1998.
from the Electronic Suggestion Box: Experiences Using Anonymous Feedback
In Teaching by Kirk Martini, Assistant Professor, Architecture and
Civil Engineering. Spring 1998.
the Same Wavelength? Clarifying Course Expectations and Goals by
Marva Barnett, Director, TRC and Department of French. Fall 1999.
Program Provides Special Support For Teaching Analysis Polls by
Bill McAllister, Faculty Consultant, TRC and Department of History.
Self-Directed Guide to Designing Courses for Significant Learning
by L. Dee Fink, Director, Instructional Development Program, University
of Oklahoma. (Handout from Fall 2004 workshop, Designing
Courses that Help Students Learn.)
about Teaching by Michael Thomas, Graduate Instructor, Religious
Studies. Spring 2000.
About Teaching Anthropology: A TA-Faculty Workshop by Jeffrey Hantman
& Susan McKinnon, Department of Anthropology. Spring 1997.
Teaching Iinitiative: Past, Present, and Future. Fall 1999.
All Your Legs: How Student Evaluations Can Fit Into A Holistic Teaching
Assessment Program by Bill McAllister, Faculty Consultant, TRC and
Department of History. Fall 1999.
Idea:What Do Students Know About Course Content When They Begin?
Course Is It? Students as Course
Co-Creators, by Marva A. Barnett.
Do Students Drop a Course? by Alan Megill, Professor of History.