Course Development and Design

• Assigning Students to Sections in Large-Enrollment Courses by Christopher Jackson, TRC Graduate Student Associate, Department of English.
• Becoming 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.
  
• Building a Teaching Team with TAs by Claire Cronmiller, Associate Professor, Department of Biology. Spring 2002.
  
• Career and Course Development, Side by Side. Fall 1999.
  
• The "Change-Up": A Good Pitch to Have in Your Teaching Repertoire by Bill McAllister, TRC and Department of History. Fall 1997.
  
• Teaching Idea: Cooperative Controversies. October 1991.
  
• Cooperative Learning/Cooperative Grading by Marji Lindner, TRC and Department of Psychology. February 1992.
  
• Creating Academic Community by Mendy Gladden and James Kim, Department of English. Fall 2001
  
• Book 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.
• Effective 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.
  
• Electronic 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.
• Fall Forum Showcases University Teaching Initiative by Bill McAllister, Faculty Consultant, TRC and Department of History. Spring 1999.
• Interdisciplinary 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.
  
• Lost in the Crowd? Helping Individual Students by Marva A. Barnett, TRC and Department of French. Fall 2001.
  
• Mastering 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.
  
• New Courses, New Teaching Techniques. Fall 1998.
  
• Notes from the Electronic Suggestion Box: Experiences Using Anonymous Feedback In Teaching by Kirk Martini, Assistant Professor, Architecture and Civil Engineering. Spring 1998.
  
• On the Same Wavelength? Clarifying Course Expectations and Goals by Marva Barnett, Director, TRC and Department of French. Fall 1999.
  
• Parents' Program Provides Special Support For Teaching Analysis Polls by Bill McAllister, Faculty Consultant, TRC and Department of History. Spring 1998.
  
• A 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.)
• Talking about Teaching by Michael Thomas, Graduate Instructor, Religious Studies. Spring 2000.
  
• Talking About Teaching Anthropology: A TA-Faculty Workshop by Jeffrey Hantman & Susan McKinnon, Department of Anthropology. Spring 1997.
  
• University Teaching Iinitiative: Past, Present, and Future. Fall 1999.
  
• Using 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.
  
• Teaching Idea:What Do Students Know About Course Content When They Begin? January 1993.
• Whose Course Is It?  Students as Course Co-Creators, by Marva A. Barnett.
  
• Why Do Students Drop a Course? by Alan Megill, Professor of History. January 1995.