Campus-Specific and National Publications

Campus-Specific Publications

Handbook for Graduate Teaching Assistants

What Do I Do When. . . ? Quick Reference Guide for Teaching Questions

About Teaching

About Teaching  is published online by the University of Delaware's Center for Teaching Effectiveness (CTE), 212 Gore Hall.  The purpose of the campus-specific newsletter is to disseminate information about learning, college teaching, and professional development to faculty and TAs; the newsletter features instructional innovations and programs at Delaware. We welcome comments, suggestions, and articles written by UD instructors on topics of special interest to the academic community. Send your ideas today.

National Publications

The Teaching Professor

CTE holds a group site license giving campus members free access to The Teaching Professor, a higher education newsletter produced by Mangna Publications and edited by Dr. Maryellen Weimer of Penn State Berks Lehigh. The newsletter serves as a forum for discussion of the best strategies across disciplines that are supported by the latest research for effective teaching in the university classroom. Typical topics include assessment and evaluation, engagement of student interest, faculty time management. The newsletters is published ten times during the academic year. You may access the newsletter in pdf format.

As part of the license agreement, members of the UD community can sign up for free access to the newsletter, create their own account, a one-time process, and search the archives. You will receive an email reminder each time a new issue is published. You will need a UD specific Voucher code and pin to sign up. Please contact Gabriele Bauer to obtain that access information. Thank you; we hope you'll find this service helpful.

National Teaching & Learning Forum

Back Issues

CTE subscribes to the online version of Essays on Teaching Excellence. The essays are available free of charge to members of the University of Delaware community.  The series is published by the Professional & Organizational Development Netwok in Higher Education (POD).

2007-2008 Essay Series
Beyond Writing: Integrative Learning and Teaching in First-Year Seminars (v19n1)
David H. Krause, Dominican University and Robert C. Lagueux, Columbia College Chicago
Developing the Scholarship of Teaching and Learning Using Faculty Learning Communities (v19n2)
Milton D. Cox, Miami University
Teaching, Learning, and Sprituality in the College Classroom (v19n3)
Allison Pingree, Vanderbilt University
Role-Play: An Often Misused Active Learning Strategy (v19n4)
Stephanie Nickerson, Instructional Consultant
Building Assignments that Teach (v19n5)
Mary-Ann Winkelmes, University of Chicago
Collaboration or Plagiarism? Explaining Collaborative-Based Assignments Clearly (v19n6)
Tuesday Cooper, Empire State College
The Right Start: Reflections on a Departmentally Based Graduate Course on Teaching (v19n7)
Craig E. Nelson, Indiana University, Bloomington
The Useful, Sensible, No-Frills Departmental Assessment Plan (v19n8)
Barbara E. Walvoord, University of Notre Dame

2006-2007 Essay Series
When Disability Enters a Teacher's Life, Must the Teacher Stop Teaching? (v18n1)
Laura L. B. Border, University of Colorado at Boulder
Student Plagiarism: How to Maintain Academic Integrity (v18n2)
Ludy Goodson, Georgia Southern University
Incorporating Course-Level Evidence of Student Learning into Program Assessment (v18n3)
Nancy Simpson, Texas A&M University and Laurel Willingham-McLain, Duquesne University
Information Literacy: Imperatives for Faculty (v18n4)
Leora Baron-Nixon, University of Nevada, Las Vegas
Motivating Generation Y in the Classroom (v18n5)
Jim Westerman, Apalachian State University
A Microteaching Model that Maximizes Feedback, Peer Engagement, and Teaching Enhancement (v18n6)
Barbara Millis, University of Nevada, Reno and Gosia Samojlowicz, Internetwork Expert, Inc.
Everything You Always Wanted to Know about Student Writing (but Were Afraid to Ask) (v18n7)
Michael Reder, Connecticut College
Opening the Door: Faculty Leadership in Institutional Change (v18n8)
Rick Holmgren, Allegheny College

2005-2006 Essay Series
Leveling the Field: Using Rubrics to Achieve Greater Equity in Teaching and Grading (v17n1)
        by Dannelle D. Stevens and Antonia Levi, Portland State University
Laughterpiece Theatre: Humor as a Systematic Teaching Tool (v17n2)
        by Ronald A. Berk, Johns Hopkins University
Assessing Students' Online Learning: Strategies and Resources (v17n3)
        by Patricia Comeaux, University of North Carolina - Wilmington
Teaching Portfolios for Graduate Students: Process, Content, Product, and Benefits (v17n4)
        by Laura L. B. Border, University of Colorado at Boulder
From Passive to Active Learning: Helping Students Make the Shift (v17n5)
        by Marilla Svinicki, University of Texas at Austin
Student Teams, Teaching and Technology (v17n6)
        by Ruth Federman Stein and Sandra N. Hurd, Syracuse University
Practice Tests: a Practical Teaching Method(v17n7)
        by Margaret K. Snooks, University of Houston - Clear Lake
Using Student-Centered Assessment to Enhance Learning (v17n8)
        by Mick LaLopa, Purdue University

2004-2005 Essay Series
Transitions: What's Love Got to Do with It? (v16n1)
        by Kathleen T. Brinko, Appalachian State University
The Power of Student Stories: Connections that Enhance Learning (v16n2)
        by Peter Frederick, Heritage College
PowerPoint: Possibilities and Problems (v16n3)
        by Eugene V. Gallagher and Michael Reder, Connecticut College
Teaching Bioethics through Participation and Policy-Making (v16n4)
        by Karey A. Harwood, North Carolina State University
Validity, Research, and Reality: Student Ratings of Instruction at the Crossroads (v16n5)
        by Jennifer Franklin, University of Arizona
Why Knowing About Disciplinary Differences Can Mean More Effective Teaching (v16n6)
        by Michele Marincovich, Stanford University and Jack Prostko, University of Maryland
Teaching for Diversity and Inclusiveness in Science, Technology, Engineering and Math (STEM) (v16n7)
        by Angela Linse, Temple University; Wayne Jacobson, University of Washington; and Lois Reddick, New York University
A Roadmap to Part-Time Faculty Success (v16n8)
        by Terri A. Tarr, Indiana University-Purdue University Indianapolis

2003-2004 Essay Series
Student Plagiarism: Are Teachers Part of the Problem or Part of the Solution (v15n1)
        by Chris Anson, North Carolina State University
Taking Self Assessment Seriously (v15n2)
        by Georgine Loacker, Alverno College
Promoting Learning through Inquiry (v15n3)
        by Virginia S. Lee, North Carolina State University
Great Expectations and Challenges for Learning Objects (v15n4)
        by Anne H. Moore, Virginia Polytechnic Institute
Engaging the Whole Student: Interactive Theatre in the Classroom (v15n5)
        by Suzanne Burgoyne, University of Missouri-Columbia
Engaging Faculty in New Forms of Teaching and Learning (v15n6)
        by Paul Hagner, University of Hartford
Self Efficacy in College Teaching (v15n7)
        by Anita Woolfolk Hoy, The Ohio State University
Encouraging Civil Behavior in Large Classes (v15n8)
        by Mary Deane Sorcinelli, University of Massachusetts Amherst

2002-2003 Essay Series
Leading Culturally Sensitive Classroom Discussions Post September 11 (v14n1)
        by Devorah Lieberman, Portland State University
Unlearning: A Critical Element in the Learning Process (v14n2)
        by Virginia S. Lee, North Carolina State University
Teaching Circles: Making Inquiry Safe for Faculty (v14n3)
        by Mary Ann Cessna and Laurel Black, Indiana University of Pennsylvania
Achieving Teaching and Learning Excellence through Faculty Learning Communities (v14n4)
        by Milton Cox, Miami University
Creating a Culture of Co-Learners with Problem-Based Learning (v14n5)
        by Kristi L. Arndt, Educational Consultant
Team Teaching: The Learning Side of the Teaching-Learning Equation (v14n6)
        by Mary Jane Eisen, Residence University of Connecticut and Elizabeth J. Tisdell, Pennsylvania State
     University-Harrisburg
Improving Teaching through Classroom Action Research (v14n7)
        by Gwynn Mettetal, Indiana University South Bend
Helping Students Help Each Other: Making Peer Feedback More Valuable (v14n8)
        by Linda B. Nilson, Clemson University

2001-2002 Essay Series
Reflections on the Scholarship of Teaching and Learning (v13n5)
        by Pat Hutchings, The Carnegie Foundation for the Advancement of Teaching
Diversity Begins at Home:  Multiculturalism in State and Regional Studies (v13n6)
        by Barbara Lounsberry, University of Northern Iowa
From Cognitive Dissonance to Self-Motivated Learning (v13n7)
        by Edmund J. Hansen, Northeastern Illinois University
Teachers and Scholars as Designers: The Art and Practice of Instructional Design (v13n8)
        by Charles M. Spuches, SUNY College of Environmental Science and Forestry

Discipline-Specific Teaching Publications

The following is a compilation of free online journals related to teaching within a specific discipline.

Teaching Publications and Listservs
 
The Class Act
Online newsletter on teaching published by the Searle Center for Teaching Excellence at Northwestern University.

Faculty Development Associates
Commercial site by Dr. Richard E. Lyons contains a link titled Online Resources, consisting of links to higher education publications, organizations, and topics.  The site also has a link titled Teaching Tip of the Week, which offers suggestions geared to the particular time of the semester.

IDEA Papers
IDEA Papers are research publications focused on a variety of teaching and evaluation issues ranging from leading discussions, teaching large classes to validity of student ratings.

Teaching at Mizzou (University of Missouri-Columbia)
Online teaching guide for beginning instructors: graduate teaching assistants, graduate instructors, and new faculty.

Tomorrow's Professor Listserv, Stanford University Learning Laboratory
This Listserv is a product of the Stanford University Learning Laboratory and is sent free on a bi-weekly basis to subscribers, faculty, postdocs, and graduate students at colleges and universities around the world. Postings have been sent on such topics as: New faculty reward structures, preparing for academic careers, improving student learning, and writing successful proposals.  Subscribe by sending the message "subscribe tomorrows-professor"

Publications on Instructional Technologies

EDUCAUSE Quarterly          Current Issue
Publication by EDUCAUSE focused on technologies in higher education.

F-LIGHT, Flashlight Newsletter
E-Newsletter for the study and improvement of educational uses of technology.

Online Cl@assroom: Ideas for Effective Online Instruction
Provides practical advice and examples of proven, research-based pedagogical techniques to help instructors and course developers create and teach outstanding online courses. Includes expert advice on course design, learner-centered pedagogy, synchronous and asynchronous interaction, online learning communities, appropriate use of technology, course management, and assessment.

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