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Please note: This list contains selected references on the topics
of Awareness, Application,
and Advocacy as they relate to learner-centered
education. If you are aware of additional resources on these topics that
you'd like to see added to the list, please send your suggestions to our
web developer, jknorman@email.arizona.edu.
Awareness
Bransford, J. D., Brown, A. L. & Cocking, R. R. (2000). How people
learn: Brain, mind, experience, and school. Washington, DC: National
Academy Press. BOOK
Annotation: This book is the result of the work of two committees of
the Commission on Behavioral and Social Sciences and Education of the
National Research Council (NRC). These two committees were the Committee
on Developments in the Science of Learning and the Committee on Learning
Research and Educational Practice. This book provides new ideas about
evidence-based ways to facilitate human learning and future directions
for the science of learning.
Horn, L., and Berktold, J. (1999). Students With Disabilities in Postsecondary
Education: A Profile of Preparation, Participation, and Outcomes (NCES
1999-187). FEDERAL REPORT
King, P. M. (1978). William Perry's theory of intellectual and ethical
development. New Directions for Student Services, 4, 35-51. ARTICLE
Annotation: According to King, the ways in which people come to think
about and take responsibility for what they know, believe, and value
changes dramatically between adolescence and adulthood. Perry's scheme
of intellectual and ethical development, grounded in cognitive development
theory, charts the process of this developmental sequence.
Leamnson B. (1999). Thinking about thinking about teaching. In
Thinking about teaching and learning: Developing habits of learning
with first year college and university students. Sterling, VA: Trentham
Books (pp 11-22). CHAPTER
Annotation: Leamnson discusses the meaning of teaching as it relates
to pedagogy. He also talks about a philosophy of teaching and the process
inherent to developing such a philosophy. He makes the important point
that our beliefs and philosophy of teaching must be reflected in our
behavior as educators. He ends this brief chapter by listing and briefly
explaining seven elements that he considers important in a philosophy
of teaching.
Linton, S. (1998). Claiming disability - Knowledge and identity.
New York, NY: New York University Press. BOOK
Annotation: Linton makes a compelling case for the need to enrich and
enhance our cultural understanding of disability, its causes, effects,
and ramifications. She argues that if we do not begin to imagine disability
as a broad subject that shapes the humanities, then we are also less
likely to imaging disability as a broad, general subject that shapes
public life and public policy.
Longmore, P. K. (2003). Why I burned my book. In P.K. Longmore. Why
I burned my book and other essays on disability. Philadelphia, PA:
Temple University Press (pp 230-259). CHAPTER
Annotation: In this essay, Longmore describes the discrepancy between
'insider' and 'outsider' perspectives about disability, power disparities
between people with and without disabilities, and brings up the conflict
of agendas between disability rights activists and non-disabled policymakers
and professionals. He ends his essay by describing the continuing struggle
of an individual with a disability to gain a stronger voice and to shape
his/her destiny.
Mairs, N. (1996). Waist-high in the world. Boston, MA: Beacon
Press. BOOK
Annotation: Mairs provides an extraordinary first-hand account of her
experience as an individual with disabilities resulting from a diagnosis
of multiple sclerosis. Mairs has an uncanny ability to raise the perfect,
thought-provoking questions about culture, society, and disability while
providing a glimpse into everyday life with a disability.
Oblinger, D.C., Rush S.C. (1997). The Learning Revolution In D.C. Oblinger
and S.C. Rush (Eds). The learning revolution: The challenge of information
technology in the academy. Bolton, MA: Anker Publishing Co. CHAPTER
Annotation: Oblinger and Rush describe how society is being transformed
by global competition and the power of technology. They talk about changes
in the world at large that have tremendous potential to impact higher
education. They describe the transformation of the workplace occurring
as a result of these changes, and speculate whether the academy is preparing
students to be lifelong, adaptable learners suited to this rapidly changing
work environment. They discuss an alternative educational model (as
contrary to the lecture model) and its technology implications.
Palmer, P. J. (1997). The renewal of community in higher education. In
W. E. Campbell & K. A. Smith (Eds). New Paradigms for College Teaching
(pp 1-17). CHAPTER
Annotation: Palmer discusses the importance of community in higher
education and its empowering effect. He addresses three elements that
he considers are missing in higher education: community, diversity,
and social accountability.
Simpson, R. D., Dyer, T. G. (1996). The American professoriate in transition.
Teaching Excellence, 8(8), 1-2. ARTICLE
Annotation: Simpson and Dyer describe the professoriate in a state
of transition and as being vulnerable to strong forces from outside
and inside the academy. They briefly describe their vision for the future
of the professoriate.
Weimer, M. (1996). Why scholarship is the bedrock of good teaching. In
RJ Menges, M Weimer (Eds). Teaching on solid ground: Using scholarship
to improve practice (pp 1-20). San Fracisco, CA: Jossey-Bass, Inc.
CHAPTER
Annotation: In this introductory chapter to a powerful book, Weimer
addresses three key aspects of teaching and its scholarship. First,
she addresses the need for improved practice in higher education. Next,
she provides an in-depth explanation of what is meant by the scholarship
of teaching. Finally, she focuses on the relationship between scholarship
and improved practice and how the former leads to the latter.
Weimer, M. (2002). Learner-centered teaching: Five key changes to
practice. San Francisco, CA: Jossey Bass Inc. TEXTBOOK
Annotation: Weimer offers a comprehensive resource on the topic of
learner-centered teaching in the college and university classroom. This
book seeks to facilitate educators in accomplishing the goals of learner-centered
teaching. Weimer presents the meaning, practice, and ramifications of
learner-centered approach and how this approach can transform the college
classroom.
Zull, J. E. (1998). The brain, the body, learning and teaching: Does
the new brain science have useful messages for professors? The National
Teaching and Learning Forum, 7(3): 1-5. TEXT
Annotation: Zull describes human learning as a biological process.
He addresses the impact of the dramatic progress we have made in understanding
some very fundamental ideas about how our brains learn, and the biological
basis for learning. In this short article, he addresses four questions:
1) How does the brain learn? 2) How does the brain remember? 3) How
does emotion affect reasoning and memory? 4) How does the body affect
brain function and learning?
Awareness online
http://www.apa.org/ed/lcp.html
Learner-Centered Psychological Principles: A Framework for School Redesign
and Reform
Description: A report on learner-centered psychological principles
and their implications for school redesign and reform. This report was
produced by a working group of the Board of Educational Affairs (BEA)
of the American Psychological Association.
http://www.design.ncsu.edu:8120/cud/univ_design/
princ_overview.htm
Principles of Universal Design
Description: The authors, a working group of architects, product designers,
engineers and environmental design researchers, collaborated to establish
the following Principles of Universal Design to guide a wide range of
design disciplines including environments, products, and communications.
These seven principles may be applied to evaluate existing designs,
guide the design process and educate both designers and consumers about
the characteristics of more usable products and environments.
http://www.cast.org/udl/
Universal Design for Teaching
Description: Universal Design for Learning (UDL) is a new paradigm
for teaching, learning, and assessment, drawing on new brain research
and new media technologies to respond to individual learner differences.
The CAST website provides information on theory and research about UDL,
tools and resources, examples and illustrations of activities designed
per UDL principles.
http://www.ldonline.org/ld_indepth/postsecondary/
LD In Depth
Description: More and more students with learning disabilities are
enrolling in college and universities. Increasingly, more institutions
of higher education are offering support programs for students with
learning disabilities. Information on this site offers advice on creating
a successful postsecondary education experience for students with disabilities.
http://nces.ed.gov/pubsearch/pubsinfo.asp?
pubid=1999187
Students with Disabilities in Postsecondary Education: A Profile of Preparation,
Participation, and Outcomes
Description: This report provides a comprehensive profile of students
with disabilities enrolled in postsecondary education. It is based on
an analysis of four different surveys conducted by the National Center
for Education Statistics, which were used to address four issues: 1)
representation of students with disabilities enrolled in postsecondary
education (PSE); 2) who among high school students with disabilities
gains access to PSE; 3) among those who enroll in PSE, how well do they
persist to degree attainment; and 4) among college graduates, what are
the likely early labor market outcomes and graduate school enrollment
rates of students with disabilities.
http://www.ncd.gov/newsroom/publications/
education.html
People with Disability and Postsecondary Education
Description: The National Council on Disability (NCD) undertook this
synthesis in anticipation of the reauthorization of the Higher Education
Act (HEA). Students with disabilities, who now represent nearly 10 percent
of all college students, currently experience outcomes far inferior
to those of their non-disabled peers, despite the fact that research
shows that they are more likely to obtain positive professional employment
outcomes after degree completion than their peers. The purpose of this
report is to provide background that might guide reauthorization of
the HEA to better support students with disabilities to achieve equal
postsecondary outcomes.
http://aahebulletin.com/public/archive/inclusion.asp
A Time for Inclusion: Strategies for Encouraging the Success of All Students
Description: This article describes ways to foster a supportive classroom
environment for members of ethnic and religious minorities while encouraging
dialogues that help to examine controversial issues from a variety of
perspectives. Seward writes using her classroom experiences, discussions
with students, and personal reflection on creating a safe and inclusive
class environment.
http://aahebulletin.com/public/archive/seven
principles1987.asp
Seven Principles for Good Practice in Undergraduate Education
Description: In this short article published in the CHANGE bulletin,
the authors focus on how students and faculty can improve undergraduate
education. These seven principles are based on research on good teaching
and learning in colleges and universities. These seven principles are
intended as guidelines for faculty members, students, and administrators
to improve teaching and learning.
Application
Anderson, J. A., & Adams, M. (1992). Acknowledging the learning styles
of diverse student populations: Implications for instructional design.
In N. Chism & L. Border (Eds). Teaching for diversity (pp 19-33).
San Francisco, CA: Jossey-Bass Inc. CHAPTER
Annotation: The authors discuss research on students' learning styles
and provide multiple practical ideas for fostering the success of students
across cognitive styles.
Anderson, R. S. (1998). Why talk about different ways to grade? The shift
from traditional assessment to alternative assessment. In R. S. Anderson
& B.W. Speck (Eds). Changing the way we grade student performance:
Classroom assessment and the new learning paradigm. New Directions
for Teaching & Learning, 74:5-16. San Francisco, CA: Jossey-Bass Inc.
CHAPTER
Annotation: A national movement is calling for a shift from traditional
assessment practices to alternative assessment practices. In this chapter,
Anderson compares the philosophical beliefs and theoretical assumptions
of traditional assessment with those of alternative assessment and discusses
the classroom implicatins of shifting to an alternative assessment paradigm.
Angelo, TA (1993). A teacher's dozen: Fourteen general research-based
principles for improving higher learning in our classrooms. AAHE Bulletin
(April):11-16. ARTICLE
Annotation: Angelo presents a list of fourteen principles of effective
higher learning, against the background of three assumptions. He suggests
that in order to most effectively promote learning, faculty need to:
a) know about how students learn, b) know about research-based principles
that can be applied to improve teaching and learning, and c) be able
to adapt the teaching techniques described for their own disciplines.
Baldwin, R.G. (1998). Technology's impact on faculty life and work. In
K. H. Gillespie (Ed). The Impact of Technology on Faculty Development,
Life, and Work (pp 7-22). San Francisco, CA: Jossey-Bass Inc. CHAPTER
Annotation: This chapter considers the changes under way in the work
life of higher education family members, including a focus on implications
for faculty careers, personnel policies, and faculty development services.
Bystrom, V. A. (1997). Getting it together: Learning communities. In
W. E. Campbell & K. A. Smith (Eds). New Paradigms for College Teaching
(pp 243-267). CHAPTER
Annotation: Valerie Bystrom discusses the importance of 'learning communities'
for faculty members seeking to transform their concepts of teaching,
learning, and instruction. She presents a detailed understanding of
what the term 'learning community' implies and cites specific learning
community models as examples. She ends by describing the myriad benefits
of learning communities for teachers and learners.
Cherrin, S. (1993). Teaching controversial issues. Teaching Excellence,
5(1), 1-2). ARTICLE
Annotation: Suzanne Cherrin provides a comprehensive, practical description
of how to structure a classroom setting for a productive discussion
of controversial topics. She emphasizes establishing ground rules for
disagreement and tips for encouraging initial participation and tempering
conflict in the classroom.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences
for the 21st century. New York, NY: Basic Books. TEXTBOOK
Annotation: Gardner, a Harvard psychologist, revolutionized the thinking
about intelligence and creativity with his landmark theory of multiple
intelligences. In this book, he offers a state-of-the-art update on
how this theory has impacted our understanding of education and human
development.
Hodge, B. M. & Preston-Sabin, J. (1997). Accommodations - or just
good teaching? Strategies for teaching college students with disabilities.
Westport, CT: Greenwood Publishing Group Inc. BOOK
Annotation: Faculty in higher education routinely encounter students
with disabilities in the 'traditional' classroom. In this book, the
authors provide information on accommodations, legal issues, and integrating
reasonable accommodations into routine teaching activities with the
goal of supporting student success. Detailed information is provided
in a series of chapters about different categories of disabilities,
including learning disabilities, hearing/mobility/vision/speech impairments,
chronic health problems, and integrative processing difficulties.
Holton, S. A. (1996). Cracks in the ivory tower: Conflict management
in the classroom - and beyond. Teaching Excellence, 8(4), 1-2. ARTICLE
Annotation: Holton states that conflict in academia is inevitable.
She proposes a three-part model for conflict management, which includes
a) identifying the conflict, b) identifying the solutions, and c) implementing
solutions.
deWinstanley, P. A. & Bjork, R. A. (2002). Successful lecturing:
Presenting information in ways that engage effective processing In D.
F. Halpern and M. D. Hakel (Eds.) Applying the science of learning
to university teaching and beyond, New Directions in Teaching and
Learning (89). San Francisco, CA: Jossey-Bass, Inc. CHAPTER
Annotation: In this chapter, the authors assert that an effective lecture,
if suitably adapted to actively engage students, can be a successful
method of teaching. They provide concrete suggestions to modify a 'traditional'
lecture style delivery of information into being more interactive.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1988). Cooperative
learning: An active learning strategy for the college classroom. Minneapolis,
MN: University of Minnesota. ARTICLE
Annotation: This piece presents a rationale for using cooperative learning
in college classes and discusses the operation of three kinds of cooperative
learning groups.
Love, P. G., & Love, A. G. (1995). Enhancing student learning:
Intellectual, social, and emotional integration. ASHA-ERIC Higher
Education Report # 4. Washingtn, D.C.: The George Washington University,
Graduate School of Education and Human Development. BOOK
Annotation: The need to focus on holistic learning - the integration
of intellectual, social, and emotional aspects of undergraduate learning
has been repeatedly asserted. Recent research on student experience
and college impact supports holistic learning. This report views the
intellectual, social, and emotional divide from a broader and more inclusive
perspective which recognizes that student learning needs to be integrated
along these three dimensions. Suggestions are provided for the roles
of individual faculty, student affairs personnel, and institutions.
McKeachie, W. J. (2002). Active learning: Cooperative, collaborative,
and peer learning. In Teaching Tips (11th edition; Chapter 15,
pp 187-195). NY: Houghton Mifflin Co. CHAPTER
Annotation: McKeachie provides specific tips on initiating a variety
of cooperative learning methods and concisely outlines peer and team
learning. Some of the techniques he covers in this chapter include student-led
discussions, the learning cell, syndicate, and jigsaw.
Mc, Millan, J. H. (1988). Assessing student's learning: New Directions
for Teaching and Learning. San Francisco, CA: Jossey-Bass, Inc. BOOK
Annotation: This volume addresses the need for better assessment of
student learning outcomes by focusing on the evaluation of student learning
in courses and departments. Various authors contribute to the chapters
in this volume and range from basic issues and principles in classroom
assessment to the role of the faculty in enhancing instruction through
assessment. Detailed information is provided on assessing critical thinking,
writing, experiential learning, and grading students.
Computer and web resources for people with disabilities: A guide to
exploring today's assistive technology. The Alliance for Technology
Access.
Alameda, CA: Hunter House Inc. BOOK
Annotation: This book offers a guide to maneuvering the growing world
of computers, both mainstream and assistive technology to determine
what works best for individual needs. Assistive technology can be liberating,
can create opportunities, and enhance the independence of persons with
disabilities. This book gets beyond the jargon, the theory, and commercialism
to address the real needs of persons with disabilities who want to use
technology in their lives.
Application online
http://www.intime.uni.edu/multiculture/curriculum/
culture/Teaching.htm
Culturally Responsive Teaching
Description: A good website for understanding what culturally responsive
teaching entails. On the website, six characteristics of culturally
responsive teaching are described as well as a model for it.
http://www.lgu.ac.uk/deliberations/assessment/
mowl.html
Innovative Student Assessment
Description: This website describes the potential benefits of adopting
innovative forms of student assessment. Some intrinsic qualities of
innovative assessment practices are highlighted and these are contrasted
with more traditional forms of student assessment. Published research
findings on student assessment are summarized and some common criticisms
of innovative assessment are addressed
http://www.washington.edu/doit/Faculty/Strategies/
Universal/Applications/
Universal Design Applications
Description: The Faculty Room area of this website of the DO-IT program
at the University of Washington in Seattle includes five applications
of universal design, especially useful for faculty and administrators
at postsecondary institutions. The website covers the universal design
of instruction, web pages, distance learning, computer labs, and libraries.
http://www.co-operation.org/
Cooperative Learning
Description: This is the official website of the Cooperative Learning
Center at the University of Minnesota. This is a research and training
center focusing on how students should interact with each other as they
learn the skills needed to interact effectively in group settings. This
center is co-directed by Johnson and Johnson, pioneers in the development
of cooperative learning activities and their implementation in the classroom.
Advocacy
Beach, L. R. (1993). Making the right decision: Organizational culture,
vision, and planning. Englewood Cliffs, NJ: Prentice-Hall Inc. CHAPTER
Annotation: In Chapter 2, Beach defines organizational culture (OC),
its seven functions, and its parameters (pg 12). He also discusses the
origins and the development of organizational culture (OC), as well
as the relationship between the activities of an organization and their
influence on OC. He ends by talking about unified and fragmented types
of organizational cultures and their drawbacks, and addresses subcultures
within an organization. In Chapter 3, he talks about cultural change
as being of two types - evolutionary and revolutionary. He then describes
key aspects that drive each type of change.
Boyer, E. L. Scholarship reconsidered: Priorities of the professoriate.
The Carnegie Foundation for the Advancement of Teaching. New Jersey, NJ:
Princeton University Press. BOOK
Annotation: Boyer reports on the professoriate by examining how the
priorities of the professoriate have changed over the years, moving
from teaching, to service, and then research, reflecting shifting priorities
within the academy and beyond. Boyer suggests that if higher education
in America is to remain vital, the work and roles of the professoriate
must
Di Petta, T. (1998). Community online: New professional environments
for higher education. In Gillespie, K. H. (Ed). The Impact of Technology
on Faculty Development, Life, and Work (pp 53-66). San Francisco,
CA: Jossey-Bass Inc. CHAPTER
Annotation: The age-old concept of community is considered and redefined
in relationship to the new phenomenon of virtual community, which offers
an expansion of our professional relationships and activities.
Lacey, P. A. (1990). Encouraging and evaluating scholarship for the college
teacher. In F. Jussawalla (Ed). Excellent teaching in a changing academy:
Essays in honor of Kenneth Eble (pp 91-100). CHAPTER
Annotation: While publishing has until now been the sole form of scholarship
rewarded, alternative forms should be encouraged and used in evaluating
faculty. Lacey addresses three questions: 1) What can be said about
the relationship of research and scholarship to understand undergraduate
teaching? 2) What are the criteria for deciding what will be accepted
as research or scholarship? 3) How can such work best be evaluated?
Pritchett, P. (1996). RESISTANCE - Moving beyond the barriers to change:
A handbook for people who make things happen. Dallas, TX: Pritchett
& Associates, Inc.
BOOKLET
Annotation: Pritchett provides a concise description of key principles
to overcome known barriers to organizational change. In this short,
pithy book, Pritchett identifies some guiding principles for leaders
wanting to successfully effect change. For example, early in the book,
he talks about 'expecting resistance' and being positioned to handle
it because resistance suggests that members of an organization are feeling
the change. Later in the book, he talks about 'altering the reward structure
to support change'. This book is one of 18 in a set titled the 'Executive
Library for Organizational Change'.
Sviniki, M. (1994). Seven deadly comments that block learning about teaching.
The National Teaching and Learning Forum, 4-6. ARTICLE
Annotation: Sviniki (1994) humorously tackles seven common misconceptions
about good teaching and how an individual becomes an effective teacher.
She describes these misconceptions and their role in perpetuating myths
about teaching. Left uncorrected, such myths may diminish a person's
enthusiasm for teaching, and tend to minimize the importance of teaching
in the academy.
Advocacy online
http://www.ntlf.com/html/lib/bib/95-3dig.htm
Empowering the faculty: Mentoring redirected and renewed
Description: This piece deals with the role of mentoring in the academe,
its impact on faculty, and its role in developing faculty leaders. The
authors also raise issues about special considerations involved in mentoring,
the role of the institution in mentoring faculty, and future needs.
http://www.carnegiefoundation.org/CASTL/
Carnegie Academy for the Scholarship of Teaching and Learning (CASTL)
Description: CASTL is a major initiative of the Carnegie foundation
and was launched in 1998. It seeks to foster significant, long-lasting
learning for all students, enhance the practice and profession of teaching,
and bring to faculty members' work as teachers the recognition and reward
afforded to other forms of scholarly work.
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