Archive for the 'Learning College Collection' Category

Managing Adjunct Part Time Faculty for the New Millennium

Tuesday, July 15, 2008

by Donald E. Greive & Catherine A. Worden

Call Number: LCC LB2844.1 .P3 M36 2000

Faculty managers will experience increased challenges due to the continuing growth in numbers of adjunct and part-time faculty. In addition, the increase in activity of non-traditional educational delivery systems and entities will play a greater role in higher education. These factors will not only impact the training and utilization of adjunct faculty and their managers, they will also lead to such related issues as legal issues, ethical concerns and intellectual property rights. This book address these and related issues. The text, written by practitioners, offers the very best in proven management ideas and shares examples of successful and exemplary programs. Topics Include: * Orientation of Adjunct and Part-Time Faculty * The Comprehensive Faculty Development Program * Ethical Issues for Adjunct Faculty and their Managers * Legal Issues Concerning Adjunct Faculty and their Managers * The Academic Manager: Five Steps to Parity * Management of Adjunct Faculty on Branch and Off-Campus Sites * Maintaining Quality in Higher Education. (Description by


Leaving the Lectern: Cooperative Learning and the Critical First Days of Students Working in Groups

Friday, June 27, 2008

by Dean A. McManus

Call Number: LB2331 .M395 2005

This book records the story of how one professor at a research university used a form of active learning to change the way he taught—from traditional lecture and examinations to cooperative learning and student projects.

Drawn from teaching notes, conversations with students, student evaluations, and annual reports, readers will learn the kinds of risks, assumptions, and decisions they will face as they change their teaching to emphasize student learning, particularly during the critical first days of change.

Engagingly written, Leaving the Lectern offers an honest and insightful look at the challenges and rewards of achieving change in the classroom.

This book

  • Motivates faculty and graduate students to visualize what changing their teaching to enhance student learning will be like by illustrating through narration how a professor much like them made the change
  • Provides reflective questions at the end of each chapter to help readers use the information in the chapter
  • Enhances the reader’s preparation for the change by citing references to pedagogical precepts, strategies, and tools
  • Summarizes the seven themes found in the book to help bring about the change: accept risk; use feedback; reflect; adapt and be flexible; establish a partnership; accept that you are teaching in a different world; welcome the joy

(Description by

Assessing Academic Programs in Higher Education

Thursday, June 26, 2008

by Mary J. Allen

Call Number: LCC LB2366.2 .A44 2004

Higher education professionals have moved from teaching- to learning-centered models for designing and assessing courses and curricula. Faculty work collaboratively to identify learning objectives and assessment strategies, set standards, design effective curricula and courses, assess the impact of their efforts on student learning, reflect on results, and implement appropriate changes to increase student learning. Assessment is an integral component of this learner-centered approach, and it involves the use of empirical data to refine programs and improve student learning.

Based on the author’s extensive experience conducting assessment training workshops, this book is an expansion of a workshop/consultation guide that has been used to provide assessment training to thousands of busy professionals. Assessing Academic Programs in Higher Education provides a comprehensive introduction to planning and implementing the assessment of college and university academic programs.

Written for college and university administrators, assessment officers, department chairs, and faculty who are involved in developing and implementing assessment programs, this book is a realistic, pragmatic guide for developing and implementing meaningful, manageable, and sustainable assessment programs that focus faculty attention on student learning.

This book will:

  • Guide readers through all steps in the assessment process
  • Provide a balanced review of the full array of assessment strategies
  • Explain how assessment is a crucial component of the teaching and learning process
  • Provide examples of successful studies that can be easilyadapted
  • Summarize key assessment terms in an end-of-book glossary

(Description by

Better Than Bullet Points: Creating Engaging e-Learning with PowerPoint

Wednesday, June 25, 2008

by Jane Bozarth

Call Number: LCC HF5549.5 .T7 B6196 2008

This book focuses exclusively on the application of PowerPoint to the creation of online training programs. Better than Bullet Points, Creating Engaging e-Learning with PowerPoint fills that gap. By providing in-depth guidance, specific instructions, and helpful exercises, the book will enable training practitioners to create impactful learning interactions in PowerPoint. The author steps readers through the powerful features of this popular desktop application, covering everything from text to art, animation to interactivity. Provided that the reader owns a copy of PowerPoint, this book will immediately put free real-world tools into the hands of those who need it. The information is practical rather than theoretical and immediately applicable. Most importantly, this book will help make e-learning accessible to those who have previously been excluded from taking advantage of the opportunities e-learning can provide. (Description by

Teaching Around the 4MAT Cycle: Designing Instruction for Diverse Learners with Diverse Learning Styles

Tuesday, June 24, 2008

by Bernice McCarthy and Dennis McCarthy

Call Number: LCC LB1029 .A13 M34 2006

Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy’s unique 4MAT® cycle is a brain-based teaching method that emphasizes diverse learning styles, honors learner individuality, teaches concepts as well as facts, and improves student thinking and performance on traditional as well as high-stakes assessments.

With 25+ years of field testing and field use supporting its effectiveness, the 4MAT® method uses a 4-quadrant cycle of learning that begins by engaging learners through direct experience, moving them toward

  • Reflective observation
  • Abstract conceptualizing
  • Active experimentation and problem-solving
  • Integration of new knowledge and skills

Learning happens as we unite our experiences and their meaning with actions that test those meanings in the world. This exciting new resource offersschools a powerful tool to enhance teaching and learning for students with all learning styles, backgrounds, and preferences. (Description by

Assessing Student Learning in General Education: Good Practice Case Studies

Tuesday, June 24, 2008

by Marilee J. Bresciani

Call Number: LLC LC985 .A88 2007

Many resources on implementing general education are available, but few are written to help those faculty and administrators responsible for general education with its evaluation. This book is a compilation of good practice case studies that are intended to assist faculty and administrators in both two-year and four-year institutions with the evaluation of student learning as it relates to general education. There are several ways in which to evaluate general education, and each case study varies in its approach. How do differences in institutional culture affect the evaluation of general education? Are institutions that lack the capacity or the culture to work across departmental or division lines to identify learning outcomes or the criteria to evaluate those outcomes employing effecting outcomes-based assessment? While not a how-to book on engaging in general education assessment, this book provides the reader with ideas to consider when adapting the evaluation of general education to his or her own institutional culture. Thirteen good practice institutions outline their assessment strategies and illustrate self-reflection that contributes to improved integration of and quality in student learning and development within general education. The case studies are supplemented by an introductory chapter that presents some considerations to address when planning for general education assessment and a concluding chapter that summarizes good practice strategies for application. (Description by

Creating Your Teaching Portfolio: Presenting your professional best

Friday, May 30, 2008

By Patricia L Reiman and Jeanne Okrasinski
This portfolio handbook includes authentic, student-generated artifacts as well as insights from administrators, teachers, and parents. Issues of classroom management, diversity, communication, planning, standards-based education, and reflection are all addressed in the context of how to approach these important aspects within a teaching portfolio and during interviews. The materials are designed for continued use as the students become in-service educators. (Description from Call number: LB1029 .P67 R54 2007

Classroom Assessment and Grading that Work

Monday, April 14, 2008

By Robert J. Marzano
In Classroom Assessment and Grading That Work, Robert J. Marzano provides an in-depth exploration of what he calls “one of the most powerful weapons in a teacher’s arsenal.” An effective standards-based, formative assessment program can help to dramatically enhance student achievement throughout the K-12 system, Marzano says. Drawing from his own and others’ extensive research, the author provides comprehensive answers to questions such as these:
*What are the characteristics of an effective assessment program?
* How can educators use national and state standards documents as a basis for creating a comprehensive, topic-based assessment system?
* What types of assessment items and tasks are best suited to measuring student progress in mastering information, mental procedures, and psychomotor procedures?
* Why does the traditional point system used for scoring often lead to incorrect conclusions about a student’s actual knowledge?
* What types of scoring and final grading systems provide the most accurate portrayal of a student’s progress along a continuum of learning?

In addition to providing teachers with all the tools they need to create a better assessment system, Classroom Assessment and Grading That Work makes a compelling case for the potential of such a system to transform the culture of schools and districts, and to propel K–12 education to new levels of effectiveness and efficiency. (Description from Call number: LCC LB3051 .M4573 2006

Tough Choices, Tough Times: the Report of the New Commission on the Skills of the American Workforce

Tuesday, April 8, 2008

Tough Choices or Tough Times calls for the first redesign of the American education system in a century. This report of the New Commission on the Skills of the American Workforce shows how the dynamics of the global economy will lead to a steady decline in the American standard of living if this country does not undertake the first thorough overhaul of its education system in a century. It shows how our country can graduate 950f our students (not two-thirds, as it does now) after 12 years and the majority after only 10 years of grade school. It reveals how billions of dollars can be saved by changing the way students progress through the grades and how the money saved could be used to build high quality early childhood education systems, attract the best and brightest teachers, and provide the resources for even the most disadvantaged students to reach world class standards. This hard-hitting analysis describes the kind of economy needed to sustain our current standard of living and kinds of skills and knowledge that American workers need to make that economy work. It also details the dramatic changes in governance, finance, organization, and management of the American education and training systems that are needed.

The new revised and expanded version of Tough Choices or Tough Times includes:

* A new introduction (with updates on what has happened since the report was released)
* A short summary of the Commission’s proposals
* Four commentaries on the proposals by prominent policy analysts
* A critique by Diane Ravitch and rebuttal by Marc Tucker

Tough Choices or Tough Times was written for anyoneconcerned with the future of this country and the state of our schools and our job training systems. It provides a well-researched analysis of the issues and a compelling set of proposals for changing our system of education. (Description from Call number: HD5715.2 .N32 2008

Teaching First Year College Students

Monday, August 6, 2007

teaching.gifBy Bette LaSere Erickson, Calvin B. Peters, Diane Weltner Strommer

This is a revision of Strommer and Erickson’s book Teaching College Freshmen. This thoroughly revised and updated edition contains the newest research on teaching and learning, and the most current demographic information on first-year students. The book includes two new chapters on teaching for inclusion in a diverse society and non-traditional instructional methods. (Description from Call Number LB2331 .E76 2006