SoTL Selected Readings

Angelo, Thomas A. and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed., Jossey-Bass, 1993). A practical handbook for faculty who wish to initiate Scholarship of Teaching and Learning classroom inquiry projects. Demonstrates how teaching and assessment can be effectively integrated and offers a compendium of strategies and examples from a broad range of disciplines.

Bass, Randy. “The Scholarship of Teaching: What’s the Problem?” Inventio, Feb. 1999 (vol. 1, no. 1) 1-9. An excellent introduction (via e-journal) to SoTL combined with a case study from a cultural studies classroom.

Bean, John C. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (Jossey-Bass, 1986). Stimulating ideas for designing effective assignments and offering helpful feedback to students.

Cross, K. Patricia. “Classroom Research: Helping Professors Learn More About Teaching and Learning.” In How Administrators Can Improve Teaching . Ed. Peter Seldin and Associates. Jossey-Bass, 1990. 122-42 (ch. 7). Cogently distinguishes classroom research from overlapping fields--traditional educational research and institutional assessment.

Cross, K. Patricia, and Mimi Harris Steadman. Classroom Research: Implementing the Scholarship of Teaching . San Francisco : Jossey-Bass, 1996. Outstanding introduction to SoTL with many helpful examples. A fine workshop resource.

Elbow, Peter Embracing Contraries: Explorations in Learning and Teaching (Oxford UP 1986), Chapter 1: “Nondisciplinary Courses and the Two Roots of Real Learning.” Uses basic concepts of cognitive psychology to distinguish “school” learning from “real” learning. Very useful for thinking about how to teach HOT skills.

Gardner, Howard. “Educating the Unschooled Mind.” Washington, D.C.: The Federation of Behavioral, Psychological and Cognitive Sciences, July 1993. [edited transcript of Science and Public Policy Seminar]. (Science and Public Policy Seminar Series) How and why we fail to educate for understanding; what we might do about it.

Graff, Gerald. Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education (W.W. Norton & Co., 1992; 1993 American Book Award Winner). “A useful analysis of the widespread incoherence in university education today, and even more importantly, some practical proposals for overcoming it” (Robert Bellah)

Graff, Gerald. Clueless in Academe: How Schooling Obscures the Life of the Mind . New Haven : Yale UP 2003. A provocative argument urging higher ed. faculty to examine the tacit meanings of “expert” and “novice,” with clear implications for classroom practice.

Hutchings, Pat, ed. Opening Lines: Approaches to the Scholarship of Teaching and Learning (The Carnegie Foundation for the Advancement of Teaching, 1999). CASTL scholars from a range of disciplines offer reflection, examples, and advice.

Kegan, Robert. In Over Our Heads: The Mental Demands of Modern Life . Cambridge , MA : Harvard UP, 1994. An engaging argument about the challenge to rise through “orders of consciousness” in all facets of life. See especially Chapters 2 and 8 for relation of the theory to teaching.

Laurillard, Diana. Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies . 2 nd ed. London and New York : RoutledgeFalmer, 2002. A unique and powerful meld of educational philosophy, cognitive theory, and pedagogic practice. Excellent examples of discipline-specific design methodology.

Nelson, Craig E. “Skewered on the Unicorn’s Horn: The Illusion of a Tragic Trade-Off between Content and Critical Thinking in the Teaching of Science.” In Enhancing Critical Thinking in the Sciences, ed. L.W. Crowe. Washington, D. C.: Society of College Science Teachers, 1989. Influential core essay by nationally recognized Professor of Biology.

Palmer, Parker J. The Courage to Teach (Jossey-Bass, 1998). A little too self-consciously “inspirational” for some tastes, but several chapters cogently address deep questions underlying the higher education enterprise and offer some persuasive arguments.

Pratt, Mary Louise. “Arts of the Contact Zone,” Profession ’91. Argues against the claim that the teacher’s job is to present a neatly packaged, coherent and unified view of his/her slice of the curriculum. A creative and provocative piece, originally presented as a keynote speech at the conference of the Modern Language Association.

Shulman, Lee. “Teaching as Community Property: Putting an End to Pedagogical Solitude.” Change: The Magazine of Higher Learning . November/December 1993. 6-7. Sums up the reasons why teaching is often undervalued and offers advice for change.

Walvoord, Barbara E., and Virginia Johnson Anderson. Effective Grading: A Tool for Learning and Assessment. (Jossey-Bass, 1998). Practical advice for developing and implementing effective criteria for student assessment; explains how to do “primary trait analysis” as a way to improve teaching and learning.

Walvoord, Barbara E., and Lucille P. McCarthy. Thinking and Writing in College: A Naturalistic Study of Students in Four Disciplines. (NCTE, 1990) Through close observation of students’ responses to assignments in business management, biology, history, and psychology, addresses the teaching of Higher Order Thinking skills emphasized in specific disciplines.