Center For Faculty DevelopmentKnowledge Hub
The Knowledge Hub offers faculty resources tied to teaching and learning, research success and professional development.
Recommended Teaching & Learning Journals
Title: Interteaching: An Evidence-Based Approach to Instruction
An article published in the International Journal of Teaching and Learning in Higher Education, 2014, offers a theorical base for interteaching as a method of instruction. With this method the instructor "composes a preparation guide consisting of several questions that outline a required reading and distributes the guide during class." Students form groups to answer the questions while the instructor circulates throughout the classroom listening to the discussions.
The Professor-Student Learning Relationship in Higher Education: Wisdom from Students with Learning Disabilities
Fox and McNally from Curry College describe their mixed-methods study on the relationship between professors and students in Higher Education. The various Student-Professor relationships are ranked by students with learning disabilities is insightful.
Recommended Articles
Research based techniques to assist in the development a commitment to deep learning for students enrolled in your courses:
Student Buy-In to Active Learning in a College Science Course
This article details the importance of student participation in the active learning process.
An Examination of the Flipped Classroom Approach on College Student Academic Involvement
Authors McCallum, Schultz, Sellke, and Spartz from Saint Mary's University of Minnesota conducted a study on the results of flipping a classroom approach on student academic involvement. Results are reported in the areas of student-faculty involvement, overall student satisfaction, student (peer-to-peer) involvement, and academic involvement.
The Flipped Classroom: For Active, Effective and Increased Learning – Especially for Low Achievers
The describes the reaction to a flipped classroom for 240 students enrolled in a final year university course in research methods.
Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms
The results of this study indicated that student participation increased significantly using the flipped classroom approach.
Active Learning Increases Student Performance in Science, Engineering, and Mathematics
Authors Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, and Wenderoth describe how active learning methods lead to increases in performance in STEM courses.
Quality Instruction as a Motivating Factor in Higher Education
The importance of quality instruction as a motivating factor with undergraduate students is discussed in reference to the research completed by Olusegun Sogunro.
Student Evaluations of Teaching: Improving Teaching Quality in Higher Education
Authors Hammonds, Mariano, Ammons and Chambers focus on the various aspects of SETs.
Twitter as a Teaching Practice to Enhance Active and Informal Learning in Higher Education: The Case of Sustainable Tweets
Twitter, as a pedagogy of active leaning, could be used to enhance learning in your courses.
The Use of Flipped Classrooms in Higher Education: A Scoping Review
O'Flaherty and Phillips describe their overview of pertinent literature about the emergence of the flipped classroom.
Game-Based Learning
The principles of game-based learning encourage students to interact with course material in a stimulating and dynamic way.
Face to Face: Large Classes (80+ students)
Includes links to detailed discussions about: interactive techniques, student response "clickers," and effective PowerPoint presentations. Faculty Center for Teaching & Learning, University of Florida.
Teaching Strategies: Large Classes
Links to several resources about classroom management techniques and effective lecturing in a large class setting. "Teaching Strategies: Large Classes and Lectures." Center for Research on Learning and Teaching, University of Michigan.
An Activity That Promotes Engagement with Required Readings, Even in Large Classes
Active engagement in large classes is difficult. Dr. Harvey explains five activities to assist a faculty member.
Classroom Assessment Techniques. A Handbook for Faculty A handbook that discusses classroom assessment techniques
Cross, K. Patricia; Angelo, Thomas A.
Can You Skype Me Now? Developing Teachers' Classroom Management Practices Through Virtual Coaching
Marcia L. Rock; Naomi Schoenfeld; Naomi Zigmond; Robert A. Gable; Madeleine Gregg; Donna M. Ploessi; Ashley Salter
Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching
Linda A. Reddy; Christopher M. Dudek; Adam Lekwa
Effects of coaching on teacher use of sociocultural instructional practices discusses classroom assessment techniques
Annela Teemant; Joan Wink; Serena Tyra
Strategies for Effective Classroom Coaching
S. Andrewy Garbacz; Amanda L. Lannie; Jennifer L. Jeffrey-Pearsall; Andrea J. Truckenmiller
Recommended Articles on the Scholarship of Teaching & Learning (SoTL)
SoTL involves asking meaningful questions about student learning and designing your teaching to facilitate student learning. By answering these questions, one begins to adjust one's teaching methods and analyzing evidence that leads to sharing one's results publicly to build the academy.
What College Teachers Should Know About Memory: A Perspective From Cognitive Psychology
Dr. Miller from Northern Arizona University, offers a cognitive psychology perspective about Memory in the college classroom. She writes a short history of memory and then discuss recent findings, theories and trends to be aware of in this field of research as it grows in its relationship to Higher Education.
Framing Student Engagement in Higher Education
Ella Kahu critiques the four dominant perspectives of student engagement. The four perspectives discussed are the behavioral, the psychological, the psycho-social, and the holistic. Each perspective is discussed in detail. A conceptual framework is presented at the conclusion of the article to assist the reader in developing an individual perspective on student engagement.
Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning
Davidson (University of Maryland) and Major (University of Alabama) write about three approaches to small group learning in Higher Education. Cooperative Learning, Collaborative Learning, and Problem-Based Learning are discussed in detail.
Cooperative Learning Returns to College What Evidence is There That It Works?
Working at the University of Minnesota, Johnson, Johnson and Smith discuss the three theories of cooperative learning in relationship to their meta-analysis of 305 studies on cooperative learning.
The Link Between High-impact Practices and Student Learning: Some Longitudinal Evidence
Kilgo, Ezell Sheets, and Pascarella discuss the implications between high-impact practices and student learning at 17 four-year colleges and universities.
A Multivariate Approach to Predicting Student Outcomes in Web-enabled Bended Learning Courses
The article describes students' tracking data from an LMS supported blended course and the correlations between activities and course grade.
Measuring Students’ Self-Regulated Learning in Professional Education: Bridging the Gap between Event and Aptitude Measurements
Authors Endedijk, Brekelmans, Sleegers, and Vermunt describe the benefits of self-regulated learning during a student's professional career.
Who Publishes in "Predatory" Journals?
This study conducted at Indiana University examines the faculty authors who publish their work in predatory journals. A profile is developed based on publication and citation history, geographic locations, and experience of the author.
Predatory Journals and the Breakdown of Research Cultures
Five functions of scholarly communication is described and the role of predatory journals play in undermining this scholarly communication.
Ethical issues in publishing in predatory journals
A list of ethical issues is presented and discussed concerning predatory journals. The article also includes ideas about unsolicited email invitations that promises rapid publication for a wide range of topics.
Interactive Teaching in Large Lectures
Interactive Teaching in Large Lectures, Discusses 7 obstacles to making large lecture classes more interactive, and offers quick concrete solutions to each obstacle. Includes list of 148 interactive teaching techniques and student activities. "Interactive Teaching in Large Lectures." Academy for Teaching & Learning Excellence, University of South Florida.
Note-Taking in the Digital Age: Evidence from Classroom Random Control Trials
A group of researchers designed a project to determine the results of note-taking. Evidence from classroom random control trials by Benjamin Artza, Marianne Johnson, Denise Robson, Sarinda Taengnoid.
Utilizing interdisciplinary research the authors developed an effective model for professional development
Reframing Research on Faculty Development.
O'Sullivan, Patricia S. EdD; Irby, David M. PhD Academic Medicine: April 2011 - Volume 86 - Issue 4 - p 421-428.
Technological Supports for Acquiring 21st Century Skills
A discussion about the 21st century and the skills needed for success. Technological Supports for Acquiring 21st Century Skills, Commissioned for the International Encyclopedia of Education by Chris Dede, Harvard Graduate School of Education.
Websites to Subscribe
Recommended Articles
Developing SoTL through Organized Scholarship Institutes
Elizabeth Marquis from McMaster University, writes about the problems associated with research universities recognizing the scholarship of teaching and learning as a credible area of research. The attempt to add this area of research of a heavy academic workload needs support from the academic institution. Her three research questions asked about what the current characteristics of existing programs are, what are the perceived benefits and challenges, and what factors contribute to success in this area of research.Randy Bass, in The Scholarship of Teaching: What's the Problem discusses the difference between traditional research and the scholarship of teaching.
The Scholarship of Teaching: What’s the Problem?
Randy Bass, in The Scholarship of Teaching: What's the Problem discusses the difference between traditional research and the scholarship of teaching.
Time to Teach: Addressing the Pressure on Faculty Time for Education
Authors Brenner, Beresin, Coverdale, Louie, Balon, Guerrero and Weiss Roberts discuss how faculty could protect their time to teach.
Factors Influencing Teaching Evaluations in Higher Education
This study discusses the results from 9,240 college students to evaluate the factors that influence the quality of teaching in higher education at Florida State University.
Nurturing Global Collaboration and Networked Learning in Higher Education
Authors Cronina, Cochraneb and Gordonc discuss the importance of global collaboration in the process of collective learning.
Books
Critical Collaborative Communities: Academic Writing Partnerships, Groups, and Retreats
Nicola Simmons and Ann Singh, (2019) edited 18 chapter contributions about partnerships in academic writing. Two of the contributing authors are Remica Bingham-Risher (Director of Quality Enhancement Plan Initiatives) and Joyce Armstrong (Assistant Director of the Center for Faculty Development), who write about the values of a faculty writing studio.
Writing your Journal Article in Twelve Weeks
Belcher, Wendy Laura. Writing your Journal Article in Twelve Weeks. Thousand Oaks, California: SAGE Publications, Ltd., 2009. A well-written, organized book on publishing articles in the humanities and social sciences.
What the Best College Teachers Do
Bain Ken. What the Best College Teachers Do by Ken Bain. Cambridge: Harvard University Press, 2004. Bain discusses the special way teachers comprehend the content area and value human learning that makes faculty good teachers. He describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential.
Academic Integrity in the Twenty-first Century: A Teaching and Learning Imperative
Gallant, Tricia Bertram. Academic Integrity in the Twenty-first Century: A Teaching and Learning Imperative. Hoboken, New Jersey: Wiley Periodicals Inc., 2008. Dr. Gallant is the academic integrity coordinator for the University of California, San Diego. She discusses the context of the complex forces currently straining the teaching and learning environment.
Working with Faculty Writers
Geller, Anne Ellen, and Michele Eodice, eds. Working with Faculty Writers. Boulder; University Press of Colorado, 2013. As Higher Education Faculty, we need to write and publish. This book adds to the discussion on the importance of faculty publication and how to accomplish one's writing.
Write No Matter What: Advice for Academics
Jensen, Joli. Write No Matter What: Advice for Academics. Chicago: The University of Chicago Press, 2017. Dr. Jensen provides a wealth of writing productivity tools and techniques for managing writing time.
Writing for Academic Journals
Murray, Rowena. Writing for Academic Journals. New York: Open University Press, 2009. Murray describes how to target a journal and find topics for academic writing.
The Work of Writing: Insights and Strategies for Academics and Professionals
Rankin, Elizabeth. The Work of Writing: Insights and Strategies for Academics and Professionals. San Francisco; Jossey-Bass, 2001. Rankin challenges the assumptions that academic writing is dry and boring. She encourage writers to develop a strong writing voice, even in the sciences.
Writing Science: How to Write Papers that Get Cited and Proposals That Get Funded
Schimel, Joshua. Writing Science: How to Write Papers that Get Cited and Proposals That Get Funded. Oxford: Oxford University Press, 2012. Schimel proposals that good writing is not about rules but more about guidelines that will serve your purpose for writing.
Air & Light & Time & Space: How Successful Academics Write
Sword, Helen. Air & Light & Time & Space: How Successful Academics Write. Cambridge: Harvard University Press, 2017, Harvard University Press. Ms. Sword reports on the results of 100 academics interviews she conducted. She presents her information as four cornerstones that anchor any successful practice: Behavioral habits, Artisanal habits, social habits of collegiality and collaboration, and emotional habits.
Bored and Brilliant: How Spacing Out Can Unlock Your Most Productive and Creative Self
Zomorodi, Manoush. Bored and Brilliant: How Spacing Out Can Unlock Your Most Productive and Creative Self. New York: St. Martin's, 2017. Being bored gives us the space to ask, "What if?" that is an essential question regarding as not only a creative endeavor but also our emotional health and personal growth. Zomorodi presents information the effect of changes to the way we work to challenge our creativity.
The syllabus archive houses examples of syllabi designed by Old Dominion University Faculty.
Aquatic Pollution
(OEAS 403W/503)
Foundations of Chemistry I
(CHEM 121)
Organizing & Supervising Reading Program Development
(READ 685)
Gender, Fashion and the Body
(WMST 495)
