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Center for Teaching and Learning Library

The Center Library is located in the CTL's conference room (Richardson 101). We are in the process of acquiring books and will be listing them on this page as they become available. Books can be checked out from the Center for a period of two weeks.

Your Recommendations:
We welcome your recommendations for new materials! Please write us at ctl@northampton.edu. Thank you.

New Books that Have Recently Arrived

During Summer 2006  in CTL

Achacoso, Michelle V. and Marilla D. Svinicki (2005). Alternative Strategies for Evaluating Student Learning.
A recent shift in teaching trends, toward more innovative, non-traditional teaching methods has left educators struggling to find new ways of evaluating learning. In Alternative Strategies for Evaluating Student Learning, authors compiled a collection of alternative assessment strategies that incorporate real-world situations and practical applications for knowledge, rather than simple recall. These evaluation methods, authors argue, allow students to transfer learning "from the classroom to the real world."

Allen, Mary J.  (2006) Assessing General Education Programs.
General education is the core of the undergraduate experience. It provides a lasting foundation for lifelong learning, application, and appreciation of the various approaches to understanding individuals, cultures, and the world we live in. First-year experience programs are becoming virtually universal in colleges and universities, and first-year seminars often are integrated into general education programs to promote student retention, engagement, and success. The assessment of these institution-wide efforts is particularly challenging, but many campuses have made substantial progress from which we can learn.

Written for college and university administrators, assessment officers, faculty, and staff who support general education and first-year experience programs, this book is a pragmatic guide for developing, aligning, and assessing general education programs in meaningful, manageable, and sustainable ways. It presents a variety of approaches to help readers understand what other campuses are doing and develop a repertoire of methods so they can make informed decisions about their own programs


Bender, Trisha (2003). Discussion-based Online Teaching to Enhance Student Learning: Theory, Practice and Assessment.
Tisha Bender, an Online Faculty Development Consultant who has trained online faculty at New York University, the SUNY Learning Network, New School Online University and Cornell University-ILR Extension and online instructor at Cornell and New School, brings educators a tool in maintaining engaging classes despite the challenges faced in an online learning environment. The book applies learning theories to online discussion-based classes, providing suggestions and techniques for stimulating and managing online classroom discussions, and offers methods of assessment in the realm of Internet learning.

Biggs, John.(2003)  Teaching For Quality Learning At University.
"...full of downright good advice for every academic who wants to do something practical to improve his or her students' learning...there are very few writers on the subject of university teaching who can engage a reader so personally, express things so clearly, relate research findings so eloquently to personal experience." (Paul Ramsden
Since the first edition of Teaching for Quality Learning at University, the tertiary sector has changed dramatically. Individual teachers, as reflective practitioners, still need to make their own decisions about how they are going to get students actively involved in large classes, to teach international students, and to assess in ways that enhance the quality of learning. But now that quality assurance and quality enhancement are required at the institutional level, the concept of constructive alignment is applied to 'the reflective institution', where it becomes a powerful underpinning to quality enhancement procedures.

Biggs, John.  What the Student Does:  Teaching for Enhanced Learning.  Higher Education Research & Development, 1999.  (Journal)
A great condensation of the book above.


Black, K. A. (1993) What to do When You Stop Lecturing:  Become a Guide and a Resource." Journal of Chemical Education
Chemistry prof recounts his experiences competely redesigning his chemistry courses; insightful and reflective.


Bourque, Linda B. and Eve P. Fielder (2003). How to Conduct Telephone Surveys: The Survey Kit #4 (Second Edition).
This how-to guide focuses on the telephone survey, offering the advantages and disadvantages of this method of data collection, covering topics such as cost, sampling, timing, sensitive topics and control over who responds. The authors then explain in a step-by-step method, illustrated with examples, of how to construct questions using the short and specific format and taking care in use of language, vague qualifiers, slang, and abstract terms. Readers review population and samples, and learn how to gather samples appropriate to their needs, including information on probability samples, systematic samples, nonprobability samples and random-digit dialing. Finally, the authors explain the process of data collection and reduction, with exercises to test knowledge, references and suggested readings. (Book 4 of a 10-book series)


Bowen, William G. , Martin A. Kurtzweil, and Eugene M. Tobin (2006).  Equity and Excellence in American Higher Education
Thomas Jefferson once stated that the foremost goal of American education must be to nurture the “natural aristocracy of talent and virtue.” Although in many ways American higher education has fulfilled Jefferson’s vision by achieving a widespread level of excellence, it has not achieved the objective of equity implicit in Jefferson’s statement. In Equity and Excellence in American Higher Education, William G. Bowen, Martin A. Kurzweil, and Eugene M. Tobin explore the cause for this divide. Employing historical research, examination of the most recent social science and public policy scholarship, international comparisons, and detailed empirical analysis of rich new data, the authors study the intersection between “excellence” and “equity” objectives.

Brookfield, Stephen D. (1995).  Becoming a Critically Reflective Teacher.
"[Brookfield] gently demystifies critically reflective learning and teaching with dozens of practical examples from the classroom in different scholarly fields. Lucid, wise, jargon-free, personal and fluently written. Required reading for educators of adults everywhere and for all faculty development programs."
-- Jack Mezirow, emeritus professor of adult education, Teachers College, Columbia University

Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, and applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms, and using critical reflection as a tool for ongoing personal and professional development.


Czaja, Ronald and Johnny Blair (2005).
Designing Surveys: A Guide to Decisions and Procedures (Second Edition).
In the second edition of this book, the authors review the impact on effective survey-taking by increasing technology: including the World Wide Wed, cellular telephones and pagers, caller ID, the national Do Not Call Registry, high-speed laptop computers and others. The book examines how each technology has affected survey taking and poses the advantages and obstacles that researchers face in gathering information in complete and efficient samples. Further, the book examines the methodology o Internet surveys (with examples) and provides material on behavior coding, cognitive interviewing, and the implications for pretesting practices.

Danielson, Charlotte and Leslye Abrutyn (1997). An Introduction to Using Portfolios in the Classroom
This practical guide provides a useful resource for educators who would like to begin using portfolios in the classroom. In a clear format, the authors offer a step-by-step guide for educators on selecting appropriate types of portfolios to suit specific needs; the portfolio development process; and portfolio management, while examining the benefits and challenges of portfolios in the classroom.

Deeter, L.  Incorporating Student Centered Learning Techniques into an Introductory Plant Identification Course.  NACTA Journal, 2003.
Some especially creative assessment techniques that respond constructively to exam anxiety.

Donald, Janet Gail (2002). Learning to Think: Disciplinary Perspectives.
Learning to Think is a guide to the development of university students using both cross-disciplinary and structured discipline perspectives. The book asks educators to explore the approaches to thinking taken in different disciplines and considering how they will be applied to student intellectual development, asking educators to consider three main questions when deciding on an approach: "What kind of learning environment does the discipline provide?"; "According to the discipline, what knowledge and high-order thinking processes are important for students to learn?"; and "What are the optimal ways of cultivating these thinking processes?"

Duch, Barbara J., Susan E. Groh and Deborah E. Allen (2001). The Power of Problem-Based Learning.
University of Delaware professors Barbara Duch (Associate Director of the Mathematics & Science Education Resource Center); Susan Groh (Assistant Professor in Chemistry and Biochemistry); and Deborah E. Allen (Associate Professor and Undergraduate Programs Director in the Department of Biological Sciences) collaborate on this volume that offers methods of teaching problem-based learning for many disciplines in higher learning. The how-to guide offers compelling arguments for the use of this type of learning, not only in the fields of science, but in the social sciences and humanities. Several chapters discuss use of PBL in group/roundtable settings, and in small and large classrooms.

Felder, R. M. and Brent, R.  Navigating  the Bumpy Road to Student-Centered Instruction.  College Teaching, 1996 (Journal)
Best piece I've read that deals with student resistance to learner-centered approaches.



Fink, Arlene (2006). How to Conduct Surveys: A Step-by-Step Guide (Third Edition).
This third edition focuses on teaching readers to develop their own rigorous survey methods and applying those methods to evaluating the credibility of other ones. The third edition has been updated to include computer-based and online surveys, and the advantages of evolving technology on taking surveys. The author aims to teach readers to create a code book, establish the reliability of coding, recognize techniques for dealing with incomplete or missing data and outliers and for recoding, and identify methods for entering accurate data into spreadsheets, database management programs, and statistical programs.

Fink, Arlene (2003). How to Report on Surveys: The Survey Kit # 10 (Second Edition).
This final book in The Survey Kit's series is designed for students of undergraduate and graduate social science courses, and offers a how-to guide to the presentation part of research. The authors offer different methods of presenting data, using charts, graphs, lists, and tables as examples of data organization methods. Further, they explain how to effectively present information to an audience, covering such topics as researching the audience, creating the physical presentation (deciding between slides, a computerized presentation, and other formats), and how to effectively present the data – with details on explaining tables talking about the design of the survey, the sampling, and the method for analysis. (Book 10 of a 10-book series).

Fink, Arlene (2003). How to Sample in Surveys: The Survey Kit #7.
The seventh book in the Survey Kit series reviews procedures for selecting samples to survey, reviewing how to obtain a sample that represents a target population, from sample size to variations of random sampling (including simple random sampling, stratified random sampling, systematic sampling and cluster sampling). The author reviews commonly used probability and nonprobability sampling methods, sampling error (including estimating for standard error), and explains acceptable response rates, offering guidelines for promoting responses and minimizing response bias. The book is designed for undergraduate and graduate level students studying the social sciences. (Book 7 of a 10-book series).

Finkel, Donald L. (2000). Teaching with Your Mouth Shut.
Our traditional "Great Teacher" teaches by telling, inspiring students through eloquent, passionate oration. For Donald Finkel this view is destructively narrow: it takes for granted that teachers teach, fundamentally and centrally, by telling students what they are supposed to know. In Teaching with Your Mouth Shut, Finkel proposes an alternative vision of teaching—one that is deeply democratic in its implications.

Each chapter in this book presents a case study, a story, or a sustained image of a teaching situation—a set of "circumstances" that produces significant learning in students. Each makes sense of the title of the book in a particular way. Each enriches its meaning by one increment. The idea of "teaching with your mouth shut" is explored, exemplified, and varied to such an extent that it ultimately specifies a comprehensible approach to teaching—along with a host of concrete teaching possibilities. In the end, not only will your notion of good teaching be transformed, but so too your sense of what may be signified by the word "teaching" itself.

Teaching with Your Mouth Shut is not intended as a manual for teachers; it aims to provoke reflection on the many ways teaching can be organized. The book engages its readers in a conversation about education. Thus, its purpose is not so much to reform education as it is to provoke fruitful dialogue about teaching and learning among people who have a stake in educatio


Gardiner, Lion;  ERIC Publications (1994) (Journal)

Redesigning Higher Education: Producing Dramatic Gains in Student Learning. ASHE-ERIC Higher Education Report No. 7

Gregory, M., Turning Water into Wine:  Giving Remote Texts Full Flavor for the Audience of Friends.  College Teaching, 2005. (Journal)

Grow, G. O. Teaching Learners to Be Self-Directed. Adult Education Quarterly, 1991. (Journal)
Proposes a developmental sequence that identifies stages in the process of assuming responsibility for learning.

Henscheid, Jean M., editor (2004). Integrating the First-Year Experience: The Role of First-Year Seminars in Learning Communities.
This monograph focuses on the integrative role of the first-year seminar in learning communities and the partnership with the National Learning Communities Project that personifies the collaboration it advocates. The volume covers two recent educational initiatives, learning communities and first-year seminars, that are becoming widespread in colleges and universities across the country and around the world.

Hertel, John P. and Barbara J. Millis (2002). Using Simulations to Promote Learning in Higher Education: An Introduction.
This book provides a guide for educators in creating simulations, ranging from simple scenarios that can be covered in one class period to complex simulations that encompass an entire semester's curriculum. These simulations, the book argues, allow students an active and engaged way to apply theory to and practice skills in real-world issues related to their disciplines. The book is designed as a how-to guide, starting with the theory behind simulations in the classroom and guiding educators through designing, managing and debriefing a simulation, as well as methods of assessment. Also included are detailed examples of simple scenarios and complex, curriculum-encompassing simulations.

Hiller, T. H., and Hietapelto, A.B. Contract Grading:  Encouraging Commitment to the Learning Process Through Voice in the Evaluation Process.  Journal of Management Education, 2001.
Tracks the evolution of a contract grading scheme across a four-year period with 473 students in 22 classes and at three different universities.

Horton and Paulo Freire, edited by Brenda Bell, John Gaventa and John Peters.(1991)  We Make the Road by Walking Conversations on Education and Social Change.
"We Make the Road by Walking is a book of compelling passion, politics, and hope. The dialogue between Horton and Freire opens up new insights into the meaning of pedagogy, social criticism, and collective struggle. This book offers hope by demonstrating in the voices and practices of two of the great educator-activists of the twentieth century the reason for making pedagogy practical and theoretical in the service of social justice."
—Professor Henry A. Giroux, Director, Center for Education and Cultural Studies, Miami University

Huber, Mary Taylor and Pat Hutchings (2005). The Advancement of Learning: Building the Teaching Commons.
This volume explores what it takes for faculty to become engaged in the work that campuses need to develop to support faculty engagement with the teaching commons, using illustrative examples of the scholarship of teaching and learning from a wide range of fields and settings. The volume builds on the arguments and theories posed by Sir Francis Bacon in his book The Advancement of Learning, focusing on the scholarship of teaching and learning movement and its principles.

Kamm, Dr. Rebecca (2001). Cases for Community College Teachers: Thought-provoking and practical solutions for community college educators!
This compilation of case studies takes a distinctive view on the growing, yet unique group of students that comprise a community college student body. This resource guide gives advice to educators who recognize problems in their classrooms through the case studies, and gives faculty specific, illustrated examples of issues that may arise in their own classrooms, from apathy to grade disputes, as well as issues that may arise with other faculty members, from dealing with supervisors to battling the stereotypes of community college students and instructors.

Krueger, Richard A. and Mary Anne Casey (2000). Focus Groups: A Practical Guide for Applied Research (Third Edition).
This how-to informational guide begins with the basics on the theory of the focus group and information on why focus groups are effective as survey groups for gathering information from a target demographic. The guide explains what types of surveys can be effectively conducted using focus groups and what kind of information can be gathered using this survey type.

Levine, Jodi H., editor (1999). Learning Communities: New Structures, New Partnerships for Learning.
This monograph aims to show the connections between programs for learning communities, students in transition and faculty development while offering suggestions for facilitating the design and implementation of such programs across many types of institutions. The volume combines theory with examples of good practice and recommendations for building and sustaining effective learning communities. Each chapter provides insight into components of learning communities and deepen the reader's understanding of the characteristics of effective learning community programs.

Lewis, S. E., and Lewis, J.E. Departing from Lectures:  An Evaluation of a Peer-Led Guided Inquiry Alternative." Journal of Chemical Education, 2005.  (Journal)
Substiuted one lecture per week with a guide-inquiry discussion and found covering less content did not result in less learning.

Ludyy, B.T. Setting Course Goals:  Privileges and Responsibilities.  Teaching of Psychology, 2005 (Journal)
Sees a possible role for students in setting course goals or in sharing goals with the instructor.

New Series sponsored by AACSB and AIR, Edited by Muffo (2005).  Assessment in the Disciplines - New Series sponsored by AACSB and AIR.
A series to provide an overview of assessment fundamentals, examples, cases, and illustrations .  (The first volume is two issues)

Noel, T. W.  Lessons from the Learning Classroom.  Journal of Management Education, 2004.
Recounts first attempts to implement learner-centered approaches and explores why they failed.

Paulson, D. R. Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class.  Journal of Chemical Education, 1999.
Especially good example of how the effects of learner-centered strategies can be assessed.


Richlin, Laurie (2006). Blueprint for Learning.
Laurie Richlin has been running a workshop on course design for higher education for over fifteen years, modifying and improving it progressively from the feedback of participants, and from what they in turn have taught her.

Her goals are to enable participants to appropriately select teaching strategies, to design and create the conditions and experiences that will enable their students to learn; and in the process to develop the scholarly scaffold to document their ongoing course design and achievements.

This book familiarizes readers with course design elements; enables them to understand themselves as individuals and teachers; know their students; adapt to the learning environment; design courses that promote deep learning; and assess the impact of the teaching practices and design choices they have made. She provides tools to create a full syllabus, offers guidance on such issues as framing questions that encourage discussion, developing assignments with rubrics, and creating tests.

The book is packed with resources that will help readers structure their courses and constitute a rich reference of proven ideas.

Roueche, John E., Mark D. Milliron and Suanne D. Roueche (2003). Practical Magic: On the Front Lines of Teaching Excellence.
Published by the American Association of Community Colleges, this guide focuses on the unique nature of community colleges in the world of higher education, with information on effectively teaching content, an overview on teaching excellence, advice for beginning community college instructors, and effectively assessing learning.

Seldin, Peter and Associates (1999). Changing Practives in Evaluating Teaching: A Practical Guide to Improved Faculty Performance and Promotion/Tenure Decisions.
The authors of the book offer a resource for mapping the changing face of faculty promotion and evaluation, using studies conducted in 1978 and 1988 to compare with a study of nearly 600 national universities, determining methods of evaluation and promotion at each institution. The book also examines each method of evaluation and its advantages and disadvantages, from student evaluations to faculty/peer evaluations and classroom observation, stressing that the ultimate tool in determining the success of a teacher is in determining the learning of the student and using a know-nothing approach to teaching (there is little known about absolutes in effective teaching). The book is designed for administrators, faculty, and staff as a tool in evaluating peers and one's own performance.

Seldin, Peter & Associates (2006).  Evaluating Faculty Performance.
This book contains a wealth of material on current evaluation practices and realistic suggestions for upgrading methods and procedures. Seldin and his associates cover every aspect of the evaluation of teaching, research, and service—from gaining genuine faculty support to collecting and assessing various kinds of data—revealing what works and what does not.

Offering numerous suggestions for improving evaluation methods, assessing program weaknesses, and avoiding common problems, this book discusses how to:

• Evaluate teaching, research, and service
• Tailor common practices to meet particular needs
• Guard against bias in evaluation
• Use classroom visits, student evaluation, and self-evaluation
• Determine the best combination of evaluation methods
• Gain genuine faculty and administrative support
• Avoid weaknesses of student, colleague, and self-evaluation
• Get the most accurate picture of faculty effectiveness
• Develop a professional portfolio

Included are field-tested forms and checklists that can be used to measure faculty performance in teaching, research, and service. The suggestions for improving faculty evaluation are practical and clear—sensible advice for strengthening a process that is of increasing importance in higher education.

Singham, M. Change, 2005 (Journal) Moving Away from the Authoritarian  Classroom.
Sees the authoritarian language and structure of course syllabi as symptomatic of the breakdown of trust in the teacher-student relationship; describes his experience with a redesigned syllabus in a large physics course.

Spence, L. D.  The Case Against Teaching.  Change, 2001. (Journal)
A kick-in-the-butt piece that repositions teaching and learning.

Stage, Frances K.; Muller, Patricia, A.; Kinzle, Jillian; Simmons, Ada. (1998) (Journal)  ED422778 - Creating Learning Centered Classroms. What Does Learning Theory Have to Say?  ASHE-ERIC Higher Education Report, Volume 26, No. 4.
This report reviews the literature on learning theories and frameworks applicable to instruction of undergraduate college students. An introductory section provides an overview and discusses the importance of learning frameworks. The first half of the volume addresses various theoretical frameworks in detail. These include: motivation theories, including performance attribution and self-efficacy; and theories offering a social perspective, such as social constructivism and conscientization. Each theory is presented in terms of a case study which examines elements of the theoretical construct, reviews relevant research on young adult and college student populations, discusses the relationship of the framework to college students' learning, and identifies possible educational applications. A separate section focuses on other theories which challenge assumptions about learning. The second part of the monograph discusses the usefulness of these frameworks for studying and fostering academic learning. One section addresses the need for more classroom-based research on college student learning. The final section applies the various theoretical frameworks to the classroom, emphasizing the importance of diverse methods for presenting academic material, activities to facilitate learning, and multiple ways for students to demonstrate their learning. (Contains approximately 375 references.) (DB)

Strong, B., Davis, M., and Hawks, V. Self-Grading in Large General Education Classes:  A Case Study.  College Teaching, 2004. (Journal)
Compares a self-grading experiment with a semester of the course graded traditionally and found some positive benefits occurred when student self-graded.

Suskie, Linda (1996). Questionnaire Survey Research: What Works (Second Edition).
This how-to guide offers a step-by-step process for planning a survey, starting with determining formats for survey questions and encompassing procedures for conducting the survey, processing survey results and analyzing the resulting survey data. Also included in the book is information on ethical surveys , researching prior survey material on similar topics, and dealing with institutional review boards once data has been compiled and analyzed.

Theall, Michael (Editor), Philip C. Abrami (Editor), Lisa A. Mets (Editor).  (2001)  The Student Ratings Debate: Are They Valid? How Can We Best Use Them?: New Directions for Institutional Research, No. 109.

Upcraft, M. lee, John N. Gardner, Betsy O. Barefoot and Associates (2005). Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College.
This guide offers a comprehensive guide to the first year of college, including the most current information about the policies, strategies, programs, and services designed to help first-year students make a successful transition to college and fulfill their educational and personal goals. The book includes in-depth demographic information about modern first-year college students, current institutional practice in the first year of college, and information for educators on how to engage first-year students in classes, foster the success of minority students and on urban, public campuses, as well as information on building relationships between academic and student affairs.

Wehlburg, Catherine M.  (2006) Meaningful Course Revision.  Enhancing Academic Engagement Using Student Learning Data
Faculty often make course changes based on reasons other than data. Intuition or student comments and satisfaction may be important guides, but they don't tell how much a student is learning or whether that learning transfers to other courses. This book makes the case for the use of multiple, direct measures of student learning outcomes data to enhance course development and guide meaningful course revision and decision-making. Focusing on student learning as the reason for course revision is essential. Meaningful Course Revision is a practical guide for collecting information about how well students are reaching your course goals, learning what impact your changes are having on student learning, and putting your courses into a cycle of continual revision and improvement. It will also benefit your students and keep your teaching interesting, fresh, and enjoyable.

Weimer, Maryellen, Joan Parrett, & Mary-Margaret Kerns.  How Am I Teaching? Forms and Activities for Acquiring Instructional Input.
If you're like most instructors, this is a question that you've asked yourself many times. That's why Weimer, Parrett, and Kerns have compiled this guide–so it's easier to get the answers that you need to this crucial question.

How Am I Teaching? contains nine forms and activities that allow you to gather information about what you're doing and how well you're doing it. The authors begin with a simple diagnostic matrix to guide you to the form or activity which best suits your needs. Then they summarize each of the nine tools, highlighting the value and limitations. Make copies of whichever tool(s) you've selected and you're on your way to better teaching!

Zubizarreta, John (2004). The Learning Portfolio.
Zubizarreta organizes his book into four parts, covering a foundation for and review of the value of reflective practice in student learning and how learning portfolios support reflection, sound assessment, and collaboration; diverse contributions by practitioners in two-and-four year institutions who implemented portfolios in a variety of ways, including the use of digital technology in their portfolios; fourteen practical examples of actual student learning portfolios that can be adapted to suit other class environments and subject matter; and a series of assignment sheets, guidelines, criteria, evaluation rubrics, and other materials used in developing print and electronic learning portfolios from across disciplines, programs, and types of institutions of higher education.

Current CTL Library Holdings Alphabetical by Author.

Angelo, T. A. and Cross, K. P.(1993). Classroom Assessment Techniques
O ffers teachers detailed, how-to advice on classroom assessment--from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.

Barkley, E.F., Cross, P.C., and Major, C.H. (2005). Collaborative Learning Techniques: Handbook For College Faculty
Authors begin by introducing faculty to effective ways to orient students and form groups. They provide strategies for structuring the learning task and how to foster student collaboration. A critical chapter addresses how to grade and assess collaborative learning. Specific examples of collaborative learning includes techniques for promoting discussion, reciprocal teaching, problem solving, graphic information organizers, and writing.

Elder, L., and Paul, R.(2003). Analytic Thinking
A miniature guide on analytical thinking; how to take thinking apart and what to look for when you do. The elements of thinking and the standards they must meet.

Garcia, R. (2000). To Teach with Soft Eyes
Reflections on a Teacher/Leader Formation Experience. Published by the League for Innovation in the Community College and the Fetzer Institude.

Gross-Davis, B. (2001). Tools for Teaching
A rich compendium of classroom-tested strategies and suggestions any faculty member can use to improve their practice. Forty-nine teaching tools cover both traditional tasks -- writing a course syllabus, delivering a lecture -- and newer, broader concerns, such as responding to diversity and using technology.