INDEX
A
ABET (Accreditation Board for Engineering and Technology)
Accelerated learning
Accountability programs: state-level; voluntary. See also Quality and quality assurance
Accreditation Board for Engineering and Technology (ABET)
Accreditation organizations: criteria of; institutional assessment and; on need to change preprofessional education; support from
Active learning; activities that promote; chart of activities for; components of; definition of; diagrams of; doing experiences in; in Electronics Lab case study; holistic view of; learning portfolios and; observing experiences in; online and distance; passive learning and; reflection in; rich learning experiences for; risks in; strategies for implementing; summary of
Activities, teaching and learning: in Band/Orchestra Directors course; chart of; decision guide for; doing experiences type of; in Electronics Lab case study; for flow experiences; in-class/out-of-class organization of; in integrated course design model; integration of, with goals and assessment; and integration of structure and strategy; learning portfolios for; linking content to; listing approach to; lowering risk in; observing experience type of; online and distance; overall scheme of; passive type of; reflective type of; resources for creating; in Rural and Urban Ethnic Movements course; selecting effective; strategies for implementing; summary of; teaching strategies derived with. See also Sequence of events; Teaching strategies
Adolescent life
Aerobics course
“AHA Statement on Excellent Classroom Teaching of History”
Air Force Academy
Allen, D. E.
Alverno College: assessment at; educational goals of; institutional assessment at; learning portfolios at; organizational structure of
Ambrose, S. A.
America Association of Physics Teachers
American Council on Education (ACE)
American Economics Association
American Historical Association
American Society for Engineering Education
Anderson, L. W.
Anderson, V. J.
Angelo, T. A.
Annis, L.
Applause: examples of; psychological need for
Application: assessment procedures for; complex project management and; in course case examples; described; in Electronics Lab case study; foundational knowledge and; learning goal formulation for; literature on; significant learning gained from; skill development and; in taxonomy chart; in taxonomy diagram; thinking skills and; types of
Art education, thinking skills in
Art history courses: learning goals in; significant learning in
Artistic representation, of faculty dreams
Arum, R.
Assessment: accrediting agencies and; audit-ive; authentic tasks for; backward-looking; in Band/Orchestra Directors course; campus-wide rubrics for; components of, summarized; in context; in course case examples; of course design, initial phase; criteria and standards identification for; decision guide for; educative; in Electronics Lab case study; exercising and; feedback versus; FIDeLity feedback in; first step in; flow diagram of; for flow experiences; formulating procedures for feedback and; forward-looking; fourth step in; funding agencies and; grading system for; institutional; in integrated course design model; integration of, with goals and activities; paradigm shifts for; procedures for, by significant learning type; psychology of feedback and; resources for; rubrics for; in Rural and Urban Ethnic Movements course; second step in; self-, by learners; student-to-student; third step in; traditional view of; validity versus reliability of. See also Feedback
Associate faculty certificate program
Association for the Study of Higher Education (ASHE)
Association of American Colleges (AAC). See also Association of American Colleges and Universities (AAC&U)
Association of American Colleges and Universities (AAC&U); educational goals recommended by; teaching excellence criteria and
Astin, A.
Attention
Audit-ive assessment
Authentic performance assessment
Autodidaxy
Award ceremonies. See also Recognition and rewards
B
Backward design
Backward-looking assessment: changing, to forward-looking assessment; forward-looking assessment versus
Bain, K.
Band and music education
Band and orchestra directors course
Barkley, E.
Barr, R. B.
Bartell
Barzun, J.
Baxter Magolda, M.
Bean, J. C.
Beaudry, M. I.
Bergquist, W. H.
Biggs, J.
Biology education, thinking skills in
Biology for Science Literacy course
Blackboard
Blackburn, R. T.
Blaich, C.
Bloom, B. S.
Boice, R.
Bok, D.
Bonwell, C. C.
Boredom, student
Boud, D.
Bowen, J. A.
Bowling Green State University (BGSU)
Boyd, T.
Brain research
Braskamp, L. A.
British Commonwealth countries, faculty professional development in
Brookfield, S. D.
Bruner, J. S.
Business education: need for change in; significant learning in; thinking skills in
C
Calderon, J.
California State University, Northridge
Campbell, W. E.
Campus Compact
Candy, P. C.
Cardean University
Caring: assessment procedures for; in course case examples; described; feedback delivered with; foci for; learning goal formulation for; literature on; sample course goals for; significant learning gained from; in taxonomy chart; in taxonomy diagram; two-step approach to
Carnegie Mellon University
Carnevale, A. P.
Carroll, S.
Case study method
Cassel, J. F.
Center for Critical Thinking
Centers of teaching and learning
Central Connecticut State University
Central Missouri University
Chandramohan, B.
Change: calls for; continual; course design as approach to; faculty awareness and readiness for; history of, in higher education; institutional; leading toward; and learning how to learn; multidimensional institutional response to; in preprofessional education; student cooperation with; student resistance to; of teaching. See also Institutional change; Teaching change
Chavez, C.
Chemistry courses: significant learning in; structure of
Chickering, A. W.
Christensen, C. M.
Chronicle of Higher Education
Citizenship: critical competencies for; educational goal of; need for development of; significant learning experiences to improve
Civic participation: need for development of; significant learning experiences to improve
“Civic Responsibilities of Research Universities, The” (Campus Compact)
Class attendance concerns
Class preparation: in-class activities and; potential solutions to problems of
Classroom Assessment Techniques (Angelo and Cross)
Classroom energy: concerns about; significant learning experiences to improve; student boredom and
Clickers
Climate, paradigm shift for
Coach model
Cognitive learning taxonomy
Collaborative Learning Techniques (Barkley et al.)
College Learning for the New Global Century (AAC&U)
Collingwood, R. G.
Columbia University
Communication skill development
Community involvement, service learning and
Competence, perceptions of teacher
Competition, institutional: change drivers of; institutional response to
Complex project management
Congleton, R. J.
Connections: between academics and life; in integrated course design model
Consciousness, multiple orders of
Constructive alignment. See also Integrated course design
Consulting: in course design; for faculty development
Content: approach centered on, versus learning-centered approach; coverage of, in course case examples; foundational knowledge as; linking, to other learning activities; new ways of delivering. See also Foundational knowledge; Subject matter
Context: assessment in; doing experiences in
Context, course: analysis of; questions about, listed
Context, educational, paradigm shift for
Context-rich problem solving
Continuous improvement
Convergent courses
Cooper, P. J.
Cooperative learning
Cooperative Learning in Higher Education (Millis)
Corporate universities
Cottell, P. G.
Council of Independent Colleges
Courage to Teach, The (Palmer)
Course case examples: application in; caring in; detailed, of integrated course design; feedback and assessment in; foundational knowledge acquisition in; human dimension in; integration in; learning how to learn in; significant learning through course design in; summary analyses of; that support making a difference. See also Electronics Lab course
Course components: assembling; building; importance of focusing on primary. See also Activities; Assessment; Learning goals
Course design: approaches to; as bottleneck to instructional improvement; decision guide to; differentiation and integration in; disconnects in; “dreaming and imagining” exercises for; for flow experiences; general tips for; journals on teaching and; literature on; problems solvable by; resources for; significance of; for significant learning experiences; student involvement in; worksheet for. See also Integrated course design
Course evaluation: in Electronics Lab case study; planning
“Course file”
Course goals: examples of; formulating, around significant learning; general; specific. See also Curricular goals; Learning goals
Course management
Course management software
Course structure: creating a thematic; in Electronics Lab case study; for hypothetical course; integration of, with teaching strategy; overall theme creation and
Course syllabus, writing the
Courts, P. L.
Couturier, L.
Covey, S. R.
Cox, M. D.
Creative thinking: as application learning; in course design; field-specific examples of
Credibility, teacher
Criteria and standards: in Electronics Lab case study; identification of; for institutional quality; for recognition and rewards; for self-assessment; for teaching
Critical Thinking (Paul)
Critical thinking skills: as application learning; assessment of; field-specific examples of; poor achievement in; poor instruction in
Criticalthinking.org
Cross, K. P.
Csikszentmihalyi, M.
Curricular goals: application; caring; foundational knowledge; human dimension; integration; learning how to learn; literature on teaching and; significant learning and. See also Course goals; Learning goals; Taxonomy of significant learning
Curriculum: calls for change in; interdisciplinary; restructuring; student concerns about. See also Course design; Course goals
D
Dance of life. See also Life
Data gathering skills
Davis, B.
Debugging step
Decision guide for course planning
Deep learning
Deliberations Web site
Demographic differences
Department for Education and Employment (United Kingdom)
Departmental expectations
Designing and Assessing Courses and Curricula (Diamond)
Designlearning.org
Desire2Learn
Development, faculty. See Faculty professional development
Development, pattern of
Dew, W.
Diamond, N. A.
Diamond, R. M.
Diaries
Differentiation, among learning activities
Dining experience, quality in
Disciplinary associations
Discipline-based departments
Discussion, class. See also Reflection: dialogue with others
Distance learning
Divergent courses
Diversity, student openness to, shortcomings in
Dolence, M. G.
Dreams, faculty: comprehensive; examples of; illustrating and sharing; significant learning and; significant learning goals linked to
Duch, B. J.
Duderstadt, J. J.
Dynamism, perceptions of teacher
E
Education–Introduction to Teaching course
Education Commission of the States (ECS)
Educational goals: AAC&U recommendations for; accrediting agencies and; assessment of; ECS recommendations for; examples of; institutional; organizational structure to support; programs capable of implementing. See also Curricular goals; Learning goals
Educative assessment. See also Assessment
Educative Assessment (Wiggins)
Edwards, J. A.
Effective Grading (Walvoord and Anderson)
Eison, J. A.
Elder, L.
Electronics Lab course: active learning in; activities for; application learning in; caring in; course structure for; criteria and standards for; evaluation of; feedback and assessment procedures for; first semester of; foundational knowledge acquisition in; human dimension in; impact of changes to; integrated course design case study of; integration in; learning goals for; learning how to learn in; lessons learned from; preliminary discussions in; reflective dialogue in; rough draft of course design for; second semester of; significant learning outcomes for; situational factors for; teaching strategy for
Ellis, D. B.
Emotional intelligence
Empathy: in feedback; skill of
Employee training programs
Emulation
Encouragement, for faculty
Engagement: as characteristic of significant learning experiences; impact of course redesign on; student concerns about lack of
Engaging Ideas (Bean)
Engineering education: criteria and standards for; simulated project for
English literature courses
English literature education, thinking skills in
Enos, J.
Entwistle, N.
Environmental impact
Environmental studies course
Epistemology, paradigm shift for
“Essential Learning Outcomes, the”
Ethnic minorities
Evaluation: in Electronics Lab case study; of faculty; planning, in course design. See also Assessment
Evergreen State University
Excellence in teaching: defining; recognizing and rewarding
Exercising, versus forward-looking assessment
Expectations, identification of external
Experiences, in active learning: creating rich; defined; direct doing; doing; indirect doing; observing; online
External expectations: analysis of; questions about, listed; types of
Eyring, H. J.
F
Faculty: change awareness and readiness of; changing teaching of; concerns of; credibility of; distinguishing characteristics of, in course design; dreams of; encouragement for and among; expectations of, for student performance; habits of; impact of integrated course design model on; institutional changes to support; needs of, to enable change; new, emulation approach of; organizational support for; paradigm shift for roles of; problems faced by; professional self-management of; recognition and rewards for; significance of course design to; time issues of. See also Teacher headings
Faculty culture
Faculty evaluation: benefits of changing; criteria for; improving procedures for; information sources for; multifocused approach to; student reactions for; time allocation for
Faculty professional development: areas of; disciplinary associations and; institutional support for; internationally; investment in; journals for; modes of; teaching and learning centers for; teaching certificate programs for; time allocation for
Faculty work: adding professional development to; changing procedures for; evaluation of; expectations-setting for; prevailing view of; quality of, over time; time allocation for; time constraints and; worksheet for. See also Research; Service; Teaching
Fallows, S. J.
Family life, connecting academics with
Farrington, G. E.
Feedback: assessment versus; in Band/Orchestra Directors course; decision guide for; discriminating; in Electronics Lab case study; empathy in; for evaluation of course and teaching; FIDeLity; for flow experiences; formulating procedures for assessment and; frequent; immediate; in integrated course design model; lovingly delivered; psychology of; in Rural and Urban Ethnic Movements course; student-to-student; traditional view of. See also Assessment
Felder, R.
Feletti, G.
FIDeLity feedback
Fields of study: paradigm shifts in; thinking skills in various
Fifth-order consciousness
Films, learning from
Final phase (finish important remaining tasks); decision guide for; step nine (grading system development); step ten (debugging); step eleven (course syllabus creation); step twelve (evaluation planning)
Fink, A. K.
Fink, L. D.
Finkconsulting.info
“Fink’s Five Principles of Fine Teaching”
Finkelstein, M. J.
Flanigan, M.
Flow activities
Flow experiences
“Food for Friends”
Foreign language skill
Formal global
Forward-looking assessment
Foundational knowledge: acquisition of, in course case examples; assessment procedures for; as course content; described; learning goal formulation for; linking, to other learning activities; literature on; sample course goals for; significant learning gained from; in taxonomy chart; in taxonomy diagram. See also Content; Subject matter
Fragmentation. See also Integration
Friedman, T. L., ix
Fullan, M.
Funding agencies
Furneaux, J.
G
Gaming
Gardiner, L.
Gardner, J. N.
General educational goals. See Curricular goals
Geography course: assessment in; grading system for; thematic graphic for
Geology—Applied Hydrology course
Geology courses
German Culture and Song course
German history course
Gibbs, G. P.
Gijselaers, W. H.
Globalization, of health
Goals. See Course goals; Curricular goals; Learning goals
Goleman, D.
Gould, R. A.
Gower, B.
Grading; self-. See also Assessment
Grading system: assessment procedures appropriateness for; development of
Graff, H. F.
Great Gatsby, The
Greenberg, E. M.
Groh, S. E.
H
Hands-on learning, student concerns about lack of
Harvard University
Healey, M.
Health care decisions
Heifetz, R.
Helmsman metaphor
Hesburgh Award
Hestenes, D.
Higher education: change in; concerns about; dream for; general curricular goals and significant learning in; globalization of; history of change in; Industrial Age versus Information Age; new providers of; paradigm shift for; shortcomings in; status of quality in
Higher Education Funding Councils (United Kingdom)
History education, thinking skills in
Homework assignments, potential solutions for. See also Class preparation
Honolulu.hawaii.edu
Hoppe, S. L.
Horse whisperer
Hounsell, D.
Howard, J.P.F.
Human dimension: applicability of, to disciplines; assessment procedures for; broadened concept of others in; in course case examples; described; in Electronics Lab case study; elements of; emotional intelligence and; learning about others in; learning about self in; learning goal formulation for; literature on; reciprocity of learning in; sample course goals for; self-authorship journey in; significant learning gained from; in taxonomy chart; in taxonomy diagram
Humanities courses: assessment in; examples of, that promote significant learning; traditional
Humility
Hybrid courses
I
“I Have a Dream” speech
Imaginary-town writing project
In-depth writing
Indiana University Center for Survey Research
Individual learning: informal, passive; intentional
Industrial Age education
Informal learning
Information Age education
Information and ideas, receiving. See also Content; Foundational knowledge; Subject matter
Information technology: as driver of institutional change; instructional; online and distance learning; resource for teaching with; skill needs for
Initial phase (build strong primary components); assessment of; decision guide for; feedback and assessment procedures (step three); integration of components (step five); learning goals identification (step two); situational factors identification (step one); teaching and learning activities selection (step four)
Inquiry teaching and learning
Institutional change: calls for; curricular restructuring for; educational goal formulation for; educational program creation for; forces driving; national organizations’ support for; organizational restructuring for; in policies and procedures; readiness for; specific recommendations for; to support faculty professional development; to support student development as learners; to support teaching improvement; for teaching and learning center establishment. See also Change
Institutional effectiveness model
Institutional expectations
Institutional support, for faculty change
Instructional design. See also Course design; Integrated course design
Instructional practices. See Teaching practices
Instructional strategies. See Sequence of events; Teaching strategies
Integrated business core (IBC) program; significant learning in
Integrated course design: backward design process in; benefits of; case study of implementing; changes in teaching recommended by; consulting for; continuous improvement for; decision guide to; features of; final phase in; flow diagram of; general tips for; getting started with; hypothetical example of; impact of, on students; impact of, on teachers; initial phase (build strong primary components) of; integrated components of; intermediate phase of (assemble components); key questions of; literature on; other approaches and; phases of, listed; resources for; rough draft for; significance of; steps of, diagrammed; steps of, listed; summary of; teacher success factors for; worksheet for. See also Course design; Final phase; Initial phase; Intermediate phase
Integration: assessment criteria for; assessment procedures for; in course case examples; in course design; described; differentiation and; hypothetical problem of; in integrated course design model; learning goal formulation for; literature on; sample course goals for; sample problems of; significant learning gained from; step of; of structure and strategy; table for; in taxonomy chart; in taxonomy diagram; two-part sequence of; types of
Intelligences, multiple
Interaction. See Human dimension; Teacher-student relationship
Interdisciplinary learning
Intermediate phase (assemble components into coherent whole); decision guide for; overview of; step six (create thematic course structure); step seven (select or create a teaching strategy); step eight (integrate structure and strategy into overall scheme)
International Journal for the Scholarship of Teaching and Learning
Interviews: for course evaluation; as learning activity
Introduction to Rubrics (Stevens and Levi)
Involvement in Learning (NIE)
Isolation, student
J
Jacoby, B.
Japan, faculty professional development in
Jenkins, A.
Jewler, A. J.
Johnson, D. W.
Johnson, N. C.
Johnson, R. T.
Johnson Foundation
Jones, C.
Journal of Excellence in College Teaching
Journal of Geography in Higher Education
Journals: students’; on teaching and learning
Joy, in teaching
K
Keens, M.M.K.
Kegan, R.
King, M. L., Jr.
Klein, J. T.
Knight, A. B.
Knowing, ways of
Knowledge: construction of new; explosion of; paradigm shift in; teacher’s, of subject matter; ways of receiving. See also Foundational knowledge
Knowledge application. See Application
Knowles, M. S.
Knox, R. C.
Kolar, R. L.
Kotter, J. P.
Kouzes, J. S.
Krathwohl, D. R.
Kuh, G. D.
Kuhlenschmidt, S.
L
Land-grant universities
Landscape architecture course project
Laufgraben, J. L.
Law School and Women’s Issues course
Lazerson, M.
Leadership: credibility of; in teacher-student relationship
Leadership course, integrating question for
Learner-Centered Teaching (Weimer)
Learner characteristics: analysis of; questions about, listed; self-image and; ways of learning and. See also Students
Learning: accelerated; active; assessment as; caring about; centers for teaching and; classic view of; deep versus surface approaches to; distance; dream for; flow and; and forgetting; human significance of good; improvement of, possibilities for; inquiry approach to; learning-centered paradigm for; long-term view of; meaning and significance of; new forms of teaching for; new paradigms for teaching and; official view of; online; problem-based (PBL); reflection and; reflection on; research on; selecting activities for; about self and others; service; small-group; taxonomies of; team-based; ways and contexts of; writing for. See also Active learning; Significant learning experiences; Student learning outcomes; Taxonomy of significant learning
Learning activities. See Activities, teaching and learning
Learning and Teaching Support Network
Learning as a Way of Being (Vaill)
Learning-centered approach: content-centered approach versus; integrated course design for; paradigm of
Learning communities
Learning goals: breadth of; course examples of; decision guide for; in Electronics Lab case study; faculty dreams linked to; for flow experiences; formulating significant; identification of; in integrated course design model; integration of, with assessment and activities; questions for formulating; resources for formulating; taxonomy of significant learning applied to; tips for selecting; verbs for. See also Curricular goals; Educational goals
Learning how to learn; aspects and meanings of; assessment procedures for; in course case examples; described; in Electronics Lab case study; importance of; learning goal formulation for; literature on; sample course goals for; significant learning gained from; in taxonomy chart; in taxonomy diagram; through being a better student; through being a self-directing learner; through inquiry and knowledge construction
Learning logs; in course case examples
Learning Portfolio, The (Zubizaretta)
Learning portfolios: at Alverno College; assessment as learning and; in Band/Orchestra Directors course; characteristics of; educational value of, diagrammed; in Electronics Lab case study; reflection and; taxonomy of significant learning applied to; ways of using
Learning styles
Learning teams
Learning theory, paradigm change for
Lecturing: active learning versus; disconnect problem with; limited effectiveness of; as passive learning; readings and, for content delivery; tradition of
Levi, A. J.
“Liberal Education and America’s Promise” (LEAP)
Liberalarts.wabash.edu
Life: competencies for; connecting academics and; dance of; educational goal for; significance of good teaching and learning for; teaching and learning in context of
“Life file”
Life skills development
Lindbergh, C. A.
List-of-activities approach
List-of-topics approach
Loacker, G.
London School of Economics
Londonmet.ac.uk
Long-term view of learning
Louisiana State University (LSU)
Love
M
Maastrict
Martinez, M.
Marton, F.
Masequesmay, G.
Mathematics education, thinking skills in
Mazur, E.
McGuire, S.
McInerney, K. H.
McKeachie, W. J.
McKeachie’s Teaching Tips (Svinicki and McKeachie)
McKibbin, L. E.
McLeish, J.
McMaster University
McTighe, J.
Meaning making. See also Reflection
Medical education, problem-based learning in
Mentkowski, M.
Mezirow, J.
Michaelsen, L. K.
Michigan State University
Microbiology learning goals
Midterm assessment, for course/teaching evaluation
Millis, B.
Minnesota State University, Mankato
Minority cultural education
Mission, paradigm shift for
Moss, D. M.
Motivation, personal
Motivation, student: for caring; course design and; decline in; inspiring, through leadership
Multidimensional institutional response
Multidisciplinary Geology course
Music education: assessment in; impact of teaching change on
N
National Association for Music Education
National Association of State Universities and Land-Grant Colleges (NASULGC)
National Board for Professional Teaching Standards (NBPTS)
National Center for Higher Education Management Systems
National Conference of State Legislatures
National Governors’ Association
National Institute of Education (NIE)
National organizations: accrediting; on defining good teaching; disciplinary; funding; on need for change; support from
National Science Foundation (NSF)
National Survey of Student Engagement (NSSE)
National Teaching and Learning Forum
Natural science. See Science courses; Science education
Nbpts.org
Ncsu.edu
New Directions for Teaching and Learning
New Mexico medical schools
Newell, W.
Newman, F.
Nicholl, M. J.
Nilson, L. B.
Norris, D. M.
North Carolina State University
North Central Association of Colleges and Schools
Norwich University
Nursing courses: indirect observation in; significant learning in
O
Observation: in active learning; direct; indirect
One-minute papers
Online learning
Online universities
Oral history
Organizational Behavior course
Organizational effectiveness
Organizational structure
Organizational support; from accrediting agencies; from colleges and universities; from disciplinary associations; from funding agencies; multidimensional approach to; from national organizations; need for; significance of; summary overview of. See also Institutional change
Ory, J. C.
Osborn, T. A.
Others: broadened concept of; caring about; learning about; reciprocity of learning about self and
Our Underachieving Colleges (Bok)
Outside observers, for course evaluation
Overall scheme: decision guide for; diagram of; differentiation and integration in; integrating structure and strategy into
P
Palmer, P.
Parrott, J. L.
Passive learning
Paul, R.
Peer assessment
People skills development
Performance-based appropriations
Performance-feedback-revision-new performance cycles
Persistence
Personal competencies
Personal life. See Life
Pew Charitable Trust
Philosophy and cultural diversity course
Physics education: case study of integrated course design in; conceptual understanding in; human dimension in
Pitzer College
POD Network in Higher Education
Policies and procedures, institutional: changing, to support educational goals; examples of successful; for faculty development; for faculty evaluation; for faculty work
Porter
Posner, B. Z.
Power, paradigm shift for
Power of Problem-Based Learning, The (Duch et al.)
PowerPoint slides
Practical thinking: as application learning; field-specific examples of; medical school example of
Preprofessional education: need for change in; real-life connections in
Principles, of good teaching
Problem-based learning (PBL)
Procedures, institutional. See Policies and procedures
Productivity, paradigm shift for
Professional self-management
Professional society expectations
Program creation, to support educational goals
Psychology education: significant learning goals for; special challenge in; thinking skills in
Psychology of feedback and assessment
Public concerns, about quality in higher education
Public education, excellence in teaching in
Q
Quality and quality assurance: accrediting agencies and; defining; Education Commission of the States recommendations for; institutional assessment for; voluntary system of accountability for. See also Accountability programs; Student learning outcomes
“Quality Assurance in Undergraduate Education” (ECS)
Questionnaires, for course evaluation
R
Raiber, M.
Readings, out-of-class
Reciprocity
Recognition and rewards, faculty
“Redefining the Meaning and Purpose of Baccalaureate Degrees”
Redesigning Higher Education (Gardiner)
Reflection: in active learning; activities for; in dialogue with others; in dialogue with self; in-depth writing for; on learning process; with online learning; questions for; on teaching and learning
Regional accrediting agencies. See also Accreditation organizations
Relationships. See Human dimension; Teacher-student relationship
Research, faculty
Research skills education
Resistance, student
Resources: for assessment; for course design; for creating learning activities; for formulating learning goals; for small-group learning; for teaching; for teaching with technology
Retirement
Rhoads, R. A.
Rich learning experiences
Richlin, M. D.
Risk: in changing teaching; and innovation; strategies for lowering
Roberts, M.
Rogers, G.
Roksa, J.
Role playing
Rose, C.
Ross, S.
Rough draft, of course design
Rubrics
Rural and Urban Ethnic Movements course
S
Sabatini, D. A.
Santa Clara University
Saunders, P.
Scandinavian countries, faculty professional development in
Schedule form
Schmidt, P.
Schōn, D. A.
Schuster, J.
Schwab, J. J.
Science, technology, engineering, and math (STEM) education, calls for change in
Science courses, that promote significant learning
Science education: assessment rubrics for; human dimension in; inquiry approach to; thinking skills in; traditional
Scoreboards: examples of; psychological need for
Scott, G.
Seal, R. K.
Seldin, P.
Self: caring about; learning about; reciprocity of learning about others and
Self-assessement (by learners)
Self-authorship
Self-awareness
Self-confidence
Self-consciousness
Self-directing learners
Self-image, as learner
Self-reflection. See Reflection
Self-regulation
Self-transformation
Sequence of events: in accelerated learning; decision guide for; overall theme and; in problem-based learning; schedule form for; in team-based learning; worksheet for. See also Teaching strategies
Service, faculty
Service learning
Seurey, J.
Seven Habits of Highly Effective People, The (Covey)
“Shaping the Future” (National Science Foundation)
Shapiro, N. S.
Shumanis, N.
Significant learning: achievement of, in case study; in application learning; applied to dance of life; assessment of; in caring; changing teaching for; characteristics of; course examples of; course goal formulation around; formulating goals for; in foundational knowledge; general curricular goals and; in human dimension; in integration; interactive nature of; in learning how to learn; literature on college teaching and; methods for achieving; paradigm shift of; student ratings of; taxonomy of. See also Taxonomy of significant learning
Significant learning experiences: as base-focus for quality concerns; course design for; creating rich; definition and characteristics of; flow experiences and; outcome dimension of; positive impacts of; process dimension of; requirements for. See also Activities; Taxonomy of significant learning
Significant learning goals. See Learning goals
Simonds, C.
Simulations; in course case examples
Sipes, J.
Situational factors: checklist of; decision guide for; for Electronics Lab case study; of external expectations; for flow experiences; identifying and analyzing; importance of; in integrated course design model; of learner characteristics; resource for analyzing; of special pedagogical challenge; of specific context; of subject matter; of teacher characteristics
Skill development: as application learning; in course examples
Small-group instructional diagnosis
Small-group learning; in course case examples; resources for. See also Team-based learning
Smith, B. L.
Smith, F.
Smith, G.
Smith, K. A.
Social competencies
Social science courses: examples of, that promote significant learning; traditional teaching in
Social skills
Society: expectations of; institutional change to meet needs of; role of formal learning in; significance to teaching to
“Sooner City” project
Source credibility
Southern Association of Colleges and Schools (SACS)
Spanish literature course
Speaker credibility
Special pedagogical challenge
Specialization
Speck, B. W.
Spence, L.
Spirit, of good teaching
Spiritual dimension
“Spirituality in Higher Education” (Hoppe and Speck)
Standardized testing
Standards. See Criteria and standards
Stanford University
State governments: accountability programs of; performance-based appropriations by
Statistics courses: significant learning goals for; special pedagogical challenge for
STEM
Step one (identify situational factors)
Step two (identify learning goals)
Step three (formulate feedback and assessment procedures)
Step four (select teaching and learning activities)
Step five (integration of primary components)
Step six (create thematic structure)
Step seven (select/create teaching strategy)
Step eight (overall scheme integration)
Step nine (grading system development)
Step ten (debugging)
Step eleven (write course syllabus)
Step twelve (course evaluation planning)
Sternberg, R. J.
Stevens, D. D.
Stories, indirect learning from
Strategies, teaching. See Teaching strategies
Student Engagement Techniques (Barkley)
Student learning outcomes: in Band/Orchestra Directors course; calls for change based on; concerns about; due to integrated course design; in Electronics Lab case study; improvement of, possibilities for; institutional assessment of; national organization reports on; shortcomings of; skills included in; teaching practices that facilitate; teaching practices that limit. See also Course goals; Curricular goals; Learning; Learning goals; Quality
Students: boredom of; caring of; concerns of; connecting academics with personal lives of; course design and; development of, for new ways of learning; distinguishing characteristics of, for course design; faculty evaluation by; human significance of good learning for; impact of integrated course design on; involving, in course design decisions; learning how to be better; learning needs of today’s; nontraditional, increase in; old versus new paradigm of; preferred learning styles of; resistance of, to new ways of teaching; risks with, in active learning; self-assessment by; as self-directed learners; teachers’ problems with; traditional, changes in. See also Learner characteristics; Teacher-student relationship
Study skills development
Subject matter: acquisition of, in course case examples; analysis of; questions about, listed; teacher’s competence in. See also Content; Foundational knowledge
Support. See Organizational support; Resources
“Survey of Teaching Effectiveness”
Sutherland, T. E.
Svinicki, M. D.
Syllabus, writing the
Syracuse University
T
Tagg, J.
Tang, C.
Tax Law course
Taxonomy for Learning, A (Anderson and Krathwohl)
Taxonomy of significant learning; applied to learning goals; applied to learning portfolios; Bloom taxonomy and; categories in; chart of; development of; dynamic relationships in; learning sub-types in; literature on college teaching and; paradigm shift of. See also Application; Caring; Foundational knowledge; Human dimension; Integration; Learning how to learn
Teacher-as-helmsman metaphor
Teacher characteristics: analysis of; questions about, listed
Teacher credibility
Teacher education course
Teacher evaluation
Teacher self-change: challenges of, overcoming; continual nature of; risk factor in; success factors for
Teacher-student relationship: as component of teaching; enhancing; leadership in; paradigm shifts for; teacher credibility and
Teachers. See Faculty
Teaching: centers for learning and; components of; concerns about; criteria for effective; evaluation of; Fink’s Five Principles of Fine; human significance of good; improvement of, possibilities for; ineffective types of; inquiry mode of; intentionality in; interdisciplinary; journals on; joy in; literature on, related to significant learning; meaning and significance of; new forms of; new paradigms for; old paradigm for; paradigm shifts for; principles of good; reflection on; resources on; selecting activities for; spirit of good; spiritual dimension of; success factors for; technology for; that predict student growth; time allocation for; traditional, good aspects of
Teaching and learning activities. See Activities
Teaching and learning centers
Teaching at Its Best (Nilson)
Teaching certificate programs
Teaching change; barriers to; case examples of; challenges of self-change and; conditions required for; Electronics Lab case study of; encouragement for; impact of; national organizations’ support for; organizational support for; possibility of; principles and recommendations of; questions about; recognition and rewards for; resources for; student cooperation with; student resistance to; summary lessons on; time allocation for; 2009 update on
Teaching for Quality Learning (Biggs and Tang)
Teaching Naked (Bowen)
Teaching portfolio
Teaching practices: new forms of; that facilitate student learning; that limit student learning
Teaching Professor
Teaching skills assessment. See also Evaluation
Teaching strategies: of accelerated learning; analytic exercise in; castle top diagrammatic template for; decision guide for; in Electronics Lab case study; examples of; integration of, with course structure; journals on; and overall theme creation; of problem-based learning (PBL); selecting/creating; summary of; teaching techniques versus; of team-based learning. See also Sequence of events
Teaching techniques
Team-based learning; resources for; student resistance to; teacher self-transformation in
Team-Based Learning (Michaelsen et al.)
Team teaching
Teambasedlearning.org
Technological Innovations honors course
Textbooks: large; passive learning from
Theater
Thematic course structure: clarifying and sharing; creating a; graphic illustration of; integrating question for
Thinking skills: as application learning; in course examples; deficiencies in; triarchic view of
Third-order consciousness
TIAA/CREF
Time, faculty: allocation of; constraints on; 20/40 percent rule for
To Know as We Are Known (Palmer)
Tools for Teaching (Davis)
Topics: design approach of listing; overall scheme of; selecting and organizing
Tough, A.
Transforming Higher Education (Dolence and Norris)
Trustworthiness, perceptions of teacher
Tutors, in problem-based learning
U
Udel.edu/inst
Understanding by Design (Wiggins and McTighe)
United Farm Workers
Universidad El Bosque
University of Chicago
University of Groningen
University of Minnesota
University of New Mexico
University of Oklahoma: assessment at; integrated business core (IBC) program of; interdisciplinary learning at; learning about others in; Los Angeles river project of; music education program at; “Sooner City” engineering project at; taxonomy of significant learning development at; team-based learning in
University of Phoenix
University of South Carolina
University of Texas
V
Vaill, P. B.
Valencia Community College
Values development: calls for; caring and; from Rural and Urban Ethnic Movements course
Variety
Vaz, R. F.
Virtual universities
Virtual University
Voluntary system of accountability (VSA)
Voluntarysystem.org
W
Wagener, U.
Walvoord. B. E.
Web research
Weimer, M.
Western Association of Schools and Colleges
What the Best College Teachers Do (Bain)
Wiggins, G.
Wilkerson, l.
“Wingspread Declaration” (Campus Compact)
Wise, I.
Wlodkowski, R. J.
Woods, D.
Worcester Polytechnic Institute
Workplace skills: assessment in context and; critical competencies for; educational goal of; formal programs for
Wright, B. D.
Writing: questions for; reflective; substantive
Writing-across-the-curriculum
Writing assessment
Z
Zinsser, W.
Zlotkowski, E.
Zubizarreta, J.
Zull, J. E.