The following books are great resources to help you think about how students learn, how you teach, and how you can bring these two pieces together.
Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman. How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass, 2010.
- In this recent work on teaching and learning, learning is defined as a process involving lasting change that students do themselves. The authors describe seven research-based principles of learning to help instructors better understand how their approach to teaching affects their students' learning. They propose a variety of excellent strategies that may help your students learn and apply their learning in various settings.
Barbara Gross Davis. Tools for Teaching. 2nd edition. San Francisco: Jossey-Bass, 2009.
- Barbara Davis presents current ideas and strategies for teaching in the college classroom. In this updated edition of a classic work, you will find information and tips on designing a course, creating a syllabus, enhancing student motivation, developing assessments, using presentation technologies, and more.
Richard E. Lyons. Success Strategies for Adjunct Faculty. Boston: Pearson, 2004.
- Richard Lyons is an authority on adjuncts and part-timers in higher education. In this book, he addresses the specific challenges part-time faculty members face in designing and teaching college courses. The information included is similar to what you might find in other teaching books, but curated here for busy part-timers.
Marilla Svinicki and Wilbert J. McKeachie. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 13th edition. Belmont, California: Wadsworth, 2011.
- In this classic book for college and university teachers, the authors present suggestions and solutions for common teaching issues, as well as highlighting some practices that enhance student learning. They also address diversity, motivation, technology, ethics, and more. This work is a "must-read and reference-reguarly" for instructors in higher education.
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