Adams, Dennis & Mary Hamm. (1994). New Designs for Teaching and Learning. Jossey-Bass Publishers: San Francisco.

Surveys important trends in education, including critical thinking, cooperative learning, and portfolio assessment, and shows how they can be used in the classroom. Suggests concepts, techniques, and activities for use in all curriculum areas, and discusses how television, computers, and interactive telecommunication are transforming learning.

Bertrand, Yves. (1995). Contemporary Theories and Practice in Education. Magna Publications: Madison Wisconsin.

Explores the many lines of thinking that may influence how we teach. Bertrand explains who contributed what to our ways of thinking about learning and teaching-and why those contributions are important to educators at all levels. This book invites teachers to enrich their teaching through the thoughts, research, and proposals of Maslow, Piaget, Rogers, Vygotsky, Adler, Freire, and dozens of others. Ch 5.6: Cooperative Teaching

Bruffee, Kenneth A. (1993). Collaborative Learning. John Hopkins University Press: Baltimore.

This volume explores the role and implications of collaborative learning for the mission and future of higher education and college teaching. Bruffee focuses his argument on the need to change college and university education from top to bottom, and on the need to understand knowledge differently in order to accomplish that change. This book invites conversation about how we were acculturated in college to think about knowledge and the authority of our own tears; about what, in our disciplines, we understand knowledge and learning to be; about how we invite students to join us in the conversation and build their own understandings.

Campbell, William E. & Karl A. Smith. (1997). New Paradigms for College Teaching. Interaction Book Company: Edina, Minnesota.

Conversationally written book compiling a variety of teaching methodologies. Chapters include: Cooperative and Active Learning, Writing-Across-The-Curriculum, Student Management Teams, Teaching With Stories, Knowledge Maps, Information Technology and Learning Communities.

Cooper, Jim. (1993). Cooperative Learning and College Teaching. New Forums Press: Stillwater, Oklahoma.

This is a collection of newsletters (volumes 1-3) from the Network for Cooperative Learning in Higher Education with the intention of establishing a network of persons in higher education interested in promoting cooperative learning (CL). Themes include: CL within the disciplines, critical thinking, social and emotional development, liberal and general education, and diversity.

Cyrs, Thomas E. (1994). Essential Skills for College Teaching, 3/e. New Mexico State University: Las Cruces, New Mexico.

This text deals explicitly with the essential skills of traditional lecturing in the college classroom and alternatives to it, such as cooperative learning, the student contract, and problem-based learning. Includes techniques to engage students, questioning strategies to address critical thinking skills, and more. Relevant exercises have been included to assist the instructor with the applications of the ideas. Provides specific guidelines for the novice as well as possibly unexplored techniques for the experienced instructor. Also includes self-assessment techniques such as the Professional Teaching Portfolio.

Davis, Barbara Gross. (1993). Tools for Teaching. Jossey-Bass Publishers: San Francisco.

A rich compendium of proven strategies and practical suggestions designed to improve the teaching practice of beginning, mid-career, and senior faculty members. Forty-nine teaching tools range from writing a course syllabus to using technology in the classroom. Ch 5: Collaborative and Experiential Strategies

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Goodsell, Anne, Michelle Maher, & Vincent Tinto. (1992). Collaborative Learning: A Sourcebook for Higher Education (vol 1). NCTLA: Pennsylvania.

Provides practical guidance to help teachers create a collaborative learning environment. Contains work by several prominent researchers that highlights collaborative learning's history and definitions, outlines practical ways of incorporating collaborative learning into syllabi and classrooms, and suggests assessment strategies for measuring the success of collaborative learning.

Grasha, Anthony F. Teaching with Style. Alliance Publishers: Pittsburgh, Pennsylvania.

The book takes the reader on a journey that includes an understanding of the elements of teaching and learning styles, exploring one's philosophy of teaching, and an integrative model for selecting instructional processes that are keyed to different blends of styles of teaching and learning styles. Specifically pg 8

Halpern, Diane F. (1994). Changing College Classrooms. Jossey-Bass Publishers: San Francisco.

Provides useful ideas on the four hottest issues in higher education today: Active Learning, diversity, technology, and assessment. Every faculty member will find at least one chapter well worth reading.

Hatfield, Susan Rickey. (1995). The Seven Principles in Action. Anker Publishing Company: Bolton, MA.

Hundreds of thousands of college educators have endorsed the "Seven Principles for Good Practice in Undergraduate Education," but it is easier to endorse ideas and strategies than to apply them. This new book contains essays about applying the seven principles and specific examples of how they are applied in over a hundred diverse colleges and universities. The essays, contributed by eighteen chief academic officers and faculty, reveal how the seven principles work in actual practice. Ch:2 & 3

Johnson, David W., Roger T. Johnson, & Karl A. Smith. (1991). Active Learning: Cooperation in the College Classroom. Interaction Book Company: Edina, Minnesota.

A comprehensive view of the use of formal cooperative learning lessons, informal cooperative learning groups, and cooperative base groups in the college classroom. Numerous specific lesson structures are included as well as an excellent overview of how to use cooperative learning at the college level. The book is also useful for secondary school teachers.

Johnson, David W., Roger T. Johnson, & Karl A. Smith. (1991). Cooperative Learning, report 4. George Washington University: Washington D.C.

Explains cooperative learning, the basis for its success as a learning tool, and the techniques for its most effective use. Discusses in depth the cooperative lecture, base groups, and cooperation among faculty.

Johnson, David W., Roger T. Johnson, & Edythe Johnson Holubec. (1993). Cooperation in the Classroom, 6/e. Interaction Book Company: Edina, Minnesota.

Covers the nature of cooperative learning, the essential components that make it work, and the teacher's role. Also includes how to structure positive interdependence and individual accountability, teach students social skills, stimulate group processing, and form teacher collegial support groups. The basic lesson structures required to get started with cooperative learning are included. The foundational book for implementing cooperative learning.

Katz, Joseph. (1986). A New Vitality in General Education. Association of American Colleges: Washington D.C.

Focuses on the rationale, purposes, and scope of general education and on issues of implementation-specifically on effective ways of planning programs and courses, teaching them, and supporting them. Provides information on a variety of examples of good educational practice with the hope that faulty and administrators can use it in creating more effective programs and reducing the chances of failure. It makes many suggestions about further improvements, but does not advocate a prescriptive uniformity. It seeks to stimulate reflection about general education in ways that respect the individuality and diversity of America's institutions of higher learning. Ch 2: Encouraging Active Learning

Kedel, Stephanie & Julia A. Keehner. (1994). Collaborative Learning: A Sourcebook for Higher Education (vol 2). NCTLA: Pennsylvania.

Companion piece to volume I, further investigating the practical aspects of collaborative learning. This volume contains new and previously published articles addressing the practical issues of implementing collaborative learning. It also contains over 50 concrete strategies for effective collaborative learning made available from those in the teaching trenches-teachers meeting the challenges for promoting Active Learning and teamwork in the classroom. This sourcebook is a resource for practical ideas and hands-on strategies for expanding teachers' collaborative learning repertoire.

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McKeachie, Wilbert J. (1994). Teaching Tips, 9/e. D. C. Heath and Company: Lexington, Massachusetts.

Contains strategies, research and theory from a vast array of sources. Topics include preparation, meeting the class for the first time, choosing textbooks, meeting with students, grading, asking questions, evaluation students-and being evaluated by them-as well as peer/collaborative learning, initiating discussions, and much more.

Menges, Robert J. & Marilla D. Svinicki. (1990). College Teaching: From Theory to Practice. Jossey-Bass Publishers: San Francisco.

This issue of New Directions for Teaching and Learning elaborates on three theoretical perspectives through which teaching can be viewed and explores their implications for the practice of teaching. These theoretical perspectives are the cognitive, which deals primarily with strategies by which information is processed; the motivational, which deals primarily with how learning is initiated and sustained; and the social, which examines the interpersonal context of teaching and learning. This volume also discusses personal, implicit theories and how instructors can weave multiple perspectives together to solve instructional problems. This is the 45th issue of the quarterly journal New Directions for Teaching and Learning. Ch: 2 & 3-Cognitive Theories, stressing Active Learning

Menges, Robert J. & Maryellen Weimer. (1996). Teaching on Solid Ground. Jossey-Bass Publishers: San Francisco.

An excellent book for faculty who regard teaching as more than a set of techniques. Menges and Weimer focus on connecting teaching with student learning, and they help faculty develop a systematic inquiry into teaching strategies, as well as showing them how to better utilize students assessment in the classroom. Ch 5: Collaborative Learning

Meyers, Chet & Thomas B. Jones. (1993). Promoting Active Learning. Jossey-Bass Publishers: San Francisco.

A growing body of research today points to Active Learning strategies-in which student talk and listen, read, write, and reflect as they become directly involved in the instructional process-as a way to better engage students, cultivate critical thinking, and improve the overall quality of teaching and learning. This book offers a practical guide to successful strategies for Active Learning and presents a wide range of teaching tools including problem-solving exercises, cooperative student projects, informal group work, simulations, case studies, role playing, and similar activities that ask students to apply what they are learning. PAL draws on the classroom experiences and tips of teachers from a variety of disciplines.

Millis, Barbara J. & Philip G. Cottell, Jr. (1997). Cooperative Learning for Higher Education Faculty. Oryx Press: Phoenix, Arizona.

This definitive "how-to" book on cooperative learning at the post-secondary level is designed to serve as a vital resource for faculty who use a collaborative approach to education. It offers an overview of the cooperative learning process, including its rationale, research base, value, and practical implementation. The authors also describe a variety of approaches to cooperative learning drawn from complementary movements such as classroom research, writing across the curriculum, computer technology, and critical thinking.

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Silberman, Mel. (1996). Active Learning: 101 Strategies to Teach Any Subject. Allyn & Bacon: Boston.

Contains a comprehensive collection of Active Learning techniques. Each strategy is described with clear, step-by-step instructions. Includes fresh ideas and innovative strategies to enliven your college or adult classroom.

Svinicki, Marilla D. (1999). Teaching and Learning on the Edge of the Millennium: Building on What We Have Learned. Jossey-Bass Publishers: San Francisco.

This is a "millennium" issue that reflects on what higher education has accomplished, how the field has changed, and where it is headed in the next century. Chapter topics were chosen from the best selling issues over the life of the New Directions for Teaching and Learning series-such as group work, critical thinking, and technology in teaching. Then, the original editors of these issues were invited back to return to their original works and reflect on where the field has gone in the interim. The last chapter focuses on possible directions for higher education in the twenty-first century. Ch: 3, Group-Based Learning

Timpson, William M. & Paul Bendel-Simso. (1996). Concepts and Choices for Teaching. Magna Publications: Madison, Wisconsin.

Offers the best of what is available in the realm of teaching and learning, both theoretical and practical, current and historical. Teaching will be more effective and efficient once you become aware of the conceptual framework around which your personal teaching style is built. Contains several real-life vignettes of teachers demonstrating each concept discussed and a diverse collection of ideas and strategies that have proven useful over time and in a wide variety of settings.

Timpson, William M., Suzanne Burgoyne, Christine S. Jones, & Waldo Jones. (1997). Teaching and Performing. Magna Publications: Madison, Wisconsin.

Offers insight on how to energize common teaching approaches and promote student feedback. The authors show that quality teaching is more than simply giving students information, rather, educators need to implement fresh and creative strategies toward teaching familiar material. By employing performance theory-using energy, creativity, and spontaneity to add vitality to their teaching-the authors guide educators on how to transform ordinary classroom settings into dynamic and engaging experiences for students. Specifically pg 145: Active Learning

Tinto, Vincent. (1994). Building Learning Communities for New College Students. NCTLA: Pennsylvania.

Studies three large university institutions and monitors the effects of collaborative learning techniques as a means of improving student involvement and consequent success in college. This monograph reveals that Freshman Interest Groups and other forms of collaborative learning communities are successful techniques for encouraging student involvement, academic success, and persistence in college.

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