Strategies

Teaching Strategies: Experiential Learning and Field Work

Experiential learning is the process whereby students “learn by doing” and by reflecting on the experience. Experiential learning activities can include, but are not limited to, hands-on laboratory experiments, practicums, field exercises, and studio performances. The article in this section describes how experiential learning can be incorporated into college courses.

Experiential Learning & Experiential Education: Philosophy, theory, practice & resources (James Neill, University of Canberra, Wilderdom.com)
Comprehensive site exploring definitions and learning theories related to experiential education. Also includes an index of group activities, games, exercises, and initiatives.

David. A. Kolb on experiential learning (Smith, 2001, Informal Education)
David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. This site sets out the model, and examines its possibilities and problems.

Professional Associations: Read more »

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Afroamerican and African Studies

The links below provide resources and Internet site listings for faculty, instructors, researchers, and students of Afroamerican and African Studies.

Online Resources from the Department of Afroamerican Studies
http://www.lsa.umich.edu/caas/laj_lib/digitalresources

African-American Studies at the Department of History at
Tennessee Technological University
http://www2.tntech.edu/history/black.html

Archives, research centers, and sites about African-American Studies

African Studies

Resources for Teachers and Community from Center for Middle Eastern & North African Studies
http://www.ii.umich.edu/cmenas/resources

University of Pennsylvania African Studies Center
http://www.sas.upenn.edu/African_Studies/AS.html

Links to organizations, multimedia archives, and a variety of other online resources

An A-Z of African Studies on the Internet (Michigan State University Africana Library)
http://staff.lib.msu.edu/limb/a-z/az.html Read more »

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Discussion-based Teaching and Handling Controversial Topics in the Classroom

Discussions help students apply abstract ideas and think critically about what they learn. In fact, studies show that discussions build students’ problem-solving skills more effectively than do lectures. However, fostering productive discussions can be difficult for even the most experienced instructors. The articles in this section offer tips on preparing for discussions, asking questions that promote discussion, getting students to talk, and handling common problems that arise during discussions.

Using Discussion Questions Effectively (CRLT)
Strategies for encouraging student engagement and critical thinking through effective questioning. 

Teaching by Discussion (Penn State)
Resources on discussion-based teaching from the Schreyer Institute for Teaching Excellence at Penn State.

IDEA Paper #15: Improving Discussions (IDEA Center, Cashin & McKnight, 1986)
Explores the strengths and weaknesses of discussion approaches, and suggests 18 recommendations for improving discussion in college courses. Read more »

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Teaching Strategies: Incivility in the College Classroom

Broadly defined, classroom incivility is any action that interferes with a harmonious and cooperative learning atmosphere in the classroom. Uncivil student behavior not only disrupts and negatively effects the overall learning environment for students but also contributes to instructors' stress and discontent. The articles in this section describe forms of classroom incivility and ways to reduce disruptive behavior in the college classroom.

Responsible Conduct of Research and Scholarship at University of Michigan

The articles and other resources listed [on this site] give useful information about designing and teaching effective presentations on the responsible conduct of research and scholarship. Topics include how to make effective use of case studies, how to integrate ethics education within the research setting and experience, and how to foster critical thinking and problem-solving about issues of research and scholarly integrity. Items available online here can also be found as CTools Project Tool.

The International Center for Academic Integrity (Clemson University)

The ICAI is a forum for students, faculty, teachers and administrators who are interested in issues related to academic integrity.  The site has numerous links to online resources, conference announcements, assessment guides, and research.    Read more »

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The Teaching Philosophy/Teaching Statement

The teaching philosophy (or teaching statement) is becoming a more common part of academic life for both faculty and graduate students. Graduate students report that colleges and universities often request statements from applicants for faculty positions. Faculty at an increasing number of institutions must develop a teaching statement as they approach tenure and promotion. Instructors at all levels find that writing their statement helps them develop as teachers, since it entails making their implicit views on teaching and student learning explicit and comparing those views to actual teaching practice.

CRLT Occasional Paper #23, Writing a Statement of Teaching Philosophy for the Academic Job Search, (O’Neal, Meizlish, and Kaplan, 2007)

This CRLT Occasional Paper is designed to help experienced graduate students write a statement of teaching philosophy. The authors offer a rubric for writing an effective statement based on research into the use of teaching statements by academic search committees.

Rubric for Statements of Teaching Philosophy (Kaplan, O'Neal, Meizlish, Carillo, and Kardia, 2005) Read more »

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