Experiential learning is an engaged learning 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,
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.

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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

Resources for Teachers and Community from Center for Middle Eastern & North African Studies

University of Pennsylvania African Studies Center

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)

Alphabetically arranged listing of internet sites with a variety of resources. The site encompasses Internet sites, discussion lists and any other e-resources of relevance to Africa or African studies.

Best of the Web - Africa

A helpful resource for researching Africa on the Internet.

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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. 

IDEA Paper #49: Effective Classroom Discussions (IDEA Center, Cashin, 2011)   
Explores the strengths and weaknesses of discussion approaches, and suggests 18 recommendations for improving discussion in college courses.


The resources on this page describe ways to reduce and respond to disruptive or disrespectful student behavior in the college classroom. Such behavior can not only negatively affect the overall learning environment for students but also contribute to instructors' stress and discontent.  In addition to the resources below, CRLT consultants are available to help you think through strategies for both preventing or responding to disruption and disrespect. 

Understanding Disrespect and Disruption

Reducing Incivility in the University/College Classroom
This resource defines incivility in the classroom as offensive, intimidating, or hostile behavior that interferes with students’ ability to learn and instructors’ ability to teach. This paper identifies factors contributing to uncivil interactions in the classroom and provides practical strategies designed to avoid or diffuse such conflicts.

Understanding Student and Faculty Incivility in Higher Education
This paper reviews academic literature focusing on disrespect and disruptions in the classroom and explores strategies for preventing and managing student incivility. Read more »


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)

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

Examples of Teaching Philosophies from U-M Graduate Students

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