Occasional Papers Published by CRLT

• 1. Clinical Teaching by Thomas Schwenk, 1987.
  

  Examines the role of the teacher in clinical teaching, the role of the learner, the conditions that enhance the teaching-learning process, and the nature of the interactions between clinical teacher and student.

• 2. Testing and Grading by Stanford C. Ericksen, 1989.
  

  Provides guidelines for using testing as instruction, clarifying the diagnostic value of testing, making a fair assessment of what each student knows, and reporting this achievement through grades.

• 5. The Relative Importance of Research and Undergraduate Teaching by Barbara K. Hofer & Donald R. Brown, 1992.
  

  Presents the basic results of a study of perceptions on the part of faculty, departmental chairs, and deans at the University of Michigan regarding the relative importance of research and undergraduate teaching.

• 6. Learning with Lectures by Robert Kozma, 1994.
  

  Examines some important research findings about how students learn and then draws some implications for how lectures can be structured and delivered to help students understand.

• 7. Perceptions of Faculty Behavior by Students of Color by Mark Chesler, 1997.
  

  Provides information from student focus groups and offers advice to faculty about ways to improve the classroom environment and help all students, including students of color, achieve their educational goals.

• 8. Undergraduate Women in Science and Engineering: Providing Academic Support by Susan Montgomery & Martha Cohen Barrett, 1997.
  

  Details the factors that influence the learning experiences of undergraduate women in science and engineering.

• 9. Knowing Your Students Better: A Key to Involving First-Year Students by Joseph Fenty, 1997.
  

  Describes UM first-year students and what faculty can do to increase the likelihood that students will attain their educational and personal goals.

• 10. Student Learning Styles and Their Implications for Teaching by Susan M. Montgomery & Linda N. Groat, 1998.
  

  Makes the case that all faculty members, regardless of discipline, can improve their teaching by understanding student learning styles.

• 11. The Teaching Portfolio by Matthew Kaplan, 1998.
  

  Discusses the nature and purpose of the teaching portfolio (and its offshoot, the course portfolio), and provides suggestions for how individuals and units can use portfolios most effectively.

• 12. The Effect of Student Diversity on Student Learning at the University of Michigan: Faculty and GSI Perspectives
  

  A collection of twelve narratives written by UM faculty and graduate student instructors to convey their personal experiences with the complex dynamic of diversity in the University's learning environment.

• 13. Using Grants to Enhance Student Learning by Mary Wright, Constance E. Cook, & Elizabeth Brady, 2000.

  Presents the findings of interviews with nine UM faculty members who received instructional grants, exploring the effects of grants on the process of instructional reform and offering useful steps for furthering funded initiatives.

• 14. More Than A Research University: The Importance of Teaching at the University of Michigan by Constance E. Cook, Mary C. Wright, & Carol S. Hollenshead, 2000.

  Presents the Faculty Work-Life survey data on teaching. The Study polled UM professors on a variety of topics, including their work load, instructional goals, and the role of teaching in career satisfaction and perceptions of the tenure process.

• 15. Participation in Living-Learning Programs at the University of Michigan: Benefits for Students and Faculty by Karen Kurotsuchi Inkelas, 2000.

  Introduces the diverse living-learning programs at the University and focuses on the benefits derived from participation in these programs, not only for students, but also for faculty members.

• 16. Research on Student Notetaking: Implications for Faculty and Graduate Student Instructors by Deborah DeZure, Matthew Kaplan, & Martha A. Deerman, 2001.
  
  Reviews what research tells us about the impact of notetaking and how the review of notes affects student learning. The paper also explores the role that instructors play, suggesting several specific strategies to support students.
  
  
• 17. Making Accommodations For Students with Disabilities: A Guide for Faculty and Graduate Student Instructors by Crisca Bierwert, 2002. (pdf)
  
  Explains issues that affect students with disabilites and suggests a variety of strategies faculty and GSIs can use in their teaching to help students with disabilities succeed.
  
• 18. Teaching Online by Erping Zhu, 2003. (pdf)

  Explores some important considerations related to planning an online course and provides guidelines for instructional practices.
  

• 19. Instructor Identity: The Impact of Gender and Race on Faculty Experiences with Teaching by Diana B. Kardia and Mary C. Wright, 2004. (pdf)
  
  
• 20. Promoting Academic Integrity in the Classroom by Deborah Meizlish, 2005. (pdf)
  
  
• 21. Teaching Effectively with GSI-Faculty Teams by Mary C. Wright, 2005. (pdf)
  
  
• 22. Teaching with Clickers by Erping Zhu, 2007. (pdf)
  
  
• 23. Writing a Statement of Teaching Philosophy for the Academic Job Search. by Chris O'Neal, Deborah Meizlish, and Matthew Kaplan, 2007. (pdf)
  
  
• 24. Best Practices for Designing and Grading Exams by Mary Piontek, 2008

Other CRLT Publications

1. Questions Frequently Asked About Student Ratings
   
2. Guidelines for Evaluating Teaching
   
3. Multicultural Bibliographies from the "Summer Institute '98: Building Multiculturalism into Faculty Development"
4. Creating Inclusive College Classrooms
   "Creating Inclusive College Classrooms" is a chapter from A Guidebook for University of Michigan Graduate Student Instructors that provides guidance on ways instructors can create a supportive learning environment for students.

How to Order CRLT Occasional Papers

CRLT's Occasional Papers are available in hard copy free of charge to members of the University of Michigan academic community. Others may purchase copies at the following rates:

Individual CRLT Occasional Papers:

1-19 copies $2.00 each
20-49 copies $1.50 each
50-99 copies $1.00 each
100+ copies $0.50 each

All orders under $50 must be pre-paid. Checks should be made payable to CRLT. Please mail requests for materials to:

Publications
Center for Research on Learning and Teaching
University of Michigan
1071 Palmer Commons
100 Washtenaw Ave.
Ann Arbor, MI 48109-2218

For additional information about obtaining hard copies of our materials, please contact crlt@umich.edu or call (734) 764-0505.

CRLT • University of Michigan • 1071 Palmer Commons • 100 Washtenaw Ave. • Ann Arbor, MI 48109-2218
Phone: (734) 764-0505  •  Fax: (734) 647-3600  •  Email: crlt@umich.edu
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