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Occasional Papers Published by CRLT
36. Development and Assessment of Student Social/Civic Responsibility and Ethical Reasoning by Samantha K. Hallman, 2016.
35. Development and Assessment of Collaboration, Teamwork, and Communication by Stephanie M. Kusano, Amy J. Conger, and Mary C. Wright, 2016.
34. Development and Assessment of Self-Agency and the Ability to Innovate and Take Risks by Stephanie M. Kusano, Mary C. Wright, and Amy J. Conger, 2016.
33. Development and Assessment of Student Creativity by Samantha K. Hallman, Mary C. Wright, and Amy J. Conger, 2016.
32. Development and Assessment of Intercultural Engagement by Stephanie M. Kusano, Amy J. Conger, and Mary C. Wright, 2016.
31. Teaching in the Cloud: Leveraging Online Collaboration Tools to Enhance Student Engagement by Chad Hershock and Mika LaVaque-Manty, 2012.
30. Use of Laptops in the Classroom: Research and Best Practices by Erping Zhu, Matthew Kaplan, R. Charles Dershimer, and Inger Bergom, 2011.
29. Student Teams in the Engineering Classroom and Beyond: Setting up Students for Success by Cynthia J. Finelli, Inger Bergom, and Vilma Mesa, 2011.
28. The Importance of Teaching at the University of Michigan, 1996-2010 by Mary C. Wright, 2011.
27. Lecture Capture: A Guide for Effective Use by Erping Zhu and Inger Bergom, 2010.
26. Principles for Teaching the Millennial Generation: Innovative Practices of U-M Faculty by Tershia Pinder-Grover and Christopher R. Groscurth, 2009.
25. Teaching for Retention In Science, Engineering, and Math Disciplines: A Guide for Faculty by Marie Kendall Brown, Chad Hershock, Cynthia J. Finelli, & Chris O'Neal, 2009.
24. Best Practices for Designing and Grading Exams by Mary Piontek, 2008.
23. Writing a Statement of Teaching Philosophy for the Academic Job Search by Chris O'Neal, Deborah Meizlish, and Matthew Kaplan, 2007.
22. Teaching with Clickers by Erping Zhu, 2007.
21. Teaching Effectively with GSI-Faculty Teams by Mary C. Wright, 2005.
20. Promoting Academic Integrity in the Classroom by Deborah Meizlish, 2005.
19. Instructor Identity: The Impact of Gender and Race on Faculty Experiences with Teaching by Diana B. Kardia and Mary C. Wright, 2004.
18. Teaching Online by Erping Zhu, 2003.
Explores some important considerations related to planning an online course and provides guidelines for instructional practices.
17. Making Accommodations For Students with Disabilities: A Guide for Faculty and Graduate Student Instructors by Crisca Bierwert, 2002.
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.
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.
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.
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.
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.
12. The Effect of Student Diversity on Student Learning at the University of Michigan: Faculty and GSI Perspectives, 1999.
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.
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.
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.
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.
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.
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.
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.
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.
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:
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 email@example.com or call (734) 764-0505.