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Some Resources
for Cultivating Learning in Large Classes (and maybe some small ones too) Large Introductory Courses:
Resources Teaching Large Courses Project funded by the Australian Universities Teaching Committee (AUTC), a national body aimed at improving teaching and learning
in Australian universities
University
of Maryland Center for Teaching Excellence site, Teaching Large Classes, has resources, a newsletter and links.
Teaching Large Classes, produced by the Office of Instructional Development and Technology at Dalhousie University. 15-minute video. You
will need RealPlayer
Student-Centered Teaching Donald L. Finkel and G. Stephen Monk, "Teachers and learning groups: Dissolution of the Atlas Complex." (PDF) — Finkel and Monk define the Atlas complex as a "state of mind that keeps teachers fixed in the center
of their classroom, supporting the entire burden of responsibility for the course on their own shoulders. This state of mind
is hardened by the expectations that surround teachers and by the impact of the experience that results from them."
Capturing the Particulars of Classroom Practice A self-reflective exercise on classroom practice from Ken Bain, former Director, Center for Teaching Excellence, NYU; current
Director, Research Academy for University Learning, Montclair State University
Designing a Better Syllabus
The Promising Syllabus. A model for a syllabus suggested by both the research on human learning and motivation and the practices of highly successful
college teachers.
Lectures
and Oral Presentations
Twenty ways to make lectures more participatory is provided by the Derek Bok Center for Teaching and Learning, Harvard University.
Interactive Lectures, offered by the Office of Instructional Consulation at the University of California, Santa Barbara, is a good listing of
tips.
Discussion
Writing
The Little Red Schoolhouse material from the University of Chicago. Parts of the Little Red Schoolhouse materials on writing (probably the best guide
to writing in the English language) are posted here as Word files AFTER they have been given in class. They will remain posted
for only three sessions, so follow the postings during a semester and pick them up quickly. At no time is the entire set posted
at one time.
Case-based or problem-based methods Problem-Based Learning (PDF). Speaking of Teaching: Stanford University Newsletter on Teaching 11 (1), 2001, contains background on this
approach, methods, advice on how to start and bibliography.
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