The author's book on integrated course design was published in 2003, and two years later he retired from the University of Oklahoma, in part to free himself up to respond to the requests that started coming from other campuses to do faculty workshops on this topic. However, one of the carry-over commitments at Oklahoma was to teach a graduate…

The need for a structure for the discipline of bibliographic instruction is discussed in the context of library instruction as a means of developing critical thinking skills in students, based on experiences with student patterns of thought. (MSE)

Steps to improving introductory courses to keep the appropriate liberal education emphasis include: teach less, restructure testing, relate course content to problems in the outside world, pursue ethical issues, balance facts with other forms of knowledge, teach the arts of discussion and critical thinking, and help students develop wisdom. (MSE)

The introductory course has a variety of objectives for both students and the college, including recruitment and screening of majors, provision of prerequisite knowledge, explorations of learning, developing commitment to college, and cognitive development. Fostering these goals depends on the students, faculty, and classroom climate. (MSE)

Five communication strategies are essential to success in large courses: managing instructor anxiety, using presentation time efficiently, motivating students, communicating enthusiasm, and organizing content. (MLW)

Argues that college teachers need special skills and sensitivities to be competent at distance education, including: skills in course planning/organization, verbal/nonverbal presentation skills, collaborative skills, questioning strategies, subject matter expertise, skill at involving students and coordinating field site activities, understanding…

A conceptual framework is provided to help college teachers find ways to include meaningful learning activities in their classes, regardless of teaching style, course objectives, or students' level of experience. Examples are offered from literature and nursing courses. Additional issues discussed include the teacher's role perception and concerns…

Assessment of student work in the collaborative classroom is dynamic, ongoing, and can be suited to the particular needs of individual instructors. It enables both instructor and students to reframe their personal understandings of the learning process and knowledge acquisition. The challenges can be met by planning, careful consideration of…

Discussion of course structure in active learning at the college level looks at ways level and type of structure can be varied and manipulated to meet challenges presented by a diverse student body. Issues discussed include the relationship of structure to cognitive style and development, fitting structure to content and objectives, and what can…

Two lessons from comparable undergraduate courses in physics and engineering are analyzed to identify content, issues emphasized, and concepts used. Differences reflecting the pure nature of one field (physics) in contrast to the applied nature of the other are identified. Implications for classroom instruction and for research on college teaching…

This chapter describes an undergraduate psychology research methods course in which laptops facilitated online organization, electronic portfolios, and flexible laboratories to improve student engagement, capability, and understanding. (Contains 3 figures.)

Introductory courses in biology are often either designed for majors or watered-down versions for nonmajors that are not stimulating. A course developed for nonmajors emphasizes the relationship of biology to the human condition and focuses on five basic concepts while being flexible enough to adapt to new research and technology. (MSE)

Seven characteristics of active learning were identified (experiential learning, collaboration, discovery, use of authentic problems, planning before doing, risk-taking, integrative learning), and then used to reconceptualize an introductory statistics course. The model involves students as apprentices to faculty active learners. (MSE)

A step-by-step guide to designing interdisciplinary courses is presented. Underlying theoretical rationales and expected educational outcomes are explored, and concrete suggestions and examples are offered. Steps include assembling an interdisciplinary team, selecting a topic, identifying disciplines for inclusion, developing the issues underlying…

The traditional lecture format of college courses can be enhanced by including active learning designed to further course goals of learning knowledge, developing skills, or fostering attitudes. Techniques suggested include using pauses, short writing periods, think-pair-share activities, formative quizzes, lecture summaries, and several assessment…