Volume 13 Number 2, 2004

• EDITOR'S NOTE
  James Rhem, Executive Editor
• The Classroom Discussion Problem: Talkers and Listeners
  Mano Singham, Case Western Reserve University
  Call it metacognition on a group level; call it anying you like. This experiment in improving discussions breaks important ground in teaching and learning.
• POLICING: Discouraging and Detecting Plagarism  
  Connie Ury, Northwest Missouri State University
  No one likes the problem, but everyone has to deal with it at one time or another.
• PRAXIS: Teaching as a Writer
  Libby Falk Jones, Berea College
  What writing may teach a teacher about teaching.
• ESSAY: Noticing
  Melissa Ballard, Oberlin University
  To notice may be the beginning of consciousness . . . and learning.
• DEVELOPER'S DIARY:
  The Content Dilemma: Dealing with the Problem:
  (Developing in Fractal Patterns VI)
  Edward Nuhfer, Lynn Leonard and Sue Akersten, Idaho State University
  A hands-on approach to a growing problem. Important stuff.
• AD REM...: Last Class Sessions
  Linc. Fisch, Lexington Kentucky
  How to make them positive and productive.
• NEW! Book Reviews Section

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Volume 13 Number 1, 2004

• EDITOR'S NOTE
  James Rhem, Executive Editor
• Teaching Squares
  James Rhem, Executive Editor
• CARNEGIE CHRONICLE
  Theatre of the Opressed as Pedagogy
  Suzanne Burgoyne, Karen Cockrell, Helen Neville, Sharon Welch, Peggy Placier, Meghan Davidson, Tamara Share, and Brock Fisher
  Nothing’s simple in real drama, especially the learning provoked.
• LEARNING DIARY:
  Teaching the Small Country
  Pauline D. Gagnon, State University of West Georgia
  Upsizing can be as wrenching as downsizing, especially in personal insight. 
• DEVELOPER'S DIARY:
  Content Coverage, Courses, and Controversy, Part 1: Developing in Fractal Patterns V
  Edward Nuhfer, Idaho State University
  Even “content” makes fractal sense . . . eventually.
• ESSAY: What My New Job Taught Me
  Jeff Nesteruk, Franklin & Marshall College
  Sometimes you have to get away  to see the big picture.
• AD REM...: Sweat the Small Stuff?
  Linc. Fisch, Lexington Kentucky
  One person’s small stuff may be another person’s mark of essential fairness. Don’t  let yourself be flip about  the details.  
   

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Volume 12 Number 6, 2003

• EDITOR'S NOTE
  James Rhem, Executive Editor
• CARNEGIE CHRONICLE
  Cognitive Apprenticeship as Pedagogical Strategy: Introducing Conversacolor
  Cynthia Scheinberg, Mills College
  Color coded thinking to make learning visible. 
• DEVELOPER'S DIARY:
  Unit Level Development: Teaching Philosophies at the Unit Level: Developing in Fractal Patterns IV
  Edward Nuhfer and Steve Adkison, Idaho State University,
  Another installment on "fractal" thinking or "how to get your department's teaching philosophy aligned."
• PRAXIS: The Value of a Poker Face and Other Lessons
  Deniz Cizmeciyan and Carla K. Bartlett, Mount St. Mary’s College
  They're looking for answers in your facial expression. Make them look deeper.
• TECHPED: What Did She Say? ISSYGTI
  David A. Starrett, Michael L. Rodgers, Thomas C. Laughner
  Annoyance or opportunity: what do cell phones, IM-ing and all the new techno-toys mean to your teaching?
• AD REM...: Art of Optimizing
  Linc. Fisch, Lexington Kentucky
  The Greeks said it best: "Nothing too much" or "In all things moderation."  

Volume 12 Number 5, 2003

• EDITOR'S NOTE
  James Rhem, Executive Editor
• BOOK REVIEW: Gray Matter, Our Friend
  Michael Theall, Youngstown University
  Zull's The Art of Changing the Brain is a must read for faculty. 
• PRAXIS: First Semester Regrets: Unavoidable?
  Linda L. Walsh, University of Northern Iowa
  Can Walsh's holding a mirror up to student behavior help them do better right at the start?
• TECHPED: The Sky is eFalling
  David A. Starrett, Michael L. Rodgers, Thomas C. Laughner
  There's always been resistance... and change.
• ESSAY: Bleeding Edge Technology
  Voice Recognition's Inspiration and Exasperation
  Paul Baepler, University of Minnesota - Twin Cities
  Will we be able to talk our way out of it all? 
• DEVELOPER'S DIARY:
  Developing in Fractal Patterns III:
  A Guide for Composing Teaching Philosophies
  Edward Nuhfer, Idaho State University,
  Margie Krest, University of Colorado at Boulder, and
  Mitchell M. Handelsman, University of Colorado at Denver
  Finally, a really useful questionnaire! 
• AD REM...: Embracing Kaizen
  Linc. Fisch, Lexington Kentucky
  If om isn't the answer, maybe "kaizen" is.

Volume 12 Number 4, 2003

• EDITOR'S NOTE
  James Rhem, Executive Editor
• Vees, Thinking Frames and Concept Maps: Supporting Student Thought and Inquiry
  Virginia S. Lee, North Carolina State University
  Showing students how to think benefits from a little extra drawing on the board.
• CARNEGIE CHRONICLE:
  The Most Important "Stuff" I packed when I Moved from Teaching High School to Teaching College
  Bob Bain, University of Michigan
  Training wheels weren't meant to make you look stupid, but to help you learn.
• The Ego Virus
  James Rhem, Executive Editor
  As an excerpt from a book on the 1918 influenza virus shows, some forms of deafness and blindness can kill.
• FUNDAMENTALS:
  Six Major Assumptions to Learn by in Technology-Enhanced Classrooms
  Laura L. Bush, Veronica Pantoja, and Duane Roen
  Arizona State University
• DEVELOPER'S DIARY:
  Developing in Fractal Patterns II: A Tour of the Generator
  Edward Nuhfer, Idaho State University
  It's all about branching...sort of.
• AD REM...: Ethical Dilemmas
  Linc. Fisch, Lexington Kentucky
  A moral principle is an important guide, but mortals make mostly earthly decisions.  

Volume 12 Number 3, 2003

• EDITOR'S NOTE
  James Rhem, Executive Editor 
• Crossing Guard on a Dead-End Street: Why and How I Teach Writing
  Don Rothman, University of California-Santa Cruz
  The cornerstones are laid at the end of the line.
• PRAXIS: If I Credit Them, Students Will Collaborate After Class
  Tom Notermann, DeVry University
  Set the stage and students will help each other.
• MEDIA: Five Technology Tips for Teachers
  Alan N. Clark, Georgia Perimeter College
  Don't you hate it that we all need these reminders?
• TECHPED: Reconstructing the Early Adopter
  David A Starrett, Michael L. Rodgers, and
  Thomas C. Laughner
  Their suffering and their delight makes our lives easier.
• CARNEGIE CHRONICLE: Peer Critical Learning Inside and Outside the Classroom
  Laurence J. Malone, Hartwick College
  Like medicine, it tastes bad, but students learn it's good for them.
• AD REM...: An Olympic Lesson
  Linc. Fisch, Lexington Kentucky
  The only "class" needed to work well in academe isn't a roomful or students.

Volume 12 Number 2, 2003

• EDITOR'S NOTE
  James Rhem, Executive Editor
• Mindfulness in Teaching
  James Rhem, Executive Editor
  If life is like a river, do we really want to keep them from getting wet?
• BOOKS: Robert Boice's Advice for New Faculty Members: Nihil Nimus
  Reviewed by Carol Ormand, St. Norbert's College
  Practical advice that accepts human nature and starts from there.
• STUDENTS: Lumpers and Splitters
  Neil Fleming, New Zealand
  A veteran educator from down under offers a quick take on student tendencies and how to use them to advantage in teaching.
• CARNEGIE CHRONICLE: You Can Learn A Lot by Listening
  Mark Maier, Glendale Community College
  If we knew what students were thinking, we could clear up their misunderstandings, couldn't we?
• DEVELOPER'S DIARY:
  Developing in Fractal Patterns I: Moving Beyond Diagnoses, Evaluations and Fixes
  Ed Nuhfer, Idaho State University
  Could we make the "chaos" of teaching more harmonious if we understood its fractal generator?
• AD REM...:
  Codes of Ethics
  Linc. Fisch, Lexington Kentucky
  It's more than being honest. A basic set of principles clarifies a lot of most teaching contexts. 

Volume 12 Number 1, 2003

• A Gift for Our Subscribers
  James Rhem, Executive Editor
• EDITOR'S NOTE
  James Rhem, Executive Editor
• Marrying Pedagogies
  James Rhem, Executive Editor
  Hybrids have their place in the world of plants. What can they bring to better teaching?
• RESEARCH WATCH:
  Tailoring Time
  James Rhem, Executive Editor
  Noreen Gaubatz's review of the research into the effect of class format on student achievement suggest longer may be better for high achievers.
• CARNEGIE CHRONICLE:
  How can we teach students to critically evaluate their own stance and seriously consider divergent viewpoints?
  Barbara Mae Gayle, University of Portland
  Can mere ears ever be a portal through thick skulls?
• PRAXIS:
  Your paper's on the floor, outside my door
  Howard E. Aldrich, Univ. of North Carolina at Chapel Hill
  Yes, some faculty still say good-bye this way.
• LOW TECH:
  Energizing Students for Early Morning Classes
  Joan Middendorf, Indiana University
  Attendance and Attention Matter.
• VIDEO REVIEW:
  Critical Incidents V: Diversity & Inclusion
  Another excellent video from the University of Victoria 
• AD REM...:
  Welcoming Climates
  Linc. Fisch, Lexington Kentucky
  Openness leads to learning. Listening speaks wisely.

Volume 11 Number 6, 2002

• EDITOR'S NOTE
  Beneficial Courses: Three Themes
  James Rhem, Executive Editor
  The scholarship of teaching has been going on for a long time. Ken France is one of its pioneers.
• CARNEGIE CHRONICLE:
  Reflections on the Seminar Experience
  José Alfonso Feito, Saint Mary’s College of California
  Seminars are different from large classes. What do we really know about those differences?
• VIEWPOINT:
  "Are We Having Fun Yet?"
  John Untener, University of Dayton
  Is there a relation between how the professor feels about the class and how the class feels-and what it learns?
• ESSAY:
  Race In the Classroom: A Personal Essay
  Anna Lowe, Loyola University Chicago
  Being the only one can strengthen one’s mettle.
• SOFTWARE:
  Net Snippets
  Taking and organizing notes from Internet research made easy. 
• DEVELOPER'S DIARY:
  So... How Much Time Will It Take?
  Ed Nuhfer, Idaho State University
  Got a second? Here’s an idea. 
• AD REM...:
  The Case for Failure
  Linc. Fisch, Lexington, Kentucky
  Learn from mistakes.

Volume 11 Number 5, 2002

• EDITOR'S NOTE
  James Rhem, Executive Editor
  Everything Teaches Something
• What I Learned about Teaching and Learning
  by Trying to Teach a Creature of Another Species
  Lee Warren, Harvard University
  We think it's the dog we're teaching, but we end up learning about ourselves.
• TECHPED:
  Computers, Composition, and Teaching Compact
  Tom Rocklin, University of Iowa
  Was your dissertation typed on a typewriter?
  Wordprocessing alone has transformed the teaching compact..
• PRAXIS:
  Replacing Weak Language with Strong:
  Transforming Your Teaching Persona
  Joan Middendorf and Stephen Yandell, Indiana University
  you want to be polite; how do you keep that from seeming weak?
• CARNEGIE CHRONICLE:
  Which Thousand Words Is a Picture Worth?
  Colleen Tremonte, Michigan State University
  Seeing Isn't Obvious; Reading Isn't Natural.
• AD REM:
  The Practice of Ethics
  Linc. Fisch, Lexington, Kentucky
  Just when you think you understand the way of the world, you find you need a review. There's a rhythm to the flux, but only constant practice keeps the beat

Volume 11 Number 4, 2001

• EDITOR'S NOTE:
  James Rhem, Executive Editor
  Why a question mark looks like a hook and why we enjoy being caught by it.
• Radical Course Revision: A Case Study
  Julie C. Stout, Indiana University
  When you want higher performance, sometimes you have to strip it down to the frame.
• LOW TECH: Class Preparation and Summary Note Cards
  Nancy Warner Barrineau, University of North Carolina at Pembroke
  Busy work? or Buzzing minds?
• BOOKS: The New Millennium Teacher: Teaching in Community
  Virginia S. Lee, North Carolina State University
  Is it time to accept the rest of the tribe?
• CARNEGIE CHRONICLE/ NELSON'S NOTEBOOK: What Is the Most Difficult Step We Must Take to Become Great Teachers?
  Craig Nelson, Indiana University
  Initiation versus indoctrination? The trial by fire probably means learning how to make one.
• AD REM . . . : Good Questions?
  Linc. Fisch, Lexington, Kentucky
  If you can recognize one, you're halfway home in the teaching-learning journey.

Volume 11 Number 3, 2002

• EDITOR'S NOTE
  James Rhem, Executive Editor
• Surfing for Scholarship
  Michele Eodice and Cindy Pierard, University of Kansas
  Plagiarism is in the air again. What can be done about it? If the Web encourages, can it also discourage it?
• DEVELOPER'S DIARY:
  Using What We Know to Promote High Level 
  Thinking Outcomes 
  Edward Nuhfer, University of Colorado at Denver and
  Michael Pavelich, Colorado School of Mines
  Okay, we know a few things about higher order thinking, 
  how can we use them to encourage it?
• RESEARCH WATCH:
  An Alignment Model for Evaluating Teaching
  Tony Bastick, University of the West Indies 
  Yes, these programs make graduates more "teacher ready" and hirable.
• VIEWPOINT:
  Why an Ivory Tower?
  Susan A. Holton, Bridgewater State College
• AD REM . . . :
  Game Plans
  Linc. Fisch, Lexington, Kentucky

Volume 11 Number 2, 2002

• EDITOR'S NOTE: Virtue is Bold
  James Rhem, Executive Editor
• From Learning to Understanding with Help
  from the Web
  James Rhem, Executive Editor
  Dan Bernstein's research shows how the Web assists, not replaces, good pedagogy.
• TECHPED:
  In the Palm of My Hand: Faculty Life & PDAs
  Tom Rocklin, University of Iowa
  How "Personal Digital Assistants" could change college teaching.
• RESEARCH WATCH:
  The Value of PFF Programs: Critical Messages
  from a National Study
  Edward O'Brien and Michael Lee,
  University of New Hampshire
  Yes, these programs make graduates more "teacher ready" and hirable.
• CARNEGIE CHRONICLE:
  Teaching with Technology and Generation E
  Janette B. Benson, University of Denver
  Students know a lot about computers, but you can't assume they know much.
• COUNTERPOINT:
  Less is Usually Less - The Limits of Constructivism
  Michael H. Kesner, Indiana University of Pennsylvania
• AD REM . . . :
  Many Roles to Play
  Linc. Fisch, Lexington, Kentucky
  You've got to act the part...even though it keeps changing.

Volume 11 Number 1, 2001 

• EDITOR'S NOTE:
  James Rhem, Executive Editor

• I-Rite, You Write: We All Teach & Learn
  James Rhem, Executive Editor

• CARNEGIE CHRONICLE: Reclaiming a Pedagogy of Integrity
  Patricia Owen Smith, Department of Psychologica/Women's Studies, Oxford College of Emory University.
• THE FUTURE: The Changing World of Faculty Work
  Robert M. Diamond, National Academy for Academic Leadership, and Jon F. Wergin, AAHE.
• VIEWPOINT: Life-Changing Courses: The Next One Could Be Yours
  Sarah McFarland Taylor, Northwestern University
• DEVELOPERS DIARY:Levels of Thinking and Educational Outcomes
  Edward Nuhfer, University of Colorado at Denver, and Michael Pavelich, Colorado School of Mines

• Asleep on the Job: Who’s to Blame?
  Howard E. Aldrich, University of North Carolina at Chapel Hill

• AD REM . . . : Discussions: Seven Guiding Principles
  Linc. Fisch, Lexington, Kentucky

Volume 10 Number 6, 2001

• EDITOR'S NOTE:
  James Rhem, Executive Editor
• CARNEGIE CHRONICLE: Teaching "Justice Readiness": A Developmental Approach to Legal Education
  Jane H. Aiken, Washington University School of Law
  A case study of applying complex learning theory simply and practically.
• The Power of Teaching: Good and Evil
  James Rhem, Executive Editor
  The lectern casts a long shadow; use it wisely.
• The Teacher with the Most Negative Impact on Me...
  Kathleen McKinney, Illinois State University
  If professors leave stars in some eyes, they leave scars on some psyches, too.
• TECHPED: You Ought To Be in Pictures
  Tom Rocklin, University of Iowa
  Home movies come to the classroom and nobody's bored.
• FOLLOW UP: Technology and Student Voices: A Course in Progress
  Students resist course changes in a competitive science course . . . they help make the changes work even better.
• AD REM . . . : Of Scenes & Sets
  Linc. Fisch, Lexington, Kentucky
  Another look at critical thinking, this time as the dramatic action of different points of view.

Volume 10 Number 5, 2001

• EDITOR'S NOTE:
  James Rhem, Executive Editor
• The Three Rs Revisited
  Sharon Lynch Norton, St. John's University
  There may have been things about grade school that college would do well to remember.
• PHILOSOPHY: Teaching: Emptiness, Compassion, Failures, & the Art of Disappearing
  Alan Altany, Marshall University
  Teaching transcends the moment, and always has.
• DEVELOPER'S DIARY: An Ethical Framework for Practical Reasons
  Edward B. Nuhfer, University of Colorado at Denver
  Some touchstones help us find our way in the dark.
• CARNEGIE CHRONICLE: Lessons Learned in Implementing Scholarship of Teaching and Learning
  Samuel Thompson, Indiana University-Bloomington
  Given the "all clear," amazing interest in the scholarship of teaching emerges.
• COMPUTERS: Computers, the Web, and Composition
  Gabrielle M.V. Fletcher, Thomas Nelson Community College
  Easy, friendly ways to let the Web help teach composition.
• AD REM . . . : Yet More Questions
  Linc. Fisch, Lexington, Kentucky
  Six different kinds of questions for six different purposes described and illustrated. A tour de force in 514 words.

Volume 10 Number 4, 2001

• EDITOR'S NOTE:
  James Rhem, Executive Editor
  Why a question mark looks like a hook and why we enjoy being caught by it.
• Radical Course Revision: A Case Study
  Julie C. Stout, Indiana University
  When you want higher performance, sometimes you have to strip it down to the frame.
• LOW TECH: Class Preparation and Summary Note Cards
  Nancy Warner Barrineau, University of North Carolina at Pembroke
  Busy work? or Buzzing minds?
• BOOKS: The New Millennium Teacher: Teaching in Community
  Virginia S. Lee, North Carolina State University
  Is it time to accept the rest of the tribe?
• CARNEGIE CHRONICLE/ NELSON'S NOTEBOOK: What Is the Most Difficult Step We Must Take to Become Great Teachers?
  Craig Nelson, Indiana University
  Initiation versus indoctrination? The trial by fire probably means learning how to make one.
• AD REM . . . : Good Questions?
  Linc. Fisch, Lexington, Kentucky
  If you can recognize one, you're halfway home in the teaching-learning journey.

Volume 10 Number 3, 2001

• EDITOR'S NOTE:
  James Rhem, Executive Editor
• Not Hardware or Software, But the (Hard) Soft Touch
  James Rhem, Executive Editor
  Yes, teaching online is different; not being face to face has many advantages.
  • Backstage in Effective Moderation
• CARNEGIE CHRONICLE/ NELSON'S NOTEBOOK: What Might Help a Pretty Good Teacher Become a Great Teacher?
  Craig Nelson, Indiana University
  Where do you turn to learn more when you're already darn good and know plenty? Nelson knows.
• TECHPED: Do I Dare? Is It Prudent?
  Tom Rocklin, University of Iowa
  Circling the campfire of faculty life wondering if technology is a friend or a vampire ready to suck time right out of your life.
• EVALUATION: Less CAN Be More--Student Preparation for Examinations
  Sally K. Sommers Smith, Boston University
  Teach them not to parrot and they may fly like eagles.
• AD REM . . . : Warming Up
  Linc. Fisch, Lexington, Kentucky
  Start teaching without stretching first and you could limp for a whole class or longer.

Volume 10 Number 2, 2001

• EDITOR'S NOTE:
  James Rhem, Executive Editor
• When Students Feel Stupid
  Mary Bold, University of North Texas
  Tell them what's right about their learning and they'll learn to critique themselves.
• >DEVELOPER'S DIARY: Workshop on Teaching
  Laura L. B. Border, University of Colorado at Boulder
  Theory is fine, but there comes a time for concrete, concentrated learning.
• CLASSICS: What Kolb Says
  In this 1992 interview, Kolb asks some big questions about which structures we need and which we don't.
• THE WEB: Collaborative Learning in the Virtual Classroom
  Julie Ann Richardson, Kings College London, & Anthony Turner, Canterbury Christ Church University College
  Effective communication isn't happening in lots of online discussions. Could these guidelines help?
• CARNEGIE CHRONICLE/ NELSON'S NOTEBOOK: Why Should YOU Publish Your Best Teaching Ideas?
  Craig Nelson, Indiana University
  Because wisdom is cross-disciplinary, that's why.
• AD REM . . . : On Entrances
  Linc. Fisch, Lexington, Kentucky
  Get off on the right foot or you may never get in step.

Volume 10 Number 1,  2000

• EDITOR'S NOTE:
  James Rhem, Executive Editor
• Teaching's Communities and the Uses of "Alonetime"
  Steve Weiland, Michigan State University
  Groups may form a community of truth, but it often takes solitude to hear it.
• FUNDAMENTALS: Establishing Expectations For Our Students
  Cynthia Desrochers, California State University--Northridge
  If we think ahead, we can help them think better.
• TESTS: Putting Students in "Jeopardy"
  James Rhem, Editor
  Sometimes learning (or at least review) can be a game.
• CARNEGIE CHRONICLE/ NELSON'S NOTEBOOK: What Is the First Step We Should Take to Become Great Teachers?
  Craig Nelson, Indiana University
  As usual, the research findings are humbling.
• RESEARCH WATCH: Women Faculty and Student Attitudes
  Ed Neal, University of North Carolina
• THE WEB: Plagiarism and the Internet: Cut and Paste Your Way to Success
  Kenneth C. Brauchle, University of La Verne
• AD REM . . . : Fielding Questions
  Linc. Fisch, Lexington, Kentucky

Volume 9 Number 6, 2000

• Silence and Structure in the Classroom
  Chad M. Hanson, Northcentral Tech
  "Post-It" notes don't sound so hokey when you think of them as votes.
• CARNEGIE CHRONICLE: Must Faculty Teach in Ways That Make Them Easily Dispensable?
  Craig Nelson, Indiana University
  Marcia Baxter Magolda's new book synthesizes a lot of important modern thinking on pedagogy. Can the ideal be realized in the classroom? At a distance?
• TECHPED: The Intelligent Management of E-mail
  Tom Rocklin, University of Iowa
  There's too much of it. It's ruling our lives, but it's also helping us teach as we never could before.
• LEARNING DIARY: A Face, A Voice
  James Rhem, Editor
  "E-mail's dark side considered" or "An absence is always felt, and feeling affects learning."
• ERIC TRACKS: Enacting Diverse Learning Environments
  What the latest research shows about how diversity works in the classroom.
• AD REM . . . : Questions?
  Linc. Fisch, Lexington, Kentucky
  Maybe asking for questions when they're halfway out the door isn't such a good idea.
• EDITOR'S NOTE:
  James Rhem, Executive Editor

Volume 9 Number 5, 2000

• The Grade Point Average (GPA): An Exercise In Academic Absurdity
  William D. Cohen, Department of Biological Sciences, Hunter College
  It's less than mathematically fair and more than a little important.
• RESEARCH WATCH: Spirals of Learning
  Patricia Cranton and Laurence Robert Cohen, University of New Brunswick
  Knowledge goes round and round, but also up and down and in and out.
• CARNEGIE CHRONICLE: How Can Students Who Are Reasonably Bright and Who Are Trying Hard to Do the Work Still Flunk?
  Craig Nelson, Carnegie Scholar, Indiana University, Department of Biology
• VIEWPOINT: Civil Literacy and The Cyberpilot's License
  R. W. Burniske, University of Texas-Austin
  Are our students fit to fly in the brave new (barely socialized) world of cyberspace?
• INNOVATIONS: The Mini-Conference
  Fred J. Bonner, III, Bowling Green State University
  This cross between role playing, cooperative learning, final exams and oral reports seems to work wonders as a summative course activity.
• AD REM . . . : "How Much Can I Leave Out?"
  Linc. Fisch
  Content rears its ugly head, and a Fisch stares it down again.
• EDITOR'S NOTE:
  James Rhem, Executive Editor

Volume 9 Number 4, 2000

• How Much Content? Are We Asking The Wrong Question?
  Mary L. Beaudry, University of Massachusetts-Lowell
  How much is a picture worth?
• Learning Online: A View From Both Sides
  Thomas A. Marino, Ph.D., Matthew Eager, Taryn Draxler, Temple University School of Medicine
  Time-shifting can make more room for learning. The Web can help.
• Creating Faculty Community
  Donna M. Qualters, MIT
  It isn't easy for faculty to talk face to face about their lives as faculty. "Dialogue" can help.
• ESSAY: E-mail Dependency
  Ron Cramer, University of Wisconsin-Madison
  There's no getting around e-mail, but how far does faculty responsibility go in teaching how to use it? Is it today's sliderule, or just different pen and paper?
• THE WEB: More plagarism identifying resources.
  Compiled by Illinois State University's The CATalyst newsletter
• AD REM . . . : Dynamic Cases
  Linc. Fisch
• EDITOR'S NOTE: Words and Pictures Redux
  James Rhem, Executive Editor

Volume 9 Number 3, 2000

• Wizards See and Dance, Hackers Grope and Grunt: A Teaching Opportunity
  John V. Carlis, University of Minnesota
  Different kinds of students need different modes of teaching. Picture the learner and draw him (or her) a picture to help them see.
• LEARNING DIARY: The Rhetoric of Rejection
  Kathleen O'Brien, Boston University
  When you've walked a mile in their shoes, you will understand how to grade them.
• TECHPED: Meeting In Virtual Space
  Tom Rocklin, University of Iowa
  Computer bulletin boards are here to stay and they have a lot to offer good teaching.
• E-mail Tips. A few brief suggestions on taming the e-mail monster.
• ERIC TRACKS: A Global Perspective on Grading Students' Writing
  Bruce W. Speck, University of North Carolina at Pembroke
  Many have suffered the pain of grading. Some have turned their pain into good advice. Speck offers a distillation of it.
• AD REM . . . : Of Longmouths & Talking Sticks
  Linc. Fisch
  Once you've got a discussion going, how do you keep a few talkers from running away with it?
• EDITOR'S NOTE: Picture a Bus
  James Rhem, Executive Editor

Volume 9 Number 2, 2000

• An Anthropological Pedagogy
  James Curtis wonders if considering something other than psychology in plotting pedagogies might get us further in teaching today's students.
• Combining Undergraduate Research and Learning: A Three-Step Approach
  Bunmi O. Olatunji and Donna M. Desforges, University of Wisconsin-Stevens Point
  If we throw students in the water and jump in beside them, maybe they will learn to swim faster.
• CARNEGIE CHRONICLE: Learning to Play a Rigged Game
  Brian Coppola, University of Michigan-Ann Arbor
  A Pew Scholar who won tenure on the strength of his teaching says you don't win by bucking the rules, only by reframing your understanding of their possibilities.
• DEVELOPER'S DIARY: Classrooms versus Chat Rooms
  Laura Border, University of Colorado-Boulder
  Are roles actually behaviors, some breeding helplessness and others alienation? Can we learn together face-to-face?
• VIDEO REVIEW: Music Video?
  What preaching to the choir is really good for.
• AD REM . . . : Regrouping
  Linc. Fisch
  You've got students broken up into small groups, they're going great, but they don't want to reassemble. Practical advice on bringing them back together.
• EDITOR'S NOTE: The Possibilities in New Perspectives
  James Rhem, Executive Editor

Volume 9 Number 1, 1999

• INTRODUCING THE ISSUE: Dedication to Data & Other Inspiring Tales
  James Rhem, Executive Editor
  A theme for this issue? Ongoing questions, earnestly pressed.
• The Mainstreaming College Mathematics Project
  Harry P. Allen, Ohio State University
  What really works in remedial math at a large university?
• TECHPED: What's My Line?
  Tom Rocklin, University of Iowa
  Does creative pedagogy get lost when faculty lose control of the technology?
• RESEARCH WATCH: The Role of Group Process & Shame in Fostering Deep Learning
  Al McLeod, California State University - Fresno
  Thirty years of classroom research and the latest findings in brain science combine to reveal the chemical importance of group process and its snake in the garden--shame.
• VIEWPOINT: Antique Learning
  James Rhem, Executive Editor
  Could the most popular program on PBS offer inspiration, perhaps even a new model, for college teaching?
• INTERNATIONAL: A Portfolio of Portfolio Prompts
• AD REM . . . : Priming Students
  Linc. Fisch

Volume 8 Number 6, 1999

• EDITOR'S NOTE
  James Rhem, Executive Editor
• Myths And Methods In Successful Small Group Work
  Larry K. Michaelsen, University of Oklahoma.
  Groups work well and don't need coddling so much as they need feedback.
• PRAXIS: Deeper Understanding Through Questions
  Ellen Weber, Houghton College
  Diverse learning depends on all the kinds of questions can you think of.
• FUNDAMENTALS: Teaching Academically-Talented Students
  Jane Fiori Lawrence, Washington State University
  What you learn is that there's no special pedagogy; the good ones are the good ones.
• Multi-Purpose Grading Information System
• CARNEGIE CHRONICLE
• LEARNING DIARY: Fred and Me
  Eula Ewing Monroe, Brigham Young University
  Do we want compliance or learning? They aren't the same.
• DEVELOPER'S DIARY: Kung Fu and the Art of Teaching
  Laura Border, University of Colorado-Boulder
  Can your student ants be turned into grasshoppers? It may take a black belt to carry it off.
• AD REM . . . : Eye Contact?
  Linc. Fisch
  If you look at a student, you may teach that student, but miss out on teaching the class.

Volume 8 Number 5, 1999

• EDITOR'S NOTE: Shook up
  James Rhem, Executive Editor
• Educating the Whole Person: Heart, Body and Mind
  Virginia Lee, University of North Carolina-Chapel Hill
  If they miss the joy of it, they miss it all.
• "The Five Major Levels of Krathwohl's Taxonomy of the Affective Domain"
• THE WEB: Preventing Internet Plagiarism
  Carolyn Johnson & Connie Ury, Northwest Missouri State University
  Cyber-honesty? It's digital and Boolean; you'll like it.
• TECHPED: Computers and Testing
  Tom Rocklin, University of Iowa
  Let the microchip do the grunt work; you do the teaching.
• ERIC TRACKS: Assessing Student Learning in College Classrooms
  Susan M. Brookhart, Duquesne University
  A review of the theory and the practice.
• VIDEO REVIEW: "How to Speak: Lecture Tips from Patrick Winston"
  James Rhem, Executive Editor
  At last a teaching video about teaching that teaches and doesn't put you to sleep.

Volume 8 Number 4, 1999

• Creating a Blueprint for the Constructivist Classroom
  Virginia Lee, University of North Carolina-Chapel Hill
  Like spring itself, Bloom's Taxonomy brings new life to many approaches to teaching.
• PROFILE: Large Classes, Intimate Possibilities
  Ron Cramer, University of Wisconsin-Madison
  Technology can't replace bad teaching, but couple it to good teaching and watch out.
• DEVELOPER'S DIARY: The TA Who Didn't Do His Homework
  Laura Border, University of Colorado-Boulder
  With resources all around, there's no excuse for not trying to teach well.
• CARNEGIE CHRONICLE:
  Four stories exploring Carnegie's current efforts in the advancement of teaching.
• INNOVATIONS: Teaching Effectively and Equitably
  Steve Rose, Simpson College
  How to take a quantitative snapshot of the good and the fair.
• LEARNING DIARY: Reclaiming the Teacher's Voice
  Taddy Kalas, Augustana College
  The missing arc in student-centeredness.
• AD REM: Spotters
  Linc. Fisch
  Infiltration in a good cause.
• EDITOR'S NOTE: In Memoriam: Tom Creed
  James Rhem, Executive Editor

Volume 8 Number 3, 1999

• Keeping The Discussion Leader's Voice In Balance
  Stephen Brookfield and Stephen Preskill
  The author of The Skillful Teacher and his longtime friend, colleague and coauthor preview the wisdom of their new book Discussion As A Way Of Teaching.
• VIEWPOINT: On The Time-Honored Practice Of Student Bashing
  John H. Gottcent, University of Southern Indiana
  Are they really worse than we were or worse than we are?
• LEARNING DIARY: Let's Do It My Way
  Ted Rachofsky, Austin Community College
  Ours isn't always the most elegant way to skin a cat.
• TECHPED: Confessions Of An Early Adopter
  Tom Creed, St. John's University
  Psychology prof and technology champion takes a comic but probing look at the pathology of the pioneer.
• ERIC TRACKS: Focusing Theory On Learning In College Classrooms
  Frances K. Stage, Indiana University
  Highlights in the new literature on learning theory.
• Twenty Impertinent Questions About Pertinent Matters
  Paul Berghoff, et al.
  A group of colleagues nettle their consciences and invite you to join them.
• EDITOR'S NOTE: Balance
  James Rhem, Executive Editor

Volume 8 Number 2, 1999

• EDITOR'S NOTE: Faith Works
  James Rhem, Executive Editor
• Pygmalion In The Classroom
  James Rhem, Executive Editor
  Robert Rosenthal's research into the reality of self-fulfilling prophecies has unaddressed implications for teaching and teachers.
• CLOSE UP: Hiring Teachers: Evergreen's Example
  What questions about their teaching do job candidates face? At Evergreen State, these.
• DEVELOPER'S DIARY: To Boldly Tell or Gladly Teach
  Laura Border, University of Colorado-Boulder
  Who'd you rather meet on the pilgrimage of learning?
• INNOVATIONS: Visiting As A Student
  Steve Grineski, Moorhead State University
  Peer visitation programs usually don't involve role switching.
• EVALUATION: Parsing "Thanks"
  Richard Ashford, University of Minnesota
  "Atta boys" become a study of teaching excellence.
• More On Student Voices
  Additional efforts to connect with students' expectations and students' ideas of great teaching.
• VIDEO REVIEW: Critical Incidents IV
  The latest in this series may be the best yet.

Volume 8 Number 1, 1998

• EDITOR'S NOTE: Problems
  James Rhem, Executive Editor
• Problem-Based Learning: An Introduction
  James Rhem, Executive Editor
  How's this "learning" different?
• BOOKS: Teaching What You're Not
  Review, Laura Rendón, Arizona State University
  White folks talk about keeping the home fires burning in the same old way.
• TA FORUM: The Professional Development of Graduate Teaching Assistants
  Review, Jan Smith, University of Minnesota-Twin Cities
  A darn good look at turning today's TAs into tomorrow's professors.
• STUDENTS: I'm Here to Help! Come See Me, E-mail Me
  Linda Walsh, University of Northern Iowa
  You reach out to students and most don't answer. Should you quit?
• TECHPED: A "Whoa" For Technology
  Intrepid technology editor Tom Creed interviews NTLF board member and troublemaker Ed Neal, asking what's this nonsense about not being a total technology zealot??
• ESSAY: In The Shadow Of The Diagram
  James Rhem, Executive Editor
  Tired of playing the puppet master with others' words, the editor rolls out a few thoughts on the psychology geometry of the teaching gestalt. Or something like that.

Volume 7 Number 6, 1998

• EDITOR'S NOTE: Aftermath
  James Rhem, Executive Editor
• Making the Most of Exams: Procedures for Item Analysis
  Raymond M. Zurawski, St. Norbert College
  Was it a good test? How can you tell?
• DEVELOPER'S DIARY: The Angstful Professor
  Laura Border, University of Colorado - Boulder
  That one dissenting vote often has the most to teach us about our teaching.
• INNOVATIONS: A University Webzine to Promote Teaching and Learning
  Jan Smith and Paul Baepler, University of Minnesota-Twin Cities
  Minnesota invented the Gopher; they're still leading the way in serving academe via the Web.
• VIEWPOINT: Love and Its Place in Mathematics
  David S. Tartakoff, University of Illinois at Chicago
  Will "wrong" answers die off like dinosaurs if the fear of learning wanes?
• COUNTERPOINT: Wrong Answers?
  Practical ideas in a more conventional approach from the Teaching Resource Center at Indiana U.
• RESEARCH WATCH: Humor in the Classroom
  James Rhem, Executive Editor
  What students find funny may not be politically correct, but it does seem to boost cognition.

Volume 7 Number 5 1998

• EDITOR'S NOTE: For My Father
  James Rhem, Executive Editor
• Social Class and Student Learning
  James Rhem, Executive Editor
  Does social class matter in class?
• RESEARCH WATCH: Collaboration: Teacher Pedagogy, Student Practice
  Megan Sullivan, Boston University
  Model what you preach.
• TECHPED: TechnoCATs
  Tom Creed, Saint John's University
  Low- or high-tech, on- and off-line, technology lets faculty keep better track of student learning.
• PROFILE: The Irony of John Dewey: A Man for All Educators
  Tom Hart, Colorado Mountain College
  A look back at the contradictions of American's most-cited philosopher of education.
• PRAXIS: Teaching Field of Dreams as Cosmogonic Myth
  Mara Donaldson, Dickinson College
  Could there be a "hierophany" in an Iowa cornfield? And what is a "hierophany" anyway? The movies as a gloss to Mircea Eliade's concept of sacred space.
• Colorful Flags
  Renford Reese discovered that a little knowledge can make the world a more peaceful place. Five phrases in somebody else's language is all it takes to start the party.

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