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POD Network Essays
Essays on
Teaching Excellence; Toward the Best in the Academy is published by the Professional and Organizational Development Network in Higher
Education.
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POD Network Essays by topic.
Volume 17 (2005-2006)
- No. 1 -
Leveling the Field: Using Rubrics to Achieve Greater Equity in Teaching and Grading, Dannelle D.
Stevens and Antonia Levi, Portland State University
- No. 2 -
LAUGHTERPIECE THEATRE: Humor as a Systematic Teaching Tool, Ronald A. Berk, Johns Hopkins
University
- No. 3 -
Assessing Students’ Online Learning: Strategies and Resources, Patricia Comeaux, University of
North Carolina - Wilmington
- No. 4-
Teaching Portfolios for Graduate Students: Process, Content, Product, and Benefits, Laura L. B.
Border, University of Colorado at Boulder
- No. 5 -
From Passive to Active Learning: Helping Students Make the Shift, Marilla Svinicki, University
of Texas at Austin
- No. 6 -
Student Teams, Teaching and Technology, Ruth Federman Stein and Sandra N. Hurd, Syracuse
University
- No. 7 - Practice
Tests: a Practical Teaching Method, Margaret K. Snooks, University of Houston - Clear Lake
- No. 8 -
Using Student-Centered Assessment to Enhance Learning, Mick LaLopa, Purdue University
Volume 16 (2004-2005)
- No. 1 -
Transitions: What’s Love Got to Do with It?, Kathleen T. Brinko, Appalachian State
University
- No. 2 -
The Power of
Student Stories: Connections that Enhance Learning, Peter Frederick, Heritage College
- No. 3 -
PowerPoint: Possibilities and Problems, Eugene V. Gallagher and Michael Reder, Connecticut
College
- No. 4-
Teaching Bioethics through Participation and Policy-Making, Karey A. Harwood, North Carolina
State
- No. 5 -
Validity,
Research, and Reality: Student Ratings of Instruction at the Crossroads, Jennifer Franklin,
University of Arizona
- No. 6-
Why
Knowing about Disciplinary Differences Can Mean More Effective Teaching, Michele Marincovich,
Stanford University, and Jack Prostko, University of Maryland
- No.7-
Teaching for Diversity and Inclusiveness in Science, Technology, Engineering and Math (STEM),
Angela Linse, Temple University; Wayne Jacobson, University of Washington; & Lois Reddick, New York
University
- No. 8-
A Roadmap
to Part-time Faculty Success, Terri Tarr, Indiana University-Purdue University Indianapolis
top
Volume 15
(2003-2004)
- Number 1 - Student
Plagiarism: Are Teachers Part of the Problem or Part of the Solution?,
Chris Anson, North Carolina State University
- Number 2 -
Taking
Self Assessment Seriously, Georgine Loacker, Alverno College
- Number 3 -
Promoting
Learning through Inquiry, Virginia S. Lee, North Carolina State
University
- Number 4 -
Great
Expectations and Challenges for Learning Objects, Anne H. Moore,
Virginia Polytechnic Institute
- Number 5 -
Engaging the Whole Student: Interactive Theatre in the Classroom, Suzanne Burgoyne, University of Missouri-Columbia
- Number 6 -
Engaging Faculty in New Forms of Teaching and Learning,
Paul Hagner, University of Hartford
- Number7 -
Self-Efficacy in College Teaching,
Anita Woolfolk Hoy, The Ohio State University
- Number 8 -
Encouraging Civil Behavior in Large Classes,
Mary Deane Sorcinelli, University of Massachusetts Amherst
top
Volume 14
(2002-2003)
- Number 1 - Leading Culturally
Sensitive Classroom Discussions Following September 11, Devorah
Lieberman, Portland State University
- Number 2 -
Unlearning:
A Critical Element in the Learning Process, Virginia S. Lee, North
Carolina State University
- Number 3 -Teaching Circles:
Making Inquiry Safe for Faculty, Laurel Black and Mary Ann Cessna,
Indiana University of Pennsylvania
- Number 4 -Achieving
Teaching and Learning Excellence through Faculty Learning Communities,
Milton D. Cox, Miami University
- Number 5 -Creating a Culture of Co-Learners with Problem-Based
Learning, Kristi L. Arndt,
Educational Consultant
- Number 6 -
Team Teaching: The Learning Side of the Teaching
- Learning Equation, Mary Jane Eisen, Residence University of Connecticut
and Elizabeth J. Tisdell, Pennsylvania State University—Harrisburg
- Number 7 - Improving Teaching
through Classroom Action Research, Gwynn Mettetal, Indiana University
South Bend
- Number 8-Helping Students Help
Each Other: Making Peer Feedback More Valuable, Linda B. Nilson,
Clemson University
top
Volume 13
(2001-2002)
- Number 1 -
College
Teaching as an Educational Relationship, Douglas Reimondo Robertson,
Eastern Kentucky University
- Number 2 -
Teachers
are Diverse, Too -- Respecting Each Other's Beliefs, Richard G.
Tiberius, University of Toronto
- Number 3 -
The
Multicultural Teaching Portfolio, Matt Kaplan, University of
Michigan-Ann Arbor
- Number 4 -
Imperatives
for Reforming Pedagogy and Curriculum, Hitendra Pillay & Bob
Elliott, Queensland University of Technology
- Number 5 -
Reflections
on the Scholarship of Teaching and Learning, Pat Hutchings, The
Carnegie Foundation for the Advancement of Teaching
- Number 6 -
Diversity
Begins at Home: Multiculturalism in State and Regional Studies,
Barbara Lounsberry, University of Northern Iowa
- Number 7 -
From
Cognitive Dissonance to Self-Motivated Learning, Edmund J. Hansen, Northeastern
Illinois University
- Number 8 -
Teachers
and Scholars as Designers: The Art and Practice of Instructional Design,
Charles M. Spuches, SUNY College of Environmental Science and
Forestry
top
Volume 12
(2000-2001)
- Number 1 -
Academic Service-Learning: Myths,
Challenges, And Recommendations, Jeffrey Howard, University of Michigan
- Number 2 -
Classroom
Assessment: Guidelines For Success Thomas A. Angelo, The School for New
Learning, DePaul University
- Number 3 -
Cooperative
Learning: It's Here To Stay Barbara J. Millis, United States Air Force
Academy
- Number 4 -
Emotion
In The Classroom Edward Vela, California State University, Chico
- Number 5 -
Exploring
Student Expectations Janet Donald, McGill University and Jim Wilkinson,
Harvard University
- Number 6 -
Integrating
Learning Strategies Into Teaching Terry Doyle, Ferris State University
- Number 7 -
Teaching
In Action: Multicultural Education As The Highest Form Of UnderstandingChristine A. Stanley, Texas A&M University
- Number 8 -
Teaching
With Hospitality John B. Bennett, Quinnipiac College
top
Volume 11
(1999-2000)
- Number 1 - Changing Student Learning Behavior Outside Of Class
Graham Gibbs, Open University, United Kingdom
- Number 2 - Higher Level Learning: A Taxonomy For
Identifying Different Kinds Of Significant Learning L. Dee Fink, University of Oklahoma
- Number 3 - Living Up To Expectations
Steven M. Richardson, Winona State University
- Number 4 - Creating An Inclusive Learning
Environment Terrie Nolinske, Lincoln Park
Zoo and Consultant in Professional Development
- Number 5 - Fostering Students' Moral Developments
Lion F. Gardiner, Rutgers University
- Number 6 - Helping Students (Better) Evaluate and Validate WWW Resources
David Graf, Nova Southeastern University
- Number 7 - Foundations of Collaboration Gail G. Muir, California State Polytechnic University at Pomona;
Sally S. Blake, University of Texas at El Paso
- Number 8 - The Legacy of John Dewey David Halliburton, Stanford University
top
Volume 10
(1998-1999)
- Number 1 - The Uses of
Uncertainty in the College Classroom Virginia S. Lee, The University of North Carolina at Chapel Hill
- Number 2 - Class in the Classroom
Lee Warren,
Harvard University
- Number 3 - Interdisciplinary Teaching and Learning
Deborah
DeZure, Eastern Michigan University
- Number 4 - Listening in the Classroom: A Two-Way
Street Elisa Carbone, University of Maryland University College
- Number 5 - Learning Outside the Box: Making Connections between Co-Curricular
Activities and the Curriculum
Myra Wilhite and Liz Banset, University of Nebraska-Lincoln
- Number 6 - Are we going to Cyberspace, or is
this just another trip to Abilene William K. Jackson, The University of Georgia
- Number 7 - Critical Thinking Requires Critical
Questioning Karen J. Thoms, St. Cloud State University
- Number 8 - The Nature of Expertise: Implications
for Teachers and Teaching Ronald A. Smith, Concordia University, & Richard G. Tiberius, University of Toronto
top
Volume 9
(1997-1998)
- Number 1 - Relating
Student Experience to Courses and the Curriculum
Virginia S. Lee, The University of North Carolina at Chapel
Hill
- Number 2 - The Critical Match Between Motivation to
Learn and Motivation to Teach Ronald Teeples and Harvey Wiebman, Claremont McKenna College
- Number 3 - Developing a Philosophy of Teaching
Statement Nancy Van Note Chism, Ohio State University
- Number 4 - Writing to Learn Judith Kalman and Calvin Kalman, Concordia University
- Number 5 - Three Keys to Using Learning Groups
Effectively Larry K. Michaelsen, University of
Oklahoma
- Number 6 - Adding On-Line Computer Methods to
Your Repertoire of Teaching Strategies Nancy A. Diamond, University of
Illinois at Urbana-Champaign
- Number 7 - Problem-based Learning: Preparing
Students to Succeed in the 21st Century
Barbara J. Duch, Deborah E. Allen, and Harold B. White, III,
University of Delaware
- Number 8 - Academic Civility Begins in the
Classroom Roger G. Baldwin, The College of William and Mary
top
Volume 8
(1996-1997)
top
Volume 7
(1995-1996)
- Number 1 - Active
Learning Beyond the Classroom Edward Neal, Center for Teaching and
Learning, University of North Carolina at Chapel Hill
- Number 2 - Transactional Analysis of the Creative
Process Donna Glee Williams, The North Carolina Center for the Advancement of
Teaching Western Carolina University
- Number 3 - Honoring the Process for Honoring
Teaching Laurie Richlin & Brenda Manning, University of Pittsburgh
- Number 4 - Integrating Research and Undergraduate
Teaching Anne Bezuidenhout, Department of Philosophy, University of South Carolina
- Number 5 - Teaching With Style: The Integration of
Teaching and Learning Styles in the Classroom Anthony F. Grasha, Psychology, University of Cincinnati
- Number 6 - Never in a Class by Themselves: An
Examination of Behaviors Affecting the Student-Professor Relationship David J. Walsh & Mary Jo Maffei
Management, Miami University
- Number 7 - Attacking Ideas, Not People: Using
Structured Controversy in the College Classroom Barbara L. Watters, Psychology State University of New York
College at Oswego
- Number 8 - Students' Reactions to Performance-Based
vs. Traditional Objective Assessment Anthony L. Truog Educational Foundations, University of Wisconsin-Whitewater
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