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Student-Centered Teaching Practices We Choose to Teach College Students Because We Are Committed to the Proposition That Education Can Indeed Be Liberating

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Student-Centered Teaching Practices We Choose to Teach College Students Because We Are Committed to the Proposition That Education Can Indeed Be Liberating Student-Centered Teaching Practices We choose to teach college students because we are committed to the proposition that education can indeed be liberating. How we teach the students who enter our classrooms can make the difference between students who realize their potential and those who leave us discouraged about their possibilities. These resources, organized by topic, offer frameworks and strategies faculty can use to make their classrooms vibrant learning spaces for every student who walks through the door. Equity AAC&U (2018). A Vision for Equity: Results from AAC&U’s Project Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success. Available at: https://www.aacu.org/publications/vision-equity Gay, G. (2010). Culturally Responsive Teaching: Theory, Research and Practice (2nd Ed). New York: Teachers College Press. Hammond, Zaretta. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin. 2015. Delpit, Lisa. Other People’s Children : Cultural Conflict in the Classroom. New York : New Press ; York : Signature Book Services [distributor], 2006. Delpit, Lisa D. Multiplication Is for White People : Raising Expectations for Other People’s Children. New York : New Press ; London : Turnaround [distributor], 2013. McGuire, S. (2015). Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills and Motivation. Sterling, VA: Stylus Publishing. Pell Institute (2018). Indicators of Higher Education Equity in the United States – 2018 Historical Trend Report. Available at: http://pellinstitute.org/indicators/ Verschelden, C. (2017). Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. Sterling, VA: Stylus Publishing. Transparency Winkelmes, M. (2013). Transparency in teaching: Faculty share data and improve students’ learning. AAC&U Liberal Education, 99(2). Transparency in Learning & Teaching project website: https://www.unlv.edu/provost/teachingandlearning. Designing assignments: Creating Writing Assignments for Undergraduate Students https://ugs.utexas.edu/sig/essentials/writing/creating-assig ... High-Impact Practices https://www.aacu.org/resources/high-impact-practices Teaching for Transfer The following two articles offer great strategies for engaging metacognition, a skill that greatly enhances the transfer of learning from a familiar context to a new context: https://www.aacu.org/publications-research/periodicals/think-about-your-thinking-reclaiming- foundation-liberal-education https://cft.vanderbilt.edu/guides-sub-pages/metacognition/ This article includes many useful links. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1144&context=ij-sotl This article includes both metacognition and metaaffective reflection. https://www.aacu.org/peerreview/2017/Winter/Tinberg This article reviews several scholars on teaching for transfer. Bransford, John. How People Learn : Brain, Mind, Experience, and School. Washington, D.C. : National Academy Press, c2000 Assessment Strategies Walvoord, Barbara E.Fassler. Assessment Clear and Simple : A Practical Guide for Institutions, Departments, and General Education. San Francisco, Calif. : Jossey-Bass, c2010 Suskie, Linda A. Assessing Student Learning : A Common Sense Guide. San Francisco, California : Jossey- Bass, c2009 Classroom Presentations How to Avoid Death by Powerpoint, David JP Phillips. https://www.youtube.com/watch?v=Iwpi1Lm6dFo Teaching First-Year Students The following bibliography has been created over many years, and includes seminal articles and books on engaging and teaching students in the first year of college. Albert, L., Gardner, J., Hollander, E., & Zlotkowski, E. (2000). Linking citizenship & scholarship through service learning: A national imperative (Teleconference video and print resource packet). Available from the University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Angelo, T., Lopez, C., Suskie, L., & Swing, R. (2002). The first-year of college: Assessing what we value (Teleconference video and print resource packet). Available from the University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Astin, A. (1975). Preventing students from dropping out. San Francisco, CA: Jossey-Bass. Astin, A. (1977). Four critical years: Effects of college on beliefs, attitudes, and knowledge. San Francisco, CA: Jossey-Bass. Astin. A. (1993). What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass. Astin, A., & Associates. (1998). The American freshman: Thirty-year trends. Los Angeles, CA: Higher Education Research Institute, UCLA Graduate School of Education. Astin, A.W., Gardner, J. N., & Sax, L. J. (1998). The changing American college student: Implications for the freshman year and beyond (Teleconference video and print resource packet). Available from the University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Astin, A., Knefelkamp, L., Levine, A., Wilson, R., & Upcraft, M. L. (1991). Perspectives on the freshman year, volume 1 (Monograph No. 2). Columbia, SC: University of South Carolina, National Resource for The Freshman Year Experience. Bachner, D. J., Malone, L. J., & Snider, M. C. (2001). Learning interdependence: A case study of the international/intercultural education of first-year college students. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Banta, T.W. (2001). Learning Communities Illustrate Principles of Good Practice. Published in Assessment Update. Barefoot, B. O. (1993a). A nationwide focus on freshmen. The Keystone (Newsletter of the Wadsworth College Success Series)(spring), p. 9. Barefoot, B. O. (Ed.). (1993b). Exploring the evidence: Reporting outcomes of freshman seminars (Monograph No. 11). Columbia, SC: University of South Carolina, National Resource Center for The Freshman Year Experience. Barefoot, B. O. (2000). The first-year experience: Are we making it any better? About Campus, 5, 12-18. Barefoot, B. O., Berman, D., Gardner, J. N., Henscheid, J., Hunter, M. S., & Swing, R. (2001). Strengthening first-year seminars: A foundation for student success (Teleconference video and print resource packet). Available from the University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Barefoot, B.O., Gardner, J. N., et al. (Eds.). (2005). Achieving and Sustaining Institutional Excellence for the First Year of College. Jossey-Bass, San Francisco. Barefoot, B., & Fidler, P. (1996). 1994 national survey of freshman seminar programs: Continuing innovations in the collegiate curriculum (Monograph No. 20). Columbia, SC: University of South Carolina, National Resource Center for The Freshman Year Experience and Students in Transition. Barefoot, B., Warnock, C., Dickinson, M., Richardson, S., & Roberts, M. (Eds.). (1998). Exploring the evidence: Reporting outcomes of first-year seminars vol. 2 (Monograph No. 25). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Beal, P., & Noel, L. (1980). What works in student retention. Iowa City, Iowa : The American College Testing Program. Beaudin, B. Q., Roth, R. L., Greenwood, J. H., Jr., & Boudreau, L. A. (2002). Science cohort model: Expanding the pipeline for science majors. Journal of the First Year and Students in Transition, 14(2), 105-132. Berman, D., Clark, J., & Lerch, R. (2001). Transitions: Handbook for University 101 students. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Blake, H., Hunter, M. S., Mellow, G., & Schneider, C. (2002). The changing mosaic: Designing successful experiences for the new American college student (Teleconference video and print resource packet). Available from the University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Blanc, R. A., Debuhr, L. E., & Martin, D. C. (1983). Breaking the attrition cycle: The effects of supplemental instruction on undergraduate performance and attrition. Journal of Higher Education, 54(1), 80-90. Bowen, H. (1997). Investment in learning: The individual and social value of American higher education. San Francisco, CA: Jossey-Bass. Boyer, E. (1987). College: The undergraduate experience in America. New York: Harper & Row. Boyer, E. L., & Kaplan, M. (1977). Educating for survival. New Rochelle, NY: Change Magazine Press. Boyer, E. L., & Levine, A. (1981). A quest for common learning: The aims of general education. Washington, D.C.: The Carnegie Foundation for the Advancement of Teaching. Brookfield, S. D. (1990). The skillful teacher. San Francisco: Jossey-Bass. Brookfield, S., Tobias, S., Hartel, W., Rendon, L., & Boyer, E. (1992). Perspectives on the freshman year volume 2 (Monograph No. 8). Columbia, SC: University of South Carolina, National Resource Center for The Freshman Year. Brower, A. M. (1992). The second half of student integration: The effects of life task predominance on student persistence. The Journal of Higher Education, 63, 441-462. Bucher, R. D. (2000). Diversity consciousness: Opening our minds to people, cultures,
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