References for 2013 Opening Workshop
* marks books in the W&S library collection, available through Universal Borrowing (find more by searching Women & Science)
Faculty Development through email
D.A. Kolb, Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, N.J.: Prentice-Hall, 1984.
Gale J Clark, Wayne D. Riley, "The Connection between Success in a Freshman Chemistry Class and a Student's Jungian Personality Type". Journal of Chemical Education, 78(10), 1406-1411, 2001.
Isabel Briggs Myers and Mary H. McCaulley. Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator (2nd ed.). Palo Alto, CA: Consulting Psychologists Press, 1985.
James E. Stice, “Using Kolb’s Learning Cycle to Improve Student Learning,” Journal of Engineering Education, 77(5), 291-296, 1987.
Susan M. Montgomery and Linda N. Groat, “Student Learning Styles and their Implications for Teaching,” http://www.crlt.umich.edu/publinks/CRLT_no10.pdf
Teresa Larkin-Hein and Dan D. Budny, “Why Bother Learning about Learning Styles and Psychological Types?,” Proceedings of the 2000 ASEE Annual Conference.
Effective Approaches to Group Work
* Sue V. Rosser, Re-engineering Female Friendly Science. New York : Teachers College Press, 1997.
Introduction to Project Oriented Guided Inquiry Learning
presentation by Brandon Fetterly, UW Richland Center
Moog, Richard S. and Farrell, John J. Chemistry: A Guided Inquiry. New York: Wiley, 2008.
Moog, Richard S. and Spencer, James N. Process oriented guided inquiry learning (POGIL). Washington: American Chemical Society, 2008.
Gosser, David K., et al. Peer-Led Team Learning: A Guidebook. Upper Saddle River, NJ: Prentice Hall, 2001.
Curriculum Reform Grant: Interactive Learning and Assessment Strategies
presentation by Roslyn Theisen, UW Eau Claire
David C. Haak, Janneke HilleRisLambers, Emile Pitre, Scott Freeman, "Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology." Science 333, 1213-1216, 2011.
Reducing Stereotype Threat
presentation by Jennifer Mihalick, UW System Women & Science Program
* Claude Steele, Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. New York: W.W. Norton, 2010.
Wisconsin Alliance for Minority Participation
Experiments in the Classroom
presentation by Jennifer Mihalick, UW Oshkosh, and Dale Buechler, Electrical Engineering, UW Platteville
* Angelo, Thomas A. and Cross, K. Patricia. Classroom Assessment Techniques: a Handbook for College Teachers. San Francisco: Jossey-Bass, 1993.
Field-tested Learning Assessment Guide for science, math, engineering and technology instructors
Walvoord, Barbara E. and Anderson, Virginia J. Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, 1998.
Huba, Mary and Freed, Jann. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon, 2000.
Classroomsalon.com (Carnegie-Mellon project)
the Scholarship of Teaching and Learning
* Ambrose, Bridges, EiPeitro, Ovett, Norman. How Learning Works: Seven Research-based Principles for Smart Teaching. New York: Jossey-Bass, 2010.
Curriculum Reform Grant: Lecture Supplement for Introductory and General Chemistry
presentation by Amanda Hakemian, UW Marshfield
presentation by Ken Menningen, UW Stevens Point
* Duncan, D. Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems. San Francisco: Pearson/Addison Wesley, 2005.
* Bruff, Derek. Teaching with Classroom Response Systems. New York: Jossey-Bass, 2009.