Here are some of the non-technological literature that has informed our practice in faculty development here at the University of Minnesota in recent years.
- Milton Cox's work on Faculty Learning Communities really changed the way we think about programs... instead of consultants working one-on-one with faculty, we thought more about cohorts and community. Our evaluation has shown that faculty really value the opportunity to exchange ideas with other faculty, even (or especially) faculty from other colleges and disciplines; it's a rare opportunity to do so.
- Dee Fink's work on course design radically changed our process from a traditional instructional design model to one that makes more sense for higher education.
- The work of our own alumn John Bransford - We use the book he co-edited, How People Learn, book extensively in our programs. In particular, How Experts Differ from Novices is an illuminating chapter that always gets a good discussion underway about the higher cognitive goals of instruction.
- Thomas Angelo & Patricia Cross's book on Classroom Assessment Techniques is never far out of reach. This is an immensely practical book full of ways to engage learners make a class lively and fun. The fact that they also useful for assessment almost feels like a bonus. Here's a summary with a few examples.
- Lately we have been looking into "signature pedagogies," the discipline-specific traditions of teaching and learning that inform the way faculty think in different areas. Lee Shulman introduced this idea in writing about professional education. Since then people in other areas have explored the signature pedagogies in their own disciplines, many of which are collected here.