Resources // Teaching for Learning Center

Because Inclusive and Effective Teaching is evidence-based and continuously developing, educators benefit from taking advantage of the breadth and depth of resources available for the professional development of teaching in higher education.

Here is a sample of helpful resources, based on MU’s model for Inclusive and Effective Teaching and the three bases for teaching review and evaluation. Sources indicated with an asterisk (*) are especially recommended by the Teaching for Learning Center as essential resources.

For more information, including resources and programming available to all educators on campus, please visit the MU Teaching for Learning Center.

University of Missouri Teaching for Learning Center Canvas Trainings on the Review of Teaching

The MU Teaching for Learning Center has created a series of mini-courses on Canvas for members of the campus community to better understand and use TFELT’s recommendations for teaching evaluation.

Making Sense of Student Feedback

Formative Peer Review of Teaching

Summative Peer Review Training

Graduate Student Instructor Peer Review

Teaching Reflection

Inclusive and Effective Teaching is Evidence-Based

*Bishop-Clark, C., & Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Routledge.

*Brown, P.C., Roediger, H.L. III, & McDaniel, M.A. (2014). Make it stick: The science of successful learning. Belknap Press / Harvard UP.

*Darby, F., & Lang, J.M. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.

Dunn, D.S., Saville, B.K., Baker, S.C., & Marek, P. (2013). Evidence-based teaching: Tools and techniques that promote learning in the psychology classroom. Australian Journal of Psychology, 65, 5-13. DOI: 10.1111/ajpy.12004

*Eyler, J.R. (2018). How humans learn: The science and stories behind effective college teaching. West Virginia University Press.

*Lang, J.M. (2021). Small teaching: Everyday lessons from the science of learning (2nd Ed.). Jossey-Bass.

Lockman, A.S., & Schirmer, B.R. (2020). Online instruction in higher education: Promising, research-based, and evidence-based practices. Journal of Education and e-Learning Research, 7(2), 130-152. DOI: 10.20448/journal.509.2020.72.130.152

*Lovett, M.C., Bridges, M.W., DiPietro, M., Ambrose, S.A., & Norman, M.K. (2023). How learning works: Eight research-based principles for smart teaching (2nd Ed.). Jossey-Bass.

Newton, P.M., & Miah, M. (2017). Evidence-based higher education – is the learning styles ‘myth’ important? Frontiers in Psychology, 8, xxx. DOI: 10.10.3389/ fpsyg.2017.00444

*Savory, P., Nelson Burnett, A., & Goodburn, A. (2007). Inquiry into the college classroom: A journey toward scholarly teaching. Wiley.

Inclusive and Effective Teaching is Student-Centered

Ahn, R., & Class, M. (2011). Student-centered pedagogy: Co-construction of knowledge through student-generated midterm exams. International JOurnal of Teaching and Learning in Higher Education, 23(2), 269-281.

Bishop, C.F., Caston, M.I., & King, C.A. (2014). Learner-centered environments: Creating effective strategies based on student attitudes and faculty reflection. Journal of the Scholarship of Teaching and Learning, 14(3), 46-63. DOI: 10.14434/ josotl.v14i3.5065

*Blumberg, P. (2019). Making learner-centered teaching work: Practical strategies for implementation. Routledge.

*Doyle, T. (2023). Helping students learn in a learner-centered environment. Routledge. (Original work published 2008)

Ervin, J.A. (2018). Teaching science to non-science majors: An action research study using a learner-centered, inquiry-based approach. Journal of Ethnographic and Qualitative Research, 13, 79-91.

Goodman, B.E. (2016). An evolution in student-centered teaching. Advances in Physiology Education, 40, 278-282. DOI: :10.1152/advan.00056.2016

Hoidn, S., & Klemenčič (Eds.) (2020). The Routledge handbook of student-centered learning and teaching in higher education. Routledge.

Ngatia, L.W. (2022). Student-centered learning: Constructive alignment of student learning outcomes with activity and assessment. In R.J. Blankenship, C.Y. Wiltsher, and B.A. Moton (Eds.), Experiences and research on enhanced professional development through faculty learning communities (pp. 72-92). IGI Global.

*Tobin, T.J., & Behling, K.T. (2018). Reach everyone, teach everyone: Universal Design for Learning in higher education. West Virginia University Press.

*Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2nd Ed.). Jossey-Bass.

Inclusive and Effective Teaching is Reflective

Ashwin, P., Boud, D., Calkins, S., Coate, K., Hallett, F., Light, G., Luckett, K., MacLaren, I., Martensson, K., McArthur, J., McCune, V., McLean, M. & Tooher, M. (2020). Reflective teaching in higher education (2nd Ed.). Bloomsbury Academic.

Barton, G., & Ryan, M. (2014). Multimodal approaches to reflective teaching and assessment in higher education. Higher Education Research and Development, 33(3), 409-424.

*Brookfield, S.D. (2017). Becoming a critically reflective teacher (2nd Ed.). Jossey-Bass.

Chen, A-Y., & Van Maanen, J. (Eds.) (2000). The reflective spin: Case studies of teachers in higher education transforming action. World Scientific Publishing Company.

Hubball, H., Collins, J., & Pratt, D. (2005). Enhancing reflective teaching practices: Implications for faculty development programs. Canadian Journal of Higher Education, 35(5), 57-81.

Light, G., Cox, R., & Calkins, S. (2009). Learning and teaching in higher education: The reflective professional (2nd Ed.). Sage Publications.

Osterman, K.F., & Kottkamp, R.B. (2015). Reflective practice for educators: Professional development to improve student learning. Skyhorse.

Namaziandost, E., Heydarnejad, T., & Azizi, Z. (2023). The impacts of reflective teaching and emotion regulation on work engagement: Into prospect of effective teaching in higher education. Teaching English Language Journal, 17(1), 139-170. DOI: 10.22132/TEL.2022.164264

*Palmer, P.J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (20th Anniversary Ed.). Jossey-Bass.

Tushar, G., Abha, S., and Lokanth, M. (2019). Reflective teaching as a strategy for effective instruction. Educational Quest- An International Journal of Education and Applied Social Sciences, 10(1), 37-43. DOI: 10.30954/2230-7311.1.2019.6

Inclusive and Effective Teaching is Continuously Developing

Blanton, M.L., & Stylianou, D.A. (2009). Interpreting a community of practice perspective in discipline-specific professional development in higher education. Innovative Higher Education, 34, 79-92. DOI: 10.1007/s10755-008-9094-8

Brancato, V.C. (2003). Professional development in higher education. In New Directions for Adult and Continuing Education, no. 98, 59-65.

*Cox, M.D., & Richlin, L. (eds.) (2004). Building faculty learning communities. Jossey-Bass.

Guerra, A., Nørgaard, B., & Du, X. (2023). University educators’ professional learning in a PBL pedagogical development programme. Journal of Problem Based Learning in Higher Education, 11(1), 36-59. DOI: 10.54337/ojs.jpblhe.v11i1.7375

King, H. (2022). Developing expertise for teaching in higher education: Practical ideas for professional learning and development. Routledge.

*McDonald, J., & Cater-Steel, A. (Eds.) (2017). Communities of practice: Facilitating social learning in higher education. Springer.

*McDonald, J., & Cater-Steel, A. (Eds.) (2017). Implementing communities of practice in higher education: Dreamers and schemers. Springer.

Noben, I., Brouwer, J., Folkert Deinum, J., & Adriaan Hofman, W.H.. (2022). The development of university teachers’ collaboration networks during a departmental professional development project. Teaching and Teacher Education, 110, 103579. DOI: 10.30954/2230-7311.1.2019.6

*Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers’ beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122–131. DOI: 10.1016/j.tate.2012.09.002

Teräs, H. (2016). Collaborative online professional development for teachers in higher education. Professional Development in Education, 42(2), 258-275. DOI: 10.1080/19415257.2014.961094

Welcoming and Collaborative Teaching

*Brookfield, S. D. (2002). Using the lenses of critically reflective teaching in the community college classroom. New Directions for Community Colleges, 118, 31-38. https://doi.org/ 10.1002/cc.61

Brown, A. R., Morning, C., & Watkins, C. (2005). Influence of African American engineering student perceptions of campus climate on graduation rates. Journal of Engineering Education, 94(2), 263-271.

*Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.

Empowering and Supportive Teaching

Ames, C. (1990). Motivation: What teachers need to know. Teachers College Record, 91, 409-472.

*Cavanagh, S. (2016). The spark of learning: Energizing the college classroom with the science of emotion. West Virginia University Press.

*Gannon, K. (2020). Radical hope: A teaching manifesto (2nd Ed.). West Virginia University Press.

Structured and Intentional Teaching

*Lovett, M.C., Bridges, M.W., DiPietro, M., Ambrose, S.A., & Norman, M.K. (2023). How learning works: Eight research-based principles for smart teaching (2nd Ed.). Jossey-Bass.

Sousa, D. A. (2011). How the brain learns (4th ed.). Corwin.

Relevant and Engaging Teaching

*Darby, F., & Lang, J.M. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.

*Eyler, J.R. (2018). How humans learn: The science and stories behind effective college teaching. West Virginia University Press.

*Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

Harris, N. & Bacon, C. E. W. (2019). Developing cognitive skills through active learning: A systematic review of health care professions. Athletic Training Education Journal, 14(2), 135-148. https://doi.org/10.4085/1402135.

*Lang, J.M. (2021). Small teaching: Everyday lessons from the science of learning (2nd Ed.). Jossey-Bass.

*Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. Jossey-Bass.

Review of Teaching: Student Feedback

Click here to access a sample copy of the new student feedback survey

Click here to access a sample copy of the new student feedback course data report

Click here to access the student feedback constructs infographic

Click here to access the “Making Sense of Student Feedback” Canvas training course

Alhija, F.N., & Fresko, B. (2009). Student evaluation of instruction: What can be learned from
students’ written comments? Studies in Educational Evaluation, 35, 37.44. DOI:
10.1016/j.stueduc.2009.01.002

*Boysen, G.A., Kelly, T.J., Raesly, H.N., & Casner, R.W. (2014). The (mis)interpretation of teaching evaluations by college faculty and administrators. Assessment & Evaluation in Higher Education, 39(6), 641-656.

Center for Teaching (2023). Mid-semester feedback through small group analysis. https://cft.vanderbilt.edu/services/individual/small-group-analysis/

*Chapman, D.D., and Joines, J.A. (2017). Strategies for increasing response rates for online end-of-course evaluations. International Journal of Teaching and Learning in Higher Education, 29(1), 47-60

*Cook-Sather, A., Bahti, M., & Ntem, A. (2019). Pedagogical partnerships: a how-to guide for faculty, students, and academic developers in higher education (Online Edition). Elon University Center for Engaged Learning. Retrieved from https://www.centerforengagedlearning.org/books/pedagogical-partnerships/

*Franklin, J. (2001). Interpreting the numbers: Using a narrative to help others read student evaluations of your teaching accurately. New Directions for Teaching and Learning, 87, 59–87.

*Kreitzer, R.J., & Sweet-Cushman, J. (2021). Evaluating student evaluations of teaching: A review of measurement and equity bias in SETs and recommendations for ethical reform. Journal of Academic Ethics. Advance online publication. https://doi.org/10.1007/ s10805-021-09400-w

*Linse, A.R. (2017). Interpreting and using student ratings data: Guidance for faculty serving as administrators and on evaluation committees. Studies in Educational Evaluation, 54, 94-106.

Spooren, P., Brockx, B., & Mortelmans, D. (2013). On the validity of student evaluation of teaching: The state of the art. Review of Educational Research, 83(4), 598–642.

Weimer, M. (2016, June 15). Benefits of talking with students about mid-course evaluations. The Teaching Professor Blog. https://www.facultyfocus.com/articles/faculty-development/ benefits-talking-students-mid-course-evaluations/

Wickramasinghe, S.R., & Timpson, W.M. (2006). Mid-semester student feedback enhances student learning. Education for Chemical Engineers, (1)1, 123-133. 10.1205/ece06012

Review of Teaching: Peer Review

Weller, S. (2009). What does “peer” mean in teaching observation for the professional development of higher education lecturers? International Journal of Teaching and Learning in Higher Education, 21(1), 25-35.

Review of Teaching: Self-Reflection

Blumberg, P. (2016). How critical reflection benefits faculty as they implement learner-centered teaching. New Directions for Teaching and Learning, 144, 87-97. DOI: 10.1002/tl.20165

Centra, J.A. (1993). Reflective faculty evaluation: Enhancing teaching and determining faculty effectiveness. Jossey-Bass.

Dewey, J. (1933; 1910). How we think. Buffalo, New York: Prometheus Books.

Kirpalani, N. (2017). Developing self-reflective practices to improve teaching effectiveness. Journal of Higher Education Theory and Practice, 17(8), 73-80.

Schön, D. (1983). The reflective practitioner: How professionals think in action. Jossey‐Bass.

Weimer, M. 2010. Inspired college teaching. Jossey-Bass.