There are a number of useful books and websites on teaching skills. Some well-known ones are listed below along with their call numbers at Parks Library. You can search for other relevant titles at the library's website under the subject headings "College Teaching," or "Graduate Teaching Assistants." (For sources specific to international TAs, see Section II: For Additional Advice).

Books on Teaching Skills and Strategies

Allen, R. R. & Rueter, T. (1990). Teaching assistant strategies: an introduction to college teaching. Dubuque, IA: Kendall/Hunt. [Call Number: LB2335.4 .A43]

Topics include identifying TA roles and styles; developing interpersonal relationships; planning for instruction; creating a supportive classroom environment; lecturing; leading class discussions; facilitating and assessing student learning; and getting evaluations from students, supervisors, and peers.

Curzan, A. & Damour, L. (2000). First day to final grade: a graduate student's guide to teaching. Ann Arbor: U of Michigan P. [Call Number: LB2335.4 C87 2000]

Addresses all aspects of teaching a course from semester preparation to leading discussion to grading. Includes a section on balancing school with teaching. Appendices include sample course documents and suggestions for running class workshops.

Davis, B. G. (2001). Tools for teaching. San Francisco: Jossey-Bass Publishers. [Call Number: LB2331 D37 1993]

Addresses all aspects of teaching a course, including adapting to diversity and alternative learning styles, encouraging collaboration, lecturing, leading discussion, using technology for teaching, evaluating one's own teaching, and holding office hours. Contains extensive practical advice.

Foyle, H. C. (ed). (1995). Interactive learning in the higher education classroom: cooperative, collaborative, and active learning strategies. National Education Association. [Call Number: LB1032 .I498 1995]

Describes 17 actual teaching scenarios that stimulate student thinking, motivate student involvement, and enhance student skills in problem-solving and teamwork in higher education classes.

Huba, M. E. & Freed, J. E. (2000). Learner-centered assessment on college campuses: shifting the focus from teaching to learning. [Call Number: LB2331 H83 2000]

Content includes understanding and applying principles of learner-centered teaching; using feedback from students to improve learning; using rubrics to provide feedback to students; assessing students' ability to think critically and solve problems; using portfolios to promote, support, and evaluate learning.

Lambert, L. M., Tice S. L., and Featherstone, P.H. (1996). University teaching: a guide for graduate students. Syracuse: Syracuse UP. [Call Number: LB2331 U757 1996]

Contains a series of short articles on teaching-related topics. Part one examines the different settings in which TAs teach (e.g. studios, labs, office hours). Part two considers ways to enhance learning and teaching through writing, assessment, awareness of difference in the classroom, etc.

McKeachie, W. J. (2002). Teaching tips: a guidebook for the beginning college teacher, (11th edition). Boston: Houghton Mifflin. [8th edition available in library. Call Number: LB1738 M35 1986]

The classic work on how to be a TA. It begins with what you need to know before the first day of class and then provides advice on topics such as assigning grades, leading discussions, and constructing tests.

Meyers, C. & Jones, T. B. (1993). Promoting active learning: strategies for the college classroom. [Call Number: LB1027.23 .M49 1993]

Part One defines active learning and the need for it in the college classroom. Part Two provides practical strategies for creating a classroom based on active learning. Part Three provides resources and suggestions for including reading and guest speakers in an active learning environment.

Nilson, L. B. (1998). Teaching at its best: a research-based resource for college instructors. [Call Number: LB2331 N55x 1998]

Focuses on practical techniques for successful teaching experiences. Includes chapters on creating syllabi, coordinating courses between faculty and TAs, managing classrooms, preserving academic honesty, making the most of office hours, motivating students, teaching students to think and write in the disciplines, teaching mathematical problem solving, implementing effective science education, preparing tests, adhering to copyright guidelines, and others.

Seldin, Peter. (1997). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotional/Tenure Decisions, 2nd ed. Bolton, MA: Anker Publishing. [Call Number: LB2333 .S46 1997]

Includes suggestions for putting together and effectively using a teaching portfolio. Includes sample portfolios from different disciplines.

Silverman,S. S & Casazza, M. E. (2000). Learning and development: making connections to enhance teaching. SanFrancisco: Jossey-Bass Publishers. [Call Number: LB2331.2 S55 2000]

Guidelines for understanding how students learn and what teachers can do to encourage student achievement. Includes six case studies demonstrating how teachers can address learning problems while improving their own teaching.

Walvoord, B. (1998). Effective grading: a tool for learning and assessment. San Francisco: Jossey-Bass Publishers. [Call Number: LB2368 W35 1998].

Describes a variety of grading models and their relative advantages in relation to different types of student work and pedagogical goals. Includes suggestions for structuring assignments and communicating grading systems in ways that motivate students and increase learning.

Websites on Teaching Skills and Strategies

The teaching tips page on the Center for Excellence in Learning and Teaching website includes a series of internal and external publications on a variety of teaching-related topics including creating tests, developing syllabi and course objectives, encouraging collaborative learning, teaching in a large lecture setting, putting course materials online, detecting and deterring plagiarism, and much more.

The University of Washington's Re-evisioning the Ph.D. website provides a list of discussion groups, articles, and websites that deal with preparing doctoral students to teach. The main website is also an excellent source of information related to other aspects of the Ph.D. and has an outstanding bibliography.

The University of California at Davis has a lot of great information for TAs on the Office of Instructional Consultation web page under "TA Development Program." The site includes a TA handbook with information on constructing tests, leading discussion and lab sections, planning courses, adapting to student learning styles, and more. The site also includes a section on TA teaching tips and suggestions for putting together a teaching portfolio.

In addition to teaching tips similar to those found at other websites, the University of North Carolina's Center for Teaching and Learning publishes this handbook called TAs and Professors as a Teaching Team. This handbook offers suggestions for working with a supervising professor in ways that are productive for both you and the students in your class.

The University of Nebraska-Lincoln website offers tips on learning students' names, starting the semester off right, using the board effectively, teaching students to take good notes, and more. Particularly useful is the extensive ten-step process given for planning and putting together a course.

Carnegie Mellon's website offers extensive information on the following topics: course design, common teaching problems, ways to use technology in the classroom, characteristics of student audiences, and ongoing teaching assessment.

The Ohio State University's faculty and TA development site includes information on teaching students with disabilities, developing guidelines to help students succeed in your class, using electronic technology for teaching, and more. A section for international TAs is included.

An online writing lab excellent for helping students with writing-related problems. Contains information on grammar, punctuation, organization, style, incorporating research, and more. Writing-related activities are available on the site.

Colorado State's writing lab provides extensive guidance on public speaking, including suggestions for preparing overheads and planning informative lectures.

The University of Texas's teaching and learning resources includes sections on improving educational practices, teaching a university course, and connecting with other educators. The side bar contains a link to resources specifically for TAs.

The Tomorrow's Professor list-serv includes information concerning on-line academic journals and other resources as well as excellent links to sites devoted specifically to teaching and learning in the academy.