Just-in-time teaching

- Having the students make quizzes that are due a few hours before the class to inform the way you are going to teach. -

A JiTT sampler

Interactive Learning Tool-kit ILT-BQ

Multiple Choice Questions

Annotated bibliography of website resources for creating good multiple choice questions created by the University of Medicine and Dentistry of New Jersey.

Carneson, J., Delpierre, G., & Masters, K. (n.d.). Designing and managing multiple-choice questions: Appendix B, designing MCQs – do’s and don’ts. and Appendix C, MCQs and Bloom’s Taxonomy. Retrieved June 12, 2011

Designing and managing multiple choice questions. A manual developed by the University of Cape Town. Retrieved June 12, 2011

Guidelines for creating multiple choice questions using Bloom’s developed by University of Texas. Retrieved June 12, 2011

Haladyna, T. M. (1999). Developing and validating multiple-choice test items, 2 nd ed. Mahwah, NJ: Lawrence Erlbaum Associates.

Haladyna, T. M. (1989). Taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2 (1), 37-50. An excerpt retrieved June 12, 2011

Gronlund, N. E. (1998). Assessment of student achievement. Boston: Allyn and Bacon.

Instructional Assessment Resources on Writing multiple-choice questions, from University of Texas

Jacobs, L. C. (2002). How to write better tests: A handbook for improving test construction skills. Retrieved June 12, 2011

Levels of Understanding Assessed by Multiple Choice Questions by the American Psychological Association

Marshall, J. C., & Hales, L. W. (1971). Classroom test construction. Reading MA: Addison-Wesley.

Sevenair. J. P., & Burkett, A. R. (1997). Item writing guidelines. Retrieved June 12, 2011

Tutorial to create MCQ on Blackboard from the Center for Instructional Technology (they have a tutorial for almost anything you can imagine on assessing learners)

Writing multiple-choice questions that demand critical thinking from the Teaching Effectiveness Program at the University of Oregon. Retrieved June 12, 2011 Adapted into a pdf  Retrieved June 12, 2011

Student-centered approaches work

Wood 2009 Innovations in Teaching Undergraduate Biology and Why We Need Them
Armbruster et al. 2009 Active Learning and Student-Centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology
Froyd 2008 Evidence for the Efficacy of Student-active Learning Pedagogies
McCrindle and Christensen 1995 The Impact of Learning Journals on Metacognitive and Cognitive Processes and Learning Performance
Burrowes 2003 A Student-Centered Approach to Teaching General Biology That Really Works: Put to a Test
Michael 2006 Where's the evidence that active learning works?
Osborne 2010 Arguing to Learn in Science: The Role of Collaborative, Critical Discourse
Schroeder et al. 2007 A Meta-Analysis of National Research: Effects of Teaching Strategies on Student Achievement in Science in the United States

Cheap measures, big changes

Haak et al. Science 2011 Increased srtructure and active learning reduce the achievement gap in introductory biology

and a comment about it in The Chronicle of Higher Education

Case Studies

The National Center for Case Study Teaching in Science site and training opportunities

SENCER - Science Education for New Civic Engagements and Responsibilities

Retention of New and Minority Teachers

Hilary L. Kissel, J. Patrick Meyer, Xiaofeng Liu Successful Retention of New and Minority Teachers: Results from the SASS and TFS