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Center for Teaching and Learning

News & Views

Podcasts

  • KQED Forum on First Generation College Students - part I; part II
    In California, more students are the first in their families to apply to college than ever before, but students whose parents don't have a four year college degree are dramatically less likely to earn a college degree themselves.  In a special live remote broadcast from San Jose's Downtown College Prep High School, we explore the challenges and strategies for success for first generation college students.

Books Available for Loan

If you wish to borrow one of these books, please see the Title III desk in Academic Services.

  • Angelo and Cross, Classroom Assessment Techniques:  A Handbook for College Teachers, Jossey-Bass, 2nd edition, 1993.
    This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment--from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. The book features fifty classroom assessment techniques, each including a concise description; step-by-step procedures for administering the technique; practical advice on how to analyze the data; pros, cons, and caveats; and more.

  • Stevens and Levi, Introduction to Rubrics:  An Assessment Tool To Save Grading Time, Convey Effective Feedback and Promote Student Learning, Stylus Publishing, 2004.
    This compact introduction to rubrics is useful for higher education teachers in all disciplines and levels of instruction. Contains information on the process of constructing rubrics, varied forms of rubrics, and a multitude of ways to use rubrics and focuses on student-centered approaches to rubric development.

  • Bresciani and Wolf, Outcomes-Based Academic and Co-Curricular Program Review:  A Compilation of Institutional Good Practices, Stylus Publishing, 2006.
    This book is intended for faculty, administrators and staff responsible for implementing and sustaining outcomes-based assessment program review. It aims to help them understand the "what", "why" and "how" of outcomes-based assessment program review. Rather than adopting a prescriptive approach, it provides a rich array of case studies and ideas as a basis for reflection and discussion to help institutions develop solutions that are appropriate to their own missions and cultures.

  • Gabriel and Flake, Teaching Unprepared Students: Strategies for Promoting Success and Retention in Higher Education, Stylus Publishing, 2008.
    The author shares proven practices that will not only engage all students in a class, but also create the conditions—while maintaining high standards and high expectations—to enable at-risk and under-prepared students to develop academically, and graduate with good grades. The author also explains how to work effectively with academic support units on campus.

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