Selected Bibliography on College Teaching

Bound volumes of Shakespeare's plays, from Stanford Special Collections


Members of the Stanford community can borrow all of the works listed below from the Vice Provost for Teaching and Learning library.  We've grouped them into the following three topic areas:

  • Teaching and Learning
  • Teaching with Technology
  • Online Teaching

Teaching and Learning

Ambrose, Susan A., Bridges, Michael, DiPietro, Michele, Lovett, Marsha C., and Norman, Marie, K. How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass, 2010.The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation.

Barbezat, Daniel, and Bush, Mirabai. Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning. San Francisco: Jossey-Bass, 2013.This book presents background information and ideas for the practical application of contemplative practices across the academic curriculum from the physical sciences to the humanities and arts.

Barkley, Elizabeth F. Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 2009.The author offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students.

Blumberg, Phyllis. Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning. San Francisco: Jossey-Bass, 2013.  This book is a practical evidence-based guide that promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. It includes case studies of completed critical reflection rubrics from a variety of disciplines, including the performing and visual arts and the hard sciences, t show how they can be used in different ways in different fields.

Bowen, Jose Antonio. Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning. San Francisco: Jossey-Bass, 2012.The author recognizes that technology is profoundly changing education and that if students are going to continue to pay enormous sums for campus classes, colleges will need to provide more than what can be found online and maximize "naked" face-to-face contact with faculty. He illustrates how technology is most powerfully used outside the classroom, and, when used effectively, how it can ensure that students arrive to class more prepared for meaningful interaction with faculty.

Caulfield, Jay. How to Design and Teach a Hybrid Course: Achieving Student-Centered Learning through Blended Classroom, Online and Experiential Activities. Sterling, VA:Stylus, 2011. This is a practical handbook for designing and teaching hybrid or blended courses focuses on outcomes-based practice. It reflects the author’s experience of having taught over 70 hybrid courses, and having worked for three years in the Learning Technology Center at the University of Wisconsin-Milwaukee, a center that is recognized as a leader in the field of hybrid course design.

Conderman, Greg, Bresnahan, Val, and Pedersen, Theresa. Purposeful Co-Teaching: Real Cases and Effective Strategies. Thousand Oaks, CA: Sage Publications, 2008. The authors identify three stages of successful collaboration and provide research-based instructional techniques, case studies, sample activities for lesson plans, and additional resources for inclusive classrooms.

Davis, James R., and Arend, Bridget D. Facilitating Seven Ways of Learning: A Resource for More Purposeful, Effective, and Enjoyable College Teaching. Sterling, VA:Stylus, 2012. For teachers in higher education who haven’t been able to catch up with developments in teaching and learning, the authors offer an introduction that focuses on seven coherent and proven evidence-based strategies. The underlying rationale is to provide a framework to match teaching goals to distinct ways of learning, based on well-established theories of learning.

Glazer, Francine S, editor. Blended Learning: Across the Disciplines, Across the Academy. Sterling, VA:Stylus, 2011. This book is an introduction to blended learning with examples of implementation across a broad spectrum of disciplines. For faculty unfamiliar with this mode of teaching, it illustrates how to address the core challenge of blended learning—to link the activities in each medium so that they reinforce each other to create a single, unified, course.

Huber, Mary Taylor, and Morreale. Sherwyn. Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Washington, DC: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching, 2002. In this book scholars from ten fields describe the evolution of discourse about teaching and learning in their field; the ways in which their discipline’s style of discourse influences inquiry into teaching and learning; and the nature and role of intellectual exchange across disciplines around such inquiry.

Lang, James M. On Course: A Week-by-Week Guide to Your First Semester of College Teaching. Cambridge, MA: Harvard University Press, 2010. This book provides experience-tested, research-based advice for graduate students and new teaching faculty. It provides a range of innovative and traditional strategies that work well without requiring extensive preparation or long grading sessions when you’re trying to meet your own demanding research and service requirements.

McKeachie, Wilbert J. Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th edition. Boston: Houghton Mifflin, 2006. Although this book contains excellent suggestions for effective lectures, discussions, labs, office hours, etc., its particular strength is its reviews of research on teaching.

Nilson, Linda B.  Teaching at Its Best: A Research-Based Resource for College Instructors. San Francisco: Jossey-Bass, 2010.This book is an excellent handbook full of hundreds of practical teaching techniques, classroom activities and exercises, for the new or experienced college instructors.

Plank, Kathryn M. (Editor). Team Teaching: Across the Disciplines, Across the Academy (New Pedagogies and Practices for Teaching in Higher Education). Sterling, VA: Stylus, 2011. For those considering adopting team teaching, or interested in reviewing their own practice, this book offers an over-view of this pedagogy, its challenges and rewards, and a rich range of examples in which teachers present and reflect upon their approaches.

Walvoord, Barbara E., and Anderson. Virginia Johnson. Effective Grading: A Tool for Learning and Assessment in College. San Francisco: Jossey-Bass, 2009. This book offers a hands-on guide for evaluating student work and examines the link between teaching and grading. The authors show how to integrate the grading process with course objectives and offer a wealth of information about student learning. The book also includes information on integration of technology and online teaching, and is filled with more illustrative examples, including a sample syllabus.

Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass, 2013. This new edition offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom, including the most up-to-date examples of practice in action from a variety of disciplines, an entirely new chapter on the research support for learner-centered approaches, and a more in-depth discussion of how students' developmental issues impact the effectiveness of learner-centered teaching.

Teaching with Technology

Bates, (Tony) A.W. and Sangra, Albert. Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning. San Francisco: Jossey-Bass, 2011. This book argues for a radical approach to the management of technology in higher education. It offers recommendations for improving governance, strategic planning, integration of administrative and teaching services, management of digital resources, and training of technology managers and administrators. 

Bruff, Derek. Teaching with Classroom Response Systems: Creating Active Learning Environments. San Francisco: Jossey-Bass, 2009. This book is filled with illustrative examples of questions and teaching activities that use classroom response systems from a variety of disciplines (with a discipline index). The book also incorporates results from research on the effectiveness of the technology for teaching. Written for instructional designers and re-designers as well as faculty across disciplines.

Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey-Bass, 2009. This book contains up-to-date information on technology and includes more than sixty-one chapters designed to improve the teaching of beginning, mid-career, or senior faculty members. The topics cover both traditional tasks of teaching as well as broader concerns, such as diversity and inclusion in the classroom and technology in educational settings.

Jootsen, Tanya. Social Media for Educators: Strategies and Best Practices. San Francisco: Jossey-Bass, 2012. In this book faculty will learn to choose the appropriate social media tool for the intended learning outcome, design engaging and innovative activities, and better meet pedagogical needs. In addition, the author offers strategies for assessing and documenting the effectiveness of using these tools in your course.

Light, Tracy Penny, Chen, Hellen L, and Ittelson, John C. Documenting Learning with ePortfolios: A Guide for College Instructors. San Francisco: Jossey-Bass, 2011. The authors, one of whom (Chen) is from Stanford, offers online instructors guidance in creating and implementing e-portfolios with their students. It helps them assess the needs of their students then design and implement a strategic, comprehensive e-portfolio program tailored to these needs. This is an essential resource for any online instructor or student wishing to use e-portfolios as a tool.

Manning, Susan and Johnson, Kevin E.. The Technology Toolbelt for Teaching. San Francisco: Jossey-Bass, 2011. This book offers a hands-on resource that shows how to integrate technology into lessons and offers information about common technologies, categorizing by groups, and explains the purposes they serve pedagogically as well as how they can be most effectively used in online or face-to-face classrooms.

Online Teaching and Learning

Conceição, Simone C.O., and Lehman, Rosemary M. Managing Online Instructor Workload: Strategies for Finding Balance and Success. San Francisco: Jossey-Bass, 2011.One of the few books to discuss workload management for online instructors, it offers practical strategies, advice, and examples for how to prioritize, balance, and manage an online teaching workload.

Jeschofnig,  Linda, and Jeschofnig, Peter. Teaching Lab Science Courses Online: Resources for Best Practices, Tools, and Technology. San Francisco: Jossey-Bass, 2011. This book is a practical resource for educators developing and teaching fully online lab science courses using learning management systems and other web 2.0 technologies such as video presentations, discussion boards, Google apps, Skype, video/web conferencing, and social media networking.

Lehman, Rosemary M., and Conceição, Simone C.O. Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners. San Francisco: Jossey-Bass, 2013. The book highlights the need for creating a presence in the online environment by looking at the emotional, psychological, and social aspects from both the instructor and student perspective. It provides an instructional design framework and shows how a strong presence contributes to effective teaching and learning.  It contains methods, case scenarios, and activities for creating, maintaining, and evaluating presence throughout the cycle of an online course.

Palloff, Rena M. and Pratt, Keith. Lessons from the Virtual Classroom: The Realities of Online Teaching. San Francisco: Jossey-Bass, 2013. This book offers helpful suggestions for dealing with such critical issues as evaluating effective tools, working with online classroom dynamics, addressing the special needs of online students, making the transition to online teaching, and promoting the development of the learning community.

Palloff, Rena M., and Pratt, Keith. The Excellent Online Instructor: Strategies for Professional Development. San Francisco: Jossey-Bass, 2011. This book shows what it takes to develop a new instructor in order to promote excellent online teaching and describes the qualities of a good online instructor and reveals how to evaluate good teaching online.

Smith, Robert M. Conquering the Content: A Step-by-Step Guide to Online Course Design. San Francisco: Jossey-Bass, 2008. This book provides a practical blue-print for course development and content presentation for web-based courses. While providing guidance for incorporating learning theory into online courses, it primarily furnishes online instructors with the practical templates, learning guides, and sample files to construct and manage their course content.

Stavredes, Tina, and Herder, Tiffany. A Guide to Online Course Design: Strategies for Student Success. San Francisco: Jossey-Bass, 2014. This book focuses on quality standards in instructional design and transparency in learning outcomes in the design of online courses. It includes effective instructional strategies to motivate online learners, help them become more self-directed, and develop academic skills to persist and successfully complete a program of study online.