Pedagogy Matters

This is the companion site to Susan Anker's Real writing (4th Edition). The site contains student resources (exercises and advice) as well as resources for writing faculty.

Mentioned in Introduction to Formative Assessment

By Kelly Gallagher; Richard L. Allington. Portland, Me.: Stenhouse Publishers (2009).

Shared in Pedagogy Cafe!

By Robert Kirkman; Tony Moore. Berkely, Calif.: Image; London : Diamond [distributor], 2006 "An epidemic of apocalyptic proportions has swept the globe, causing the dead to rise and feed on the living."

Shared in Pedagogy Cafe. One of several books selected by students in Prof. Helvie's College Reading Class

By Marjane Satrapi. New York: Pantheon, Books (2003). "An intelligent and outspoken only child, Satrapi--the daughter of radical Marxists and the great-granddaughter of Iran's last emperor--bears witness to a childhood uniquely entwined with the history of her country."

Shared in Pedagogy Cafe. This book was an option for Professor Helvie's College Reading class, but not one of the books selected by students.

By Thomas A. Angelo and K. Patricia Cross, San Francisco: Jossey-Bass Publishers, 1993.

This is included in the Pedagogy Matters! Book, category: Assessment. Also mentioned in Introduction to Formative Assessment

Two assessment techniques from this book mentioned in Instructional Strategies:Reflection/Meta-cognition: The Minute Paper" and "Muddiest Point." "They help teachers determine whether students are picking up on important ideas. Teachers get snapshots of where students are struggling so that teachers can adjust instruction--for example, spending more time reviewing a key concept. These strategies also benefit students. Students have to attend to what they have just learned, maybe synthesize concepts from various lectures, and articulate what they know and do not know. Students generally do not take time to think about their thinking, or to try to express their struggles. Therefore, they are unlikely to get to a stage where they can formulate solutions for problems they are having."

By Diana Hacker. Boston: Bedford/St. Martin's (2004)

Mentioned in Introduction to Formative Assessment

By John C. Bean. San Francisco: Jossey-Bass (1996)

Mentioned in Introduction to Formative Assessment.

MyWritingLab, a product of Pearson Education, is an online learning program that includes diagnostic tests, online exercises, and an online gradebook.

Mentioned in Introduction to Formative Assessment

MyMathLab, a product of Pearson Education, is a series of online courses that accompanies Pearson's textbooks in math and statistics.

Mentioned in Introduction to Formative Assessment

Online Games in different subjects (including math and English) "For each answer you get right, we donate 10 grains of rice through the World Food Programme to help end hunger."

Mentioned in Introduction to Formative Assessment

Make your own cartoon movie with this online tool.

DW mentions in Pedagogy Matters! Campaign: Strategies and Resources for Action.

By Mike Rose. New York: Free Press; London: Collier Macmillan (1989) Book Description:"Remedial, illiterate, intellectually deficient--these are the stigmas that define the educational underclass to which Mike Rose once belonged. Here, he tells of his personal journey from a Los Angeles ghetto to a major research university, bringing a vital challenge to those who must shape America's educational agenda.

Mentioned by L.H. in Developing a Pedagogy Matters Manifesto.

Screen capture presentation tool that is used by many of our faculty, including for GSCC presentations.

DW mentions in Pedagogy Matters! Campaign: Strategies and Resources for Action.

Wellman, J.V. (2010, January) Occasional Paper No. 3 by National Institute for Learning Outcomes Assessment (NILOA)

"With all the talk about the need for more accountability, surprisingly little is known about what kind of resources an institution needs in order to produce a given level of student attainment. Jane Wellman charts this territory and discovers some surprises, such as how conclusions about cost-effectiveness change when the metric is cost-per-degree rather than the traditional cost-per-enrollment. One result is that, contrary to popular belief, community colleges are not cheap when it comes to cost-per-degree. Another important insight-again against the grain of conventional wisdom-is that simply investing more money does not appear to produce more or better outcomes. As Wellman points out, the key to productivity is intentionally targeted investments."

Banta, T.W., Griffin, M., Flateby, T.L. & Kahn, S. (2009, December) Occassional Paper No. 2 by National Institute for Learning Outcomes Assessment (NILOA)

Of the various ways to assess student learning outcomes, many faculty members prefer what are called "authentic" approaches that document student performance during or at the end of a course or program of study. In this paper, assessment experts Trudy Banta, Merilee Griffin, Teresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. The contributors draw on their rich assessment experience to illustrate how portfolios, common analytic rubrics, and online assessment communities can more effectively link assessment practices to pedagogy.

Ewell, P. (2009, November) Occasional Paper 1 by National Institute for Learning Outcomes Assessment (NILOA)

In 1987, Peter Ewell delivered a paper at the AAHE Assessment Forum entitled "Assessment, Accountability, and Improvement: Managing the Contradiction." This NILOA Occasional Paper analyzes what is the same and what has changed over the past two decades, and offers suggestions for how institutions can manage the persistent tension between the twin purposes of assessment in the current higher education environment.

By Scott Jaschik in Inside Higher Ed, December 11, 2009. In mid-December, 2009 the annual meeting of the Middle States Commission on Higher Education focused on assessments. This Inside Higher Ed article recaps the conversation at the meeting about the need to use assessments and tips on how to do so.

The Public Conversations Project facilitates dialogues on a wide range of often controversial issues.

Mentioned by Jammer in Developing a Pedagogy Matters Manifesto as a potential collaborator to promote public dialogue.

Public Agenda provides research that bridges the gap between American leaders and what the public really thinks about issues ranging from education to foreign policy to immigration to religion and civility in American life.

Mentioned by Jammer in Developing a Pedagogy Matters Manifesto as a potential collaborator to promote public dialogue.

A national leader in the field of civic participation and community change, Everyday Democracy helps people of different backgrounds and views talk and work together to solve problems and create communities that work for everyone.

Mentioned by Jammer in Developing a Pedagogy Matters Manifesto as a potential collaborator to promote public dialogue.