These are bibliographies in the making. Their purpose is not to provide exhaustive lists: rather, they present selected examples of good practice in various journals. If you are aware of other articles that would be useful for teachers engaging in active learning, please contact us so they may be considered for the next revision.

Select Active Learning Articles (1995-2004)

Charles C. Bonwell, January, 2005

Business

Berg, J.D., Hughes, J., McCabe, J., & Rayburn, K. (1995). Capital market experience for financial accounting students. Contemporary Accounting Research, 11(2), 941-958.

Benek-Rivera, J. & Mathews, V.E. (2004). Active learning with Jeopardy: Students ask the questions. Journal of Management Education, 28(1), 104.

Berger, B.K. (2002). Applying active learning at the graduate level: Merger issues at Newco. Public Relations Review, 28(2), 191.

Bradford, B.M., & Peck, M.W. (1997). Achieving AECC outcomes through the seven principles for good practice in undergraduate education. Journal of Education for Business, 72, 364-368.

Cook, E.D. & Hazelwood, A.C. (2002). An active learning strategy for the classroom- “Who wants to win … some mini chips ahoy?” Journal of Accounting Education, 20(4), 297.

Krunweide, T. & Bline, D. (1997). Encouraging active learning through the use of student developed problems. The Accounting Educators’ Journal, 9(2), 116-129.

Miller, J.S. (2004). Problem-based learning in organizational behavior class: Solving student’s real problems. Journal of Management Education, 28(5), 578-589.

Saunders, G. & Christopher, J.E.R. (2003). Teaching outside the box: A look at the use of some nontraditional teaching models in accounting principles courses. Journal of American Academy of Business, 3(1/2), 162.

Seipel, C. & Tunnell, L. (1995). Using a comment sheet to grade accounting written assignments. Accounting Educators’ Journal, 7(2), 159-165.

Smith, D.C., Nelson, S.J., & Moncada, S.M. What writing skills should accounting students be taught? (1998). Business Education Forum, 52(4), 43-44.

Humanities

Bahner, S. (1995). Short takes on writing: The 60-minute collaborative paper. College Teaching, 43(1), 14-15.

Frost, J. (2000). : Integrating Women and Active Learning into the U.S. History Survey. History Teacher, 33 (3), 363-70.

Jones, P., Taylor, A. & Tate, D. (1997). Flip it! And you be the judge: Two cooperative-learning activities to teach foreign languages. Cooperative Learning and College Teaching, 7(2), 5-7.

Mark, B. L. & T.E. Jacobson. (1995). Teaching anxious students skills for the electronic library. College Teaching, 43(1), 28-29.

McDaniel, K. N. (2000). Four Elements of Successful Historical Role-Playing in the Classroom. History Teacher, 33 (3), 357-62.

Pebworth, M. & Cooper, G. (1997). The poster/POST-IT activity: In the discussion section and beyond. College Teaching, 45(1), 7-9.

Sciences/Applied Sciences

Becker, E.S. (1997). Teaching ethics as a writing-intensive, ability-based course. Journal of Pharmacy Teaching, 6(1/2), 139-144.

Cliff, W. H. & Curtin, L. N. (2000). The Directed Case Method. Journal of College Science Teaching, 30 (1), 64-66.

Dean, E.E. (1996). Teaching the proof process: A model for discovery learning. College Teaching, 44(2), 52-55.

Deering, C.G., & Shaw, S.J. (1997). Dealing with difficult students in the classroom. Nurse Educator, 22(5), 19-23.

Dinan, F.J. (2002). Chemistry by the case. Journal of College Science Teaching, 32(1), 36-41.

Gahr, A.A. (2003). Cooperative chemistry. Journal of College Science Teaching, 32(5), 311-315.

Garrett, M., Schoener, L., & Hood, L. (1996). Debate: A teaching strategy to improve verbal communication and critical-thinking skills. Nurse Educator, 21(4), 37-40.

Gosser, D.G. & Roth, V. (1998). The workshop chemistry project: Peer-led team learning. Journal of Chemical Education, 75(2), 185-187.

Haddad, A.M. (1997). Teaching ethics as a writing-intensive, ability-based course. Journal of Pharmacy Teaching, 6(1/2), 49-64.

Hanks, T. W. & Wright, L. L. (2002). Techniques in Chemistry: The Centerpiece of a Research-Oriented Curriculum. Journal of Chemical Education, 79(9), 1127-30.

Hare, A.C. (1997). Active Learning and assessment in mathematics. College Teaching, 45(2), 76-77.

Hatcher-Skeers, M. & Aragon, E. (2002). Combining Active Learning with Service Learning: A Student-Driven Demonstration Project. Journal of Chemical Education, 79(4), 462-64.

Herreid, C.F. (1998). Sorting potatoes for Miss Bonner: Bringing order to case-study methodology through a classification scheme. Journal of College Science Teaching, 27(4), 236-239.

Hinde, R. J. Kovac, J. (2001). Student Active Learning Methods in Physical Chemistry. Journal of Chemical Education, 78(1), 93-99.

Hodges, L.C. (March, 1999). Active learning in upper-level chemistry courses: A biochemistry example. Journal of Chemical Education, 76(3), 376-77.

Hofer, B.K. (1999). Instructional context in the college mathematics classroom: epistemological beliefs and student motivation. Journal of Staff, Program & Organizational Development, 16(2), 73-82.

Hoffman, E. A. (2001). Successful Application of Active Learning Techniques to Introductory Microbiology. Microbiology Education, 2(1), 5-11.

Kovac, J. (January, 1999). Student active learning methods in general chemistry. Journal of Chemical Education, 76(1), 120-124.

Lunsford, B.E., & Herzog, M.J.R. (1997). Active learning in anatomy and physiology: Student reactions & outcomes in a nontraditional A&P course. The American Biology Teacher, 59(2), 80-84.

Mahavier, W.T. (1997). A gentle discovery method (the modified Texas approach). College Teaching, 45(4), 132-135.

Marbach-Ad, G. & Claassen, L. A. (2001). Improving Students’ Questions in Inquiry Labs. American Biology Teacher, 63(6), 410-19.

Marbach-Ad, G. & Sokolove, P. G. (2002). The Use of E-Mail and In-Class Writing To Facilitate Student-Instructor Interaction in Large-Enrollment Traditional and Active Learning Classes. Journal of Science Education and Technology, 11(2), 109-119.

Marbach-Ad, G. & Sokolove, P. G. (2000). Good Science Begins with Good Questions: Answering the Need for High-Level Questions in Science. Journal of College Science Teaching, 30(3), 192-95.

Marrs, K.A., Blake, R.E. & Gavrin, A.D. (2003). Web-based warm up exercises in just-in-time teaching. Journal of College Science Teaching, 33(1), 42-47.

Meltzer, D.E. & Manivannan, K. (2002). Transforming the Lecture-Hall Environment: The Fully Interactive Physics Lecture. American Journal of Physics, 70(6), 639-54.

Mysliwiec, T.H., Shibley, Jr., I. & Dunbar, M.E. (2003/2004). Using newspapers to facilitate learning. Journal of College Science Teaching, 33(3), 24-28.

Oliver-Hoyo, M.T., Allen, D, Hunt, W.F., Hutson, J. & Pitts, A. (2004). Effects of an active learning environment: Teaching innovations at a research institution. Journal of Chemical Education, 81(3), 441.

O’Sullivan, D.W. & Copper, C.L. (2003). Evaluating active learning. Journal of College Science Teaching, 32(7), 448-452.

Paulson, D.R. (August, 1999). Active learning and cooperative learning in the organic chemistry lecture class. Journal of Chemical Education, 76(8), 1136-40.

Ramsier, R. D. (2001). A Hybrid Approach to Active Learning. Physics Education, 36(2), 124-28.

Richards, L.G. & others. (1995). Promoting active learning with cases and instructional modules. Journal of Engineering Education, 84(4), 375-381.

Rice, R.E. (1998). “Scientific writing”-a course to improve the writing of science students. Journal of College Science Teaching, 27(4), 267-272.

Riffell, S.K. & Sibley, D.H. (2003). Learning online. Journal of College Science Teaching, 32(6), 394-399.

Rosenthal, J.S. (1995). Active learning strategies in advanced mathematics classes. Studies in Higher Education, 20(2), 223-228.

Savarese, M. (1998). Collaborative learning in an upper-division university geobiology course. Journal of Geoscience Education, 46(1), 61-66.

Summers, P. (1997). Math specimens. The National Teaching and Learning Forum, 6(4), 10-11.

Sutcliffe, R.G., Cogdell, B., Hansell, M.H., & McAteer, E. (February, 1999). Active learning in a large first year biology class: A collaborative resource-based study project on “AIDS in Science and Society”. Innovations in Education and Training International, 36(1), 53-64.

Switzer, P. V. & Shriner, W. M. (2000). Mimicking the Scientific Process in the Upper-Division Laboratory. Bioscience, 50 (2), 157-62.

Tessier, J.T. (2004). An environmental consulting task. The American Biology Teacher, 66(7), 477-483.

Trempy, J. E., Skinner, M. M., Siebold, W. A. (2002). Learning Microbiology through Cooperation: Designing Cooperative Learning Activities That Promote Interdependence, Interaction, and Accountability. Microbiology Education; 3(1), 26-36.

Towns, M.H. (1998). How do I get my students to work together? Getting cooperative learning started. Journal of Chemical Education, 75(1), 67-69.

Weinstein, B.D., (19?). Teaching ethics as a writing-intensive, ability-based course. Journal of Pharmacy Teaching, 6(1/2), 1932.

Zoller, U. (May, 1999). Scaling-up of higher-order cognitive skills-oriented college chemistry teaching: An action-oriented research. Journal of Research in Science Teaching, 36(5), 583-96.

Social Science

Blinde, E.M. (1995). Teaching sociology of sport: An active learning approach. Teaching Sociology, 23(3), 264-268.

Britt, M.A. (1995). Research on trial: A pedagogy for research methods instruction. Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (9th, Ellenville, NY, March 22-24) ED 389374 JC960019.

Carkenord, D.M. (1996). A group exercise to explore employee ethics in business-related psychology courses. Teaching of Psychology, 23(2), 100-102.

Christoffersen, S. (2002). An active learning tool for the principles of economics: The allocation exercise. American Economist, 46(2), 65-68.

Conn, C.L. (1995). Graphing-to-learn in economics. College Teaching 43(3), 110-111.

Cudiner, S. & Harmon, O. R. (2000). An Active Learning Approach to Teaching Effective Online Search Strategies: A Librarian/Faculty Collaboration. T.H.E. Journal, 28(5), 52-57.

Henderson, B.B. (1995). Critical-thinking exercises for the history of psychology course. Teaching of Psychology, 22(1), 60-63.

Giordano, P.J. & Hammer, E.Y. (1999). In-class collaborative learning: Practical suggestions from the teaching trenches. Teaching of Psychology, 26(1), 42-44.

Hoban, G. (Fall,1999). Using a reflective framework for experiential education in teacher education classes. Journal of Experiential Education, 22(2), 104-111.

Jacobsen, R.E. & Mark, B.E. (1995). Teaching in the information age: Active learning techniques to empower students. Reference Librarian, (51-52), 105-120.

Josefson, J. & Casey, K. (2000). Simulating Issue Networks in Small Classes using the World Wide Web. PS: Political Science and Politics, 33(4), 843-46.

Kocour, B. G. (2000). Using Web-based Tutorials To Enhance Library Instruction. College & Undergraduate Libraries, 7(1), 45-54.

Lawson, T.J. (1995). Active-learning exercises for consumer behavior courses. Teaching of Psychology, 22(3), 200-202.

Livingston, K. (2000). When Architecture Disables: Teaching Undergraduates To Perceive Ableism in the Built Environment. Teaching Sociology, 28(3), 182-91.

Lorenzen, M. (2000). Active Learning and Library Instruction. Illinois Libraries, 83(2), 19-24.

Meyers, S.A. (1997). Increasing student participation and productivity in small-group activities for psychology classes. Teaching of Psychology, 24(2), 105-115.

Perkins, D. V. & Saris, R. N. (2001). A “Jigsaw Classroom” Technique for Undergraduate Statistics Courses. Teaching of Psychology, 28(2), 111-13.

Pernecky, M. (1997). Debate for the economics class-and others. College Teaching, 45(4), 136-138.

Ragains, P. (1995). Four variations on Drueke’s active learning paradigm. Research Strategies, 13(1), 40-50. [Library Science]

Salemi, M.K. (2002). An illustrated case for active learning. Southern Economic Journal, 68(3), 721-731.

Smith, S. (2004). Designing collaborative learning experiences for library computer classrooms. College & Undergraduate Libraries, 11(2), 65-83.

Shackelford, J, Thompson, D., & James, M.B. (Summer, 1999). Teaching strategy and assignment design: Assessing the quality and validity of information via the web. Social Science Computer Review, 17(2), 196-208.

Truscott, M. H., Rustogi, H., & Young C. B. (2000). Enhancing the Macroeconomics Course: An Experiential Learning Approach. Journal of Economic Education, 31(1), 60-65.

General

Bonwell, C. (1996). Building a supportive climate for active learning. The National Teaching and Learning Forum, 6(1), 4-7.

Cashin, W.E. (January,1995). Answering and asking questions. IDEA Paper No. 31, Center for Faculty Evaluation and Development, Kansas State University.

Cooper, J. L. & Robinson, P. (2000). Getting Started: Informal Small-Group Strategies in Large Classes. New Directions for Teaching and Learning, 81, 17-24.

Cuseo, J.B. (1997). Guidelines for group work. Cooperative Learning and College Teaching, 7(3), 11-16.

Cuseo, J.B. (1997). Tips for students when forming learning teams: How to collaborate with peers to improve your academic performance. Cooperative Learning and College Teaching, 8(1), 7-9.

Downey, J.K. (1997). Resisting and yielding to small groups. The National Teaching and Learning Forum, 6(2), 6-7.

Frederick, P. (1995). Walking on eggs: Mastering the dreaded diversity discussion. College Teaching, 43(3), 83-92.

Gallos, J.V. (995). Gender and silence: Implication of women’s way of knowing. College Teaching, 43(3), 101-105.

Goodman, D.J. (1995). Difficult dialogues: Enhancing discussions about diversity. College Teaching, 43(2), 47-52.

Johnston, S. & Cooper, J. (1997). Quick-thinks: Active-thinking tasks in lecture classes and televised instruction. Cooperative Learning and College Teaching, 8(1), 2-6.

Kagan, S. & Kagan, M. (1997). Timed-pair-share and showdown: Simple co-op structures for divergent and convergent thinking. Cooperative Learning and College Teaching, 7(2), 2-5.

Kelley, S.M., Shemberg, K.M., Cowell, B.S. & Zinnbaur, B.J. (1995). Coping with students resistence to critical thinking: What the psychotherapy literature can tell us. College Teaching, 43(4), 140-145.

Millis, B.J. (1997). Bringing closure: Some report-out methods. Cooperative Learning and College Teaching, 7(3), 2-3.

Romance, N.R., & Vitale, M.R. (Spring, 1999).Concept mapping as a tool for learning: Broadening the framework for student-centered instruction. College Teaching, 47(2), 74-79.

Rubin, l. & Hebert, C. (1998). Model for active learning: Collaborative peer teaching. College Teaching, 46(1), 26-30.

Russell, J.D., Reiser, R.A., Hruskocy, C., & Ruckdeschel, C. (March-April, 1999). Strategies for teaching project-based courses. Educational Technology, 39(2), 56-59.

Vonderwell, S.T. (2005). Active learning and preservice teacher’s experiences in an online course: A case study. Journal of Technology and Teacher Education, 13(1), 65-84.

Large Class Bibliography
Charles C. Bonwell (1/1/2003)

—- (1990). Participation in large classes. The Teaching Professor, 4(2), 3-4.

Aronsen, J.R. (1987). Six keys to effective instruction in large classes: Advice from a practitioner. In M. Gleason-Weimer (Ed.), Teaching large classes well. New Directions for Teaching and Learning, 32, 31-38. San Francisco: Jossey-Bass.

Bauer, H.H. & Snizek, W.E. (1989). Encouraging students in large classes to ask questions: Some promising results from classes in chemistry and sociology. Teaching Sociology, 17(3), 337-340.

Benjamin, Ludy T., Jr. (1991). Personalization and active learning in the large introductory psychology class. Teaching of Psychology, 18(2), 68-74.

Bernstein, J. L., Scheerhorn, S. & Ritter, S. (2002). Using Simulations and Collaborative Teaching To Enhance Introductory Courses. College Teaching, 50(1), 9-12.

Bowman, J.S. (1979). The lecture-discussion format revisited. Improving College and University Teaching, 27(1), 25-27.

Brandt, B.F. & Lubawy, W. C. (1998). Microsituations as an Active-Learning Tool To Teach Endocrine Pharmacology and Problem-Solving Skills. American Journal of Pharmaceutical Education, 62(3): 333-341

Brock, S.C. (1976). Practitioners’ views on teaching the large introductory college course. 12 pp. Kansas State University Center for Faculty Evaluation and Development. (ERIC Document Reproduction Service No. ED 171 208).

Brooks, R.P. (1987). Dealing with details in large classes. In M. Gleason-Weimer (Ed.), Teaching large classes well. New Directions for Teaching and Learning, 32,9-44. San Francisco: Jossey-Bass.

Brown, B. (1994). Making connections with individual learners in large introductory geography courses. Journal of Geography, 93(3), 132-135.

Browne, T & Funnell, D. (1998). Using CAL and the Web for First-Year Geography Methods Teaching. Journal of Geography in Higher Education, 22(3):393-401.

Buchanan, R. & Rogers, M. (Spring, 1990). Innovative assessment in large classes. College Teaching, 38(2), 69-73.

Byrne, Francis. X. (February, 1981). Acquisition of physics principles. The Physics Teacher, 19(2), 122-23.

Chism, N.V. (1989). Large enrollment classes: Necessary evil or not necessarily evil? Notes on Teaching, No. 5 Occasional Paper. Columbus, OH: Center for Teaching Excellence, The Ohio State University. (ERIC Document Reproduction Service No. ED 334875).

Cooper, J. L. & Robinson, P. (2000). Getting Started: Informal Small-Group Strategies in Large Classes. New Directions for Teaching and Learning, 81, 17-24.

Cooper, J. L., MacGregor, Jean, Smith, K. A. & Robinson, P. (2000). Implementing Small-Group Instruction: Insights from Successful Practitioners. New Directions for Teaching and Learning, 81, 63-76.
Cooper, M.M. (1993). Writing: An approach for large-enrollment chemistry courses. Journal of Chemical Education, 70(6), 476-477.

Davis, L. E., Eves, R. L., Corner, H. M., & Urbanczyk, K. M. (1991, May). Student abstract writing as a tool for writing across the curriculum in large introductory-geology courses. Journal of Geological Education, 39(3), 178-180.

Delafuente, J.C. & others. (1994). A problem solving active-learning course in pharmacotherapy. American Journal of Pharmaceutical Education, 58(1), 61-64.

Dunsky, I.L. (1990). Programmed lecture for improving large audience teaching. Journal of Optometric Education, 15(3), 93-94.

Eichstadt, K. (1993). A large lecture hall activity– writing your name “in chemistry”. Journal of Chemical Education, 70(1), 37.

Eisen, A. (1998). Small-Group Presentations–Teaching “Science Thinking” and Context in a Large Biology Class. Bioscience, 48(1): 53-58.

Ericksen, K.V. & Erickson, M.T. (1979). Instructional Practices: Simulation and game exercises in large lecture classes. Communication Education, 28(3), 224-29.

Frederick, P.J. (1987). Student involvement: Active learning in large classes. In M. Gleason-Weimer (Ed.), Teaching large classes well. New Directions for Teaching and Learning, 32,45-56. San Francisco: Jossey-Bass.

Fritz, M. (2002). Using a Reading Strategy To Foster Active Learning in Content Area Courses. Journal of College Reading and Learning, 32(2), 189-94.

Geske, J. (1992). Overcoming the drawbacks of the large lecture class. College Teaching, 40 (4) 151-154.

Gleason-Weimer, M. (1986). Better communication in large courses. College Teaching, 34(1), 20-24.

Goetz, E.T. and others. (1983). Elaborative strategies: Promises and dilemmas for instruction in large classes. Paper presented at the Annual Meeting of the National Reading Conference (33rd, Austin, TX, November 29-December 3). (ERIC Document Reproduction Service No. ED 243 073).

Grosser, A.E. & Bernstein, G. (1999). Monomedium instruction: Chemistry by voicemail. Innovations in Education and Training International, 36(1): 92-94

Hamlin, J. & Janssen, S. (1987). Active learning in large introductory sociology courses. Teaching Sociology, 15(1), 45-54.

Hansen, E. (1991). Computer conferencing for collaborative learning in large classes. Final report of a grant project conducted by the division. 69 pp. Indiana University. (ERIC Document Reproduction Service No. ED 334 938).

Harcum, E.R. (1991). Rap singing as an icebreaker for large classes. Teaching of Psychology, 18(3), 181-182.

Henderson, L. & Buising, C. (2000). A Peer-Reviewed Research Assignment for Large Classes. Journal of College Science Teaching, 30(2), 109-13.

Herr, K.U. (1989). Improving Teaching and learning in large classes: A practical manual. 35 pp. Colorado State University Office of Instructional Services. (ERIC Document Reproduction Service No. ED 312 215).

Hobson, E. H. & Schafermeyer, K.W. (1994). Writing and critical thinking: Writing-to-learn in large classes. American Journal of Pharmaceutical Education, 58(4), 423-427.

Holt, D. (April, 1991). Short writing assignments in large classes. CTL Newsletter. Cape Girardeau, MO: The Center for Teaching and Learning.

Hudson, H.T. (1985). Teaching physics to a large lecture section. The Physics Teacher, 23(2), 81-84.

Jackson, M.W. & Prosser, M.T. Less lecturing, more learning. Studies in Higher Education, 14(1), 55-68.

Lancy, D.F & others. (1994). A sense of community: Collaboration in a large anthropology class. College Teaching, 42(3), 102-106.

Larson, C.U. (1990). Innovative approaches to teaching the large persuasion class. 12 pp. Paper presented at the Annual Meeting of the Speech Communication Association (75th, Chicago, IL, November 1-4). (ERIC Document Reproduction Service No. ED 325 893).

Leonard, W., Journet, A., & Ecklund, R. (1988). Overcoming obstacles in teaching large-enrollment lab courses. American Biology Teacher, 50(1), 23-28.

Lowman, J. (1987). Giving student feedback. In M. Gleason-Weimer (Ed.), Teaching large classes well. New Directions for Teaching and Learning, 32,71-83. San Francisco: Jossey-Bass.

Marbach-Ad, G. & Sokolove, P. (2001). Creating Direct Channels of Communication: Fostering Interaction with E-mail and In-class Notes. Journal of College Science Teaching, 31(3), 178-182.

Miner, R. (1992). Reflections on teaching a large class. Journal of Management Education, 16(3), 290-302.

Morrissey, T.J. (1982). The five-minute entry: A writing exercise for large classes in all disciplines. Exercise Exchange, 27, 41-42. (ERIC Document Reproduction Service No. ED 236 604).

Oakley, M. & Hensley, T. R. (1998). The Challenge of the Large Lecture Class: Making It More Like a Small Seminar. Political Science and Politics,30(1): 47-51.

Olmstead, J. (1991). Using classroom research in a large introductory science course. New Directions for Teaching and Learning, 46, 55-65. San Francisco: Jossey-Bass.

Oswal, S. K. (2002). Group Oral Presentations as Support for Writing in Large Classes. Business Communication Quarterly, 65(1), 71-79.

Pearson, J.C. (1990). Innovative approaches to teaching a large interpersonal communication class. 24 pp. Paper presented at the Annual Meeting of the Speech Communication Association (76th, Chicago, IL, November 1-4). (ERIC Document Reproduction Service No. ED 325 872).

Ruenitz, P. C. (1995). Discussion-based instruction in drug metabolism. American Journal of Pharmaceutical Education, 59(3), 279-283.

Ruhl, K.L., Hughes, C.A. & Schloss, P.J. (1987). Using the pause procedure to enhance lecture recall. Teacher Education and Special Education, 10, 14-18.

Sallee, G. (1979). Teaching 200 students in a personal way. American Mathematical Monthly, 589-590.

Shneiderman, B. and others. (1998). Emergent Patterns of Teaching/Learning in Electronic Classrooms. Educational Technology Research and Development, 46(4): 23-42.
Smith, D. (1992). Encouraging students’ participation in large classes: A modest proposal. Teaching Sociology, 20, 337-339.

Smith, K. A. (2000). Going Deeper: Formal Small-Group Learning in Large Classes. New Directions for Teaching and Learning, 81, 25-46.

Sprecher, S., & Pocs, O. (1987) Teaching sexuality: Two techniques for personalizing the large lecture. Teaching Sociology, 15(3), 268-272.

Stearns, S.A. (1994). Steps for Active Learning of Complex Concepts. College Teaching, 42 (3), 107-108.

Steffens, H. (1991). Students assess writing to learn in large history classes. Social Studies Review, 31(1), 55-58.

Steffens, H. (1991). Using informal writing in large history classes. The Social Studies, 82(3), 107-109.

Strauss, M.J. & Levine, S.H. (1985). Information transfer and differing sensory modalities in the large lecture format: Some practical approaches in introductory chemistry. Journal of Chemical Education, 62(4), 317.

Strauss, M. & Fulwiler, T. (December 1989/January 1990). Writing to learn in large lecture classes. Journal of College Science Teaching, 19(3), 158-163.

Thompson, K.N. & Lee, D. (1991, Fall). Developing effective note-taking guides for use in mass lecture sections. Journal of Marketing Education, 12, 40-51.

Weimer, M.G. & Kerns, M. (1987). A bibliography of ideas for practitioners. In M. Gleason-Weimer (Ed.), “Teaching large classes well”. New Directions for Teaching and Learning, 3, 97-103. San Francisco: Jossey-Bass.

Weimer, M.G. (1986). Better communication in large courses. College Teaching, 34(1), 20-24.

Woods, D.R. (Winter, 1996). Problem-based learning for large classes in chemical engineering. “Bringing problem-based learning to higher education”. New Directions in Teaching and Learning, 68, 91-99

Active Learning and Critical Thinking (Thinking Skills)
Charles C. Bonwell (1/1/05)

Adams, D. L. (1993). Instructional Techniques for Critical Thinking and Life -Long Learning in Science Courses. Journal of College Science Teaching, 23(2), 100-04.

Adams, P.C. (March-April, 1998). Teaching and learning with SimCity 2000. Journal of Geography, 97(2), 47-55.

Adkins, K. (1994). A Workshop and Resource Program for Training and Motivating College English Professors To Teach Critical Thinking Skills. M.S. Practicum Report, Nova University. ERIC Accession No. ED372046.

Allegretti, C. L., & Frederick, J. N. (1995). A Model for Thinking Critically about Ethical Issues. Teaching of Psychology, 22(1), 46-48.
Anderson, E. J. (May, 1997). Active Learning in the Lecture Hall. Journal of College Science Teaching, 26(6), 428-29.

Anderson, T. D., & Garrison, D.R. (1995). Critical Thinking in Distance Education: Developing Critical Communities in an Audio Teleconference Context. Higher Education, 29(2), 183-99.

Angelo, T.A. (1995). Classroom Assessment for Critical Thinking. Teaching of Psychology, 22(1), 6-7.

Bender, E., Ed., & Others. (1994). Quick Hits: Successful Strategies by Award Winning Teachers. ERIC Accession No. ED380008.

Bernstein, D. A. (1995). A Negotiation Model for Teaching Critical Thinking. Teaching of Psychology, 22(1), 22-24.

Bluestone, C. (2000). Feature Films as a Teaching Tool. College Teaching, 48(4), 141-46.

Borg, J. R. & Borg, M. O. (2001). Teaching Critical Thinking in Interdisciplinary Economics Courses. College Teaching, 49(1), 20-25.

Boyce, B. A. (1992). Making the Case for the Case-Method Approach in Physical Education Pedagogy Classes. Journal of Physical Education, Recreation and Dance, 63(6), 17-20.

Britt, M. A. (1995). Research on Trial: A Pedagogy for Research Methods Instruction. In: Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (9th, Ellenville, NY, March 22-24). ERIC Accession No. ED389374.

Browne, M. N. & Freeman, K. (2000). Distinguishing Features of Critical Thinking Classrooms. Teaching in Higher Education, 5(3), 301-09.

Burbach, M.E., Matkin, G.S., & Fritz, S.M. (2004). Teaching critical thinking in an introductory leadershipcourse utilizing active learning strategies: A confirmatory study. College Student Journal, 38(3), 482-493.

Carey, A. K. (1995). Goals, Guidance, Grades, and Gift-Giving: Improving Thinking and Writing in a Sophomore Literature Course. Teaching English in the Two-Year College, 22(2), 129-35.

Carlson, E. R. (1995). Evaluating the Credibility of Sources: A Missing Link in the Teaching of Critical Thinking. Teaching of Psychology, 22(1), 39-41.

Carroll, M., Curtis, L., Higgins, A., et. al. (2002). Is there a place for reflective practice in the nursing curriculum? Clinical Effectiveness in Nursing, 6(1), 36-41.

Chapman, B. S. (2001). Emphasizing Concepts and Reasoning Skills in Introductory College Molecular Cell Biology. International Journal of Science Education, 23(11), 1157-76.

Chiel, H. J. (1996). Critical Thinking in a Neurobiology Course. Bioscene, 22(1) 3-14.

Choe, S. W. T. & Drennan, P. M. (2001). Analyzing Scientific Literature Using a Jigsaw Group Activity: Piecing Together Student Discussions on Environmental Research. Journal of College Science Teaching, 30(5), 328-30.

Cliff, W. H. & Curtin, L. N. (2000). The Directed Case Method. Journal of College Science Teaching, 30(1), 64-66.

Colvin, S. R. (1994). Participative Learning Experiences in the Professional Studies Classroom. In: Proceedings of the National Conference on Successful College Teaching (18th, Orlando, Florida, February 26-28). ERIC Accession No. ED390463.

Cooper, N. J. (2000). The Use of Narrative in the Development of Critical Thinking. Nurse Education Today, 20(7), 513-18.

Cooper, J. L. & Robinson, P. (2000). The Argument for Making Large Classes Seem Small. New Directions for Teaching and Learning, 81, 15-16.

Cottell, P. G., Jr. (2000). Let Your Students Set the Curve with a Cooperative Exam Critique. Journal of Cooperation & Collaboration in College Teaching, 10(1), 5-8.

Dewey, K. F. & Meyer, S. J. (2000). Active Learning in Introductory Climatology. Journal of College Science Teaching, 29(4), 265-71.

Dolinsky, B. (2001). An Active Learning Approach to Teaching Statistics. Teaching of Psychology, 28(1). 55-56.

DiPasquale, D.M., Mason, C.L. & Kolkhorst, F.W. (2003). Exercise in inquiry: Critical thinking in an inquiry-based exercise physiology laboratory course. Journal of College Science Teaching, 32(6), 388-393.

Dunlap, M.R. (1998). Methods of supporting students’ critical reflection in courses incorporating service learning. Teaching of Psychology, 25(3), 208-210.

Elder, L. & Paul, R. (2001). Critical Thinking: Thinking with Concepts. Journal of Developmental Education, 24(3), 42-43.

Elliott, L. B. (1993). Using Debates to Teach the Psychology of Women. Teaching of Psychology, 20(1), 35-38.

Everett, M.D. & Zinser, O. (1998). Interdisciplinary social science courses: Using a critical thinking approach. Journal of General Education, 47(3), 225-239.

Favero, T. (September, 1998). Double dipping for research: An introduction to the scientific method. American Biology Teacher, 60(7), 524-525.

Feinstein, M. C., & Veenendall, T.L. (1992). Using the Case Study Method to Teach Interpersonal Communication. Inquiry: Critical Thinking across the Disciplines, 9(3), 11-14.

Fitch, B. & Kirby, A. (2000). Students’ Assumptions and Professors’ Presumptions: Creating a Learning Community for the Whole Student. College Teaching, 48(2), 47-54.

Fogarty, R. & McTighe, J. (1993). Educating Teachers for Higher Order Thinking: The Three-Story Intellect. Theory into Practice, 32(3), 161 -69.

Forrest, B. (1993). Back to Basics: The Use of Newspapers and Other Print Media To Teach Analytic Reading, Writing, and Reasoning. Paper presented at the Annual International Conference on Critical Thinking and Educational Reform (13th, Rohnert Park, CA, August 1-4). ERIC Accession No. ED368001.

Gantt, V. W. (31 March 1996). The Case Method in Teaching Critical Thinking. Paper presented at the Annual Meeting of the Southern States Communication Association (Memphis, TN, March 27-31). ERIC Accession No. ED399597.

Gardner, P. S. (1992). Makers and Users of Knowledge: Literary Re-Creation in the Classroom. Journal of Teaching Writing, 11(1) 19-33.

Gordon, H. G. (2000). Using a Reading Response Journal. Teaching English in the Two-Year College, 28(1), 41-43.
Gray, P. (1993). Engaging Students’ Intellects: The Immersion Approach to Critical Thinking in Psychology Instruction. Teaching of Psychology, 20(2), 68-74.

Grossman, R. W. (1994). Encouraging Critical Thinking Using the Case Study Method and Cooperative Learning Techniques. Journal on Excellence in College Teaching, 5(1), 7-20.

Gruber, S. & Boreen, J. (2003). Teaching critical thinking: Using experience to promote learning in middle school and college students. Teachers and Teaching: Theory and Practice, 9(1), 5-19.

Gupta, G. (2005). Improving students’ critical-thinking, logic, and problem solving skills. Journal of College Science Teaching, 34(4), 48-51.

Johnson, M. C. & Guth, P. L. (2002). Using GPS To Teach More Than Accurate Positions. Journal of Geoscience Education, 50(3), 241-46.

Halonen, J. S. (1995). Demystifying Critical Thinking. Teaching of Psychology, 22(1), 75-81.

Halpern, D. F., & Nummedal, S. G. (1995). Closing Thoughts about Helping Students Improve How They Think. Teaching of Psychology, 22(1), 82-83.

Halpern, D.F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455.

Halpern, D. F., Ed., & Others. (1994). Changing College Classrooms: New Teaching and Learning Strategies for an Increasingly Complex World. Jossey-Bass Higher and Adult Education Series.

Halpern, D.F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, No. 80, 69-74.

Hanley, G.L. (1995). Teaching Critical Thinking: Focusing on Meta-cognitive Skills and Problem Solving. Teaching of Psychology, 22(1), 68-72.

Hanson, D. & Wolfskill, T. (2000). Process workshops-a new model for instruction. Journal of Chemical Education, 77(1), 120-130.

Harland, F., & Myhill, D. (1997). The Use of Reflective Journals in Initial Teacher Training. English in Education, 31(1), 4-11.

Herreid, C.F. (1996). Case Study Teaching in Science: A Dilemma Case on Animal Rights. Journal of College Science Teaching, 25(6) 413-18.

Herreid, C. F. (1996). Structured Controversy: A Case Study Strategy. Journal of College Science Teaching, 26(2) 95-101.

Herried, C.F. (2004). The case study: Can case studies be used to teach critical thinking? Journal of College Science Teaching, 33(6), 12-15.

Ironside, P.M. (September-October, 1999). Thinking in nursing education. Part I: A student’s perspective. Part II: A teacher’s perspective. Nursing and Health Care Perspectives, 20(5), 238-247.

Jakoubek, J. (1995). Developing Critical-Thinking Skills in Psychology Content Courses. Teaching of Psychology, 22(1), 57-59.

Johnson, D. W., & Johnson, R. T. (1993). Creative and Critical Thinking through Academic Controversy. American Behavioral Scientist, 37(1), 40 -53.

Johnson, D. W., & Others. (1997). ERIC Clearinghouse on Higher Education, Washington, DC., George Washington University, Washington, DC. Graduate School of Education and Human Development. Academic Controversy: Enriching College Instruction through Intellectual Conflict. ERIC Digest. ERIC Accession No. ED409828.

Kerka, S. (1996). ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, Ohio. Journal Writing and Adult Learning. ERIC Digest No. 174. ERIC Accession No. ED399413.

King, A. (1995). Inquiring Minds Really Do Want to Know: Using Questioning to Teach Critical Thinking. Teaching of Psychology, 22(1), 13-17.

Klemm, W. R. (2202). FORUM for Case Study Learning: Analyzing Research Reports in a Computer Conferencing Environment. Journal of College Science Teaching, 31(5), 298-302.

Kovacs-Boerger, A. E. (1994). Responding To Students in Ways That Encourage Thinking. Journal of Chemical Education, 71(4), 302-03.

Kronberg, J. R. & Griffin, M. S. (2000). Analysis Problems–A Means To Developing Students’ Critical-Thinking Skills. Journal of College Science Teaching, 29(5), 348-52.

Lim, J. (2001). Effective Internet Research. Clearing House, 75(1), 35-36.

McCabe, D. F. (1994). Writing (and Talking) To Learn: Integrating Disciplinary Content and Skills Development. In: Proceedings of the National Conference on Successful College Teaching (18th, Orlando, Florida, February 26-28). ERIC Accession No. ED390460.

McBride-Chang, C. (2001). An Alternative Approach to the Ill-Defined Problem of Teaching Problem Solving. Teaching of Psychology, 28(1), 50-52.

McCoy, R.K. (Spring, 1999). Integrating writing in the classroom with reader responses. Teaching History: A Journal of Methods, 24(1), 28-36.

MacKnight, C. B. (2000). Teaching Critical Thinking through Online Discussions. Educause Quarterly, 23(4), 38-41.

Madge, C. (1995). “More than Books”: Use of a Problem-Solving Exercise to Explore University Library Resources. Journal of Geography in Higher Education, 19(1), 69-82.

Martino, G., & Sala, F. (1996). Engaging Students in Large Lecture Classes. In: Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (10th, Ellenville, NY, March 20-22). ERIC Accession No. ED405033.

Morris, B. S. (1993). Two Dimensions of Teaching Television Literacy: Analyzing Television Content and Analyzing Television Viewing. Canadian Journal of Educational Communication, 22(1), 37-45.

Murray, D R., & Graham, T. (1996). Teaching Systematic Thinking and Problem Solving through Database Searching, Synthesis and Analysis. ERIC Accession No. ED399251.

Oberst, M. A. (1996). Teaching Tax Law: Developing Analytical Skills. Journal of Legal Education, 46(1), 79-93.

Ochse, R. (1996). Critical Thinking: A Model for Collaborative Research. Paper presented at the Annual International Conference on Critical Thinking and Educational Reform (16th, Sonoma, CA, July 28-31). ERIC Accession No. ED407987.

Olwell, R. (2000). Building Higher-Order Historical Thinking Skills in a College Survey Class. Teaching History: A Journal of Methods, 27(1), 22-32.

Overholser, J.C. (1992). Socrates in the Classroom. Social Studies, 83(2), 77-82.

Pallant, E. (1996-97). Assessment and Evaluation of Environmental Problems. Journal of College Science Teaching, 26(3), 167-71.

Peterson, D., & Bean, J.C. . (Summer, 1998). Using a conceptual matrix to organize a course in the history of economic thought. Journal of Economic Education, 29(3), 262-273.

Potts, B. (1994). ERIC Clearinghouse on Assessment and Evaluation, Washington, DC. Strategies for Teaching Critical Thinking. ERIC/AE Digest. ERIC Accession No. ED385606.

Pushkin, D. B. (1997). Where Do Ideas for Students Come From? Journal of College Science Teaching, 26(4), 238-42.

Rose, G. (1996). Teaching Visualised Geographies: Towards a Methodology for the Interpretation of Visual Materials. Journal of Geography in Higher Education, 20(3), 281-94.

Rubenstein, E. C., & Others. (1996). Drama Drives a DNA Fingerprinting Lab Exercise. Journal of College Science Teaching, 26(2), 103-06.

Sanchez, A. & Lopez, L. E. (1993). Making Connections: An In-Depth Concept Teaching Technique. Paper presented at a Meeting of the Center for Critical Thinking (August 1-4). ERIC Accession No. ED375091.

Sanchez, L. A., & Others. (Spring, 1995). Critical Thinking and Design: Evolution of a Freshman Engineering Graphics Course. New Directions for Teaching and Learning, 61, 67-76.

Satterfield, B. (2000). The Short Story Question. Eureka Studies In Teaching Short Fiction, 1(1), 74-81.

Schamel, D., & Ayres, M.P. (1992). The Minds-On Approach: Student Creativity and Personal Involvement in the Undergraduate Science Laboratory. Journal of College Science Teaching, 21(4), 226-29.

Sedlak, C.A., Doheny, M.O., Panthofer, N., et. al. (2003). Critical thinking in students’ service-learning experiences. College Teaching, 51(3), 99-104.

See, P. (1996). Ideas in Practice: An Introspective Approach for Developing Critical Thinking. Journal of Developmental Education; 20(2), 26-28, 30 ,32-33.

Senecal, K.S., & Fratantuano, M. J. (1994). Active Learning: A Useful Technique for Freshman Library Instruction. College and Undergraduate Libraries, 1(2), 139-50.

Smith, E.T., & Boyer, M. A. (1996). Designing In-Class Simulations. Political Science and Politics, 29(4), 690-94.

Smith, R. S. (1995). Using the IDEAL Problem Solving Method in Groups. In: Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (9th, Ellenville, NY, March 22-24). ERIC Accession No. ED389365.

Solvang, E.K. (2004). Thinking developmentally: The Bible, the first-year college student and diversity. Teaching Theology and Religion, 7(4), 223-229.

Stallard, J.J., & Others. (1992). A Strategy for Teaching Critical-Thinking Skills in Business Communication. Bulletin of the Association for Business Communication, 55(3), 20-22.

Storrs, D., & Ferber, A. (1992). “Congratulations! You Have Just Been Appointed Justices to the U.S. Supreme Court!” Thinking Critically about Equality and Affirmative Action. Teaching Sociology, 20(4), 340-43.

Sundberg, M. D., Armstrong, J. E., Dini, M. L. & Wischusen, E. W. (2000). Some Practical Tips for Instituting Investigative Biology Laboratories. Journal of College Science Teaching, 29(5), 353-59.

Thoma, George A. (1993). The Perry Framework and Tactics for Teaching Critical Thinking in Economics. Journal of Economic Education, 24(2), 128-35.

Tien, L. T., & Stacy, A. M. (1996). The Effects of Instruction on Undergraduate Students’ Inquiry Skills. Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12). ERIC Accession No. ED398268.

Torres, E. M. (1995). Analytical Literacy: Making Scholars Out of Students. Journal on Excellence in College Teaching, 6(2), 17-29.

Tsui, L. (April, 1999). Courses and instruction affecting critical thinking. Research in Higher Education, 40(2), 185-200.

Villee, P. A. Gallo, & Kaser, K.J. (1997). Class Acts: Activities and Games for the Business Classroom. National Business Education Association, Reston, Va. ERIC Accession No. ED411449

Wade, C. (1995). Using Writing to Develop and Assess Critical Thinking. Teaching of Psychology, 22(1), 24-28.

Watson, R.E. & Gibbs, C.H. (September, 1998). Integration of the basic and clinical sciences using a PBL format. Journal of Dental Education, 62(9), 714-717.

Winchell, D., & Elder, D. (1992). Writing in the Geography Curriculum. Journal of Geography, 91(6) 273.

Yuretich, R.F. (2003). Encouraging critical thinking – Measuring skills in large introductory science classes. Journal of College Science Teaching, 33(3), 40-45.