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Brigham Young University

Site Map About the Faculty Center

Active Learning

Active Learning and the First Day of Class, p. 1 (Vol. 1, No. 3)
Research-Based Guidelines to Inform College Teaching and Improve Higher Learning, p. 3 (Vol. 2, No. 4)
Risky Business: Making Active Learning a Reality, p. 3 (Vol. 3, No. 1)
Active Learning: Who Said It Was Easy? p. 1 (Vol. 4, No. 2)
Discovering My Voice in the Academic World, p. 1 (Vol. 6, No. 1)
Learning Is Not a Spectator Sport, p. 1 (Vol. 7, No. 2)
Using Learning Groups: A Few "How-To's," p. 2 (Vol. 7, No. 2)
Active Learning in College Classrooms, p. 1 (Vo. 8, No. 3)
Technology and Teaching: The Cart Before the Horse?, p. 3 (Vol. 13, No. 3)
Activities To Enhance Student Learning Based on Kolb’s Learning Dimensions, p. 3 (Vol. 14, No. 1)

Assessment

Teaching: How Am I Doing? p. 1 (Vol. 1, No. 2)
There's Gotta Be a Better Way, p. 6 (Vol. 2, No. 3)
Four R's of Effective Evaluation, p. 1 (Vol. 6, No. 2)
Scholarship Assessed, p. 3 (Vol. 6, No. 2)
Learning-centered Teaching at BYU, p. 1 (Vol. 10, No. 3)
BYU Faculty Center Welcomes Bryan Bradley, p. 3 (Vol. 12, No. 1)
A New Resource for Improving Tests: ExamStat, p. 3 (Vol. 12, No. 3)
Remarks Before Marks, p. 5 (Vol. 12, No. 2)
Midsemester Feedback, p. 1 (Vol. 13, No. 1)
Technology and Teaching: The Cart Before the Horse?, p. 3 (Vol. 13, No. 3)
To Curve or Not to Curve: Norm-Referenced Grading vs. Criterion Referenced Grading, p. 3 (Vol. 13, No. 3)

Collegiality

Citizenship Reconsidered, p. 4 (Vol. 2, No. 4)
Reflections on Collegial Mentoring, p. 1 (Vol. 4, No. 1)
Of Monks' Cells and Wagon Trains, Excellence and Collegiality, p. 1 (Vol. 4, No. 3)
The Awakening of a Christian Scholar, p. 1 (Vol. 6, No. 3)

Engaging Students

Active Learning and the First Day of Class, p. 1 (Vol. 1, No. 3)
Tips for Teachers: Encouraging Women's Class Participation, p. 3 (Vol. 2, No. 1)
Knowledge and Belief Need to Be Demonstrated, p. 1 (Vol. 2, No. 2)
High Risk Teaching, p. 1 (Vol. 2, No. 3)
Research-Based Guidelines to Inform College Teaching and Improve Higher Learning, p. 3 (Vol. 2, No. 4)
Risky Business: Making Active Learning a Reality, p. 3 (Vol. 3, No. 1)
Active Learning: Who Said It Was Easy? p. 1 (Vol. 4, No. 2)
Crossing Boundaries, p. 5 (Vol. 5, No. 3)
Discovering My Voice in the Academic World, p. 1 (Vol. 6, No. 1)
Learning Is Not a Spectator Sport, p. 1 (Vol. 7, No. 2)
Using Learning Groups: A Few "How-To's," p. 2 (Vol. 7, No. 2)
Better Endings: What to Do on the Last Day of Class, p. 5 (Vol. 7, No. 3)
What We Don't Know, p. 6 (Vol. 8, No. 1)
Active Learning in College Classrooms, p. 1 (Vo. 8, No. 3)
Reaching the Reluctant Learner, p. 1 (Vol. 12, No. 2)

Evaluation of Teaching

Teaching: How Am I Doing? p. 1 (Vol. 1, No. 2)
A New Approach to Evaluating One's Teaching, p. 3 (Vol. 1, No. 2)
Beware the N of One, p. 6 (Vol. 3, No. 1)
A Great IDEA for Evaluating Student Learning, p. 3 (Vol. 3, No. 2)
Assuring Quality in the Classroom, p. 1 (Vol. 5, No. 2)
Four R's of Effective Evaluation, p. 1 (Vol. 6, No. 2)
Great IDEA Gets Even Better, p. 4 (Vol. 7, No. 3)
Guidelines for Evaluating Collaborative Learning, p. 5 (Vol. 7, No. 3)
Midsemester Feedback, p. 1 (Vol. 13, No. 1)

Faculty Center, BYU

The Faculty Center: What's in It for Me? P. 3 (Vol. 1, No. 1)
BYU Teaching Partnership Program, p. 1 (Vol. 3, No. 1)
A Great IDEA for Evaluating Student Learning, p. 3 (Vol. 3, No. 2)
The BYU Faculty Center: Your Resource for Enhancing Effectiveness, p. 3 (Vol. 4, No. 1)
Assuring Quality in the Classroom, p. 1 (Vol. 5, No. 2)
The Faculty Center: What's in It for Me? P. 3 (Vol. 1, No. 1)
Great IDEA Gets Even Better, p. 4 (Vol. 7, No. 3)
BYU Faculty Center Teaching Gallery, p. 3 (Vol. 8, No. 2)
Teaching Partnerships, p. 5 (Vol. 8, No. 2)

Faculty/Student Relations

Arctic Bears and University Teaching, p. 6 (Vol. 1, No. 2)
Getting Philosophical About Teaching, p. 1 (Vol. 5, No. 1)
One Student's Perspective on Teaching and Learning, p. 4 (Vol. 5, No. 2)
The Heart and the Method, p. 6 (Vol. 6, No. 1)
Reaching the Reluctant Learner, p. 1 (Vol. 12, No. 2)

First Day of Class

Active Learning and the First Day of Class, p. 1 (Vol. 1, No. 3)
The First Day of Class: Starting Well, p. 1 (Vol. 8, No. 2)
More on…Starting Well, p. 3 (Vol. 8, No. 2)

Grades, grading

High Risk Teaching, p. 1 (Vol. 2, No. 3)
There's Gotta Be a Better Way, p. 6 (Vol. 2, No. 3)
Assuring Quality in the Classroom, p. 1 (Vol. 5, No. 2)
Guidelines for Evaluating Collaborative Learning, p. 5 (Vol. 7, No. 3)
A New Resource for Improving Tests: ExamStat, p. 3 (Vol. 12, No. 3)
Remarks Before Marks, p. 5 (Vol. 12, No. 2)
To Curve or Not to Curve: Norm-Referenced Grading vs. Criterion Referenced Grading, p. 3 (Vol. 13, No. 3)

Grants

Instructional Development Grants Awarded to BYU Professors, p. 5 (Vol. 1, No. 2)
Call for Proposals: Grants for Curriculum Development, p. 3 (Vol. 2, No. 2)
A (Motion) Picture is Worth a Thousand Words, p. 2 (Vol. 4, No. 1)
Call for Proposals: Grants for Curriculum Development, p. 3 (Vol. 4, No. 2)
Annual Curriculum Development Grant$: A Call for Proposals, p. 3 (Vol. 5, No. 2)

IDEA

The Faculty Center: What's in It for Me? p. 3 (Vol. 1, No. 1)
A Great IDEA for Evaluating Student Learning, p. 3 (Vol. 3, No. 2)
The BYU Faculty Center: Your Resource for Enhancing Effectiveness, p. 3 (Vol. 4, No. 1)
Great IDEA Gets Even Better, p. 4 (Vol. 7, No. 3)
A Great IDEA (To Improve the University), p. 6 (Vol. 13, No. 3)

Jarvis, Donald (author)

Teaching with the Spirit: A Broader Definition, p. 1 (Vol. 1, No. 1)
The Trouble With Packets, p. 6 (Vol. 3, No. 2)
Of Monks' Cells and Wagon Trains, Excellence and Collegiality, p. 1 (Vol. 4, No. 3)
20/20 Hindsight (To Improve the University), p. 6 (Vol. 12, No. 3)

Journals, Learning/Reading

Talking Back to Texts, p. 4 (Vol. 2, No. 2)
Reflections on "Souls, Symbols, and Sacraments," p. 4 (Vol. 5, No. 1)
One Student's Perspective on Teaching and Learning, p. 4 (Vol. 5, No. 2)

Learning

Teaching: How Am I Doing? p. 1 (Vol. 1, No. 2)
Active Learning and the First Day of Class, p. 1 (Vol. 1, No. 3)
Sightings from My Rearview Mirror, p. 5 (Vol. 2, No. 1)
Knowledge and Belief Need to Be Demonstrated, p. 1 (Vol. 2, No. 2)
Talking Back to Texts, p. 4 (Vol. 2, No. 2)
High Risk Teaching, p. 1 (Vol. 2, No. 3)
Research-Based Guidelines to Inform College Teaching and Improve Higher Learning, p. 3 (Vol. 2, No. 4)
Risky Business: Making Active Learning a Reality, p. 3 (Vol. 3, No. 1)
Beware the N of One, p. 6 (Vol. 3, No. 1)
Competence Is What You Do When You Make a Mistake, p. 1 (Vol. 3, No. 2)
A Great IDEA for Evaluating Student Learning, p. 3 (Vol. 3, No. 2)
Active Learning: Who Said It Was Easy? p. 1 (Vol. 4, No. 2)
Seven Principles for Good Practice in Undergraduate Education, p. 3 (Vol. 4, No. 3)
A Deadly Teaching Fallacy: Teaching is an Art, Not a Science, p. 4 (Vol. 4, No. 3)
Getting Philosophical About Teaching, p. 1 (Vol. 5, No. 1)
Reflections on 'Souls, Symbols, and Sacraments, p. 4 (Vol. 5, No. 1)
Memorization: "Regurgitation" or "Learning by Heart"? p. 1 (Vol. 5, No. 3)
Crossing Boundaries, Elouise Bell, p. 5 (Vol. 5, No. 3)
Discovering My Voice in the Academic World, p. 1 (Vol. 6, No. 1)
Four R's of Effective Evaluation, p. 1 (Vol. 6, No. 2)
Learning Is Not a Spectator Sport, p. 1 (Vol. 7, No. 2)
Great IDEA Gets Even Better, p. 4 (Vol. 7, No. 3)
Principles of Good Practice in Service-Learning Pedagogy, p. 3 (Vol. 8, No. 1)
Thoughtful Teaching, Powerful Learning, p. 4 (Vol. 8, No. 3)
Dissolving the Dichotomy, p. 1 (Vol. 10, No. 2)
Paul Woodruff: The Silent Teacher, p. 4 (Vol. 13, No. 1)

Library

Constructs of Delight and Drudgery, p. 4 (Vol. 7, No. 1)
Library Resources: Teaching and Learning Tools, p. 1 (Vol. 7, No. 3)
Creating Effective Library Assignments, p. 3 (Vol. 7, No. 3)

Peer review

Citizenship Reconsidered, p. 4 (Vol. 2, No. 4)
The Trouble With Packets, p. 6 (Vol. 3, No. 2)
Reflections on Collegial Mentoring, p. 1 (Vol. 4, No. 1)

Perspective

To Open Eyes, p. 4 (Vol. 1, No. 1)
Arctic Bears and University Teaching, p. 6 (Vol. 1, No. 2)
Crossing Boundaries, p. 5 (Vol. 5, No. 3)

Perspectives, Student

Assuring Quality in the Classroom, p. 1 (Vol. 5, No. 2)
One Student's Perspective on Teaching and Learning, p. 4 (Vol. 5, No. 2)
Discovering My Voice in the Academic World, p. 1 (Vol. 6, No. 1)
Building Character in the Classroom, p. 3 (Vol. 6, No. 1)
Constructs of Delight and Drudgery, p. 4 (Vol. 7, No. 1)

Research and Teaching

Researching and Teaching: Another View, p. 6 (Vol. 2, No. 1)
The "Teaching vs. Research" Debate, p. 4 (Vol. 4, No. 2)
Lessons from Exemplary Faculty, p. 4 (Vol. 5, No. 3)

Research on Teaching

Research-Based Guidelines to Inform College Teaching and Improve Higher Learning, p. 3 (Vol. 2, No. 4)
Beware the N of One, p. 6 (Vol. 3, No. 1)
Assuring Quality in the Classroom, p. 1 (Vol. 5, No. 2)
Teaching Is What We Do, p. 4 (Vol. 12, No. 2)

Resources

The Faculty Center: What's in It for Me? P. 3 (Vol. 1, No. 1)
The BYU Faculty Center:Your Resource for Enhancing Effectiveness, p.3(V. 4, No. 1)
Faculty Center: New Quarters and New Acquisitions, p. 5 (Vol. 6, No. 3)
Constructs of Delight and Drudgery, p. 4 (Vol. 7, No. 1)
Library Resources: Teaching and Learning Tools, p. 1 (Vol. 7, No. 3)
Creating Effective Library Assignments, p. 3 (Vol. 7, No. 3)
Campus Resources: The Reading Center, p. 4 (Vol. 8, No. 2)
FAQs About Teaching Students with Disabilities, p. 3 (Vol. 9, No. 1)
A New Resource for Improving Tests: ExamStat, p. 3 (Vol. 12, No. 3)
The Teaching Assistant as Coordinator of Teaching and Learning, p. 4 (Vol. 12, No. 3)

Role of a Teacher

To Open Eyes, p. 4 (Vol. 1, No. 1)
To Be a Bridge, p. 4 (Vol. 1, No. 3)
Sightings from My Rearview Mirror, p. 5 (Vol. 2, No. 1)
Masks! p. 4 (Vol. 4, No. 1)
Getting Philosophical About Teaching, p. 1 (Vol. 5, No. 1)
In Order to Teach, All You Need to Know is Your Subject? p. 3 (Vol. 5, No. 1)
Crossing Boundaries, p. 5 (Vol. 5, No. 3)
Building Character in the Classroom, p. 3 (Vol. 6, No. 1)
The Heart and the Method, p. 6 (Vol. 6, No. 1)
Reflections and Perceptions, p. 4 (Vol. 6, No. 2)
Oaks on Fundamental Teaching Principles, p. 6 (Vol. 7, No. 3)
Academic Discipleship, p. 6 (Vol. 8, No. 2)
Missed Expectations: Incivility in the Classroom, p. 1 (Vol. 13, No. 3)

Sacred and Secular

Sensing the Sacred Within the Secular, p. 1 (Vol. 2, No. 4)
Reflections on "Souls, Symbols, and Sacraments," p. 4 (Vol. 5, No. 1)
Combining Religious Faith and Academic Excellence, p. 6 (Vol. 5, No. 3)
Oaks on Fundamental Teaching Principles, p. 6 (Vol. 7, No. 3)
Academic Discipleship, p. 6 (Vol. 8, No. 2)

Sorenson, D. Lynn (author)

Conquering the Crowded Classroom, p. 1 (Vol. 11, No. 2)
Teaching: How Am I Doing? p. 1 (Vol. 1, No. 2)
Beware the N of One, p. 6 (Vol. 3, No. 1)
Scholarship Assessed, p. 3 (Vol. 6, No. 2)
State Your Case: Planning Presentations, p. 3 (Vol. 7, No. 1)
Learning Is Not a Spectator Sport, p. 1 (Vol. 7, No. 2)
Active Learning in College Classrooms, p. 1 (Vol. 8, No. 3)
Guest Speakers: Agony or Ecstasy, p. 4 (Vol. 9, No. 2)
Why More Isn't Less: The Case for Collaborative Teaching, p. 3 (Vol. 9, No. 2)
The Value of a Faculty Center, p. 1 (Vol. 11, No. 1)
Midsemester Feedback, p. 1 (Vol. 13, No. 1)
Student Learning Outcomes, p. 1 (Vol. 14, No. 1)

Spirituality

Teaching with the Spirit: A Broader Definition, p. 1 (Vol. 1, No. 1)
Arctic Bears and University Teaching, p. 6 (Vol. 1, No. 2)
Sensing the Sacred Within the Secular, p. 1 (Vol. 2, No. 4)
Reflections on 'Souls, Symbols, and Sacraments, p. 4 (Vol. 5, No. 1)
Combining Religious Faith and Academic Excellence, p. 6 (Vol. 5, No. 3)
The Heart and the Method, p. 6 (Vol. 6, No. 1)
The Awakening of a Christian Scholar, p. 1 (Vol. 6, No. 3)
Oaks on Fundamental Teaching Principles, p. 6 (Vol. 7, No. 3)
Academic Discipleship, p. 6 (Vol. 8, No. 2)
Thoughtful Teaching, Powerful Learning, p. 4 (Vol. 8, No. 3)
Building a Faithful and Faith-Filled University, p. 4 (Vol. 9, No. 1)

Student-authored Articles

To Be a Bridge, p. 4 (Vol. 1, No. 3)
Assuring Quality in the Classroom, p. 1 (Vol. 5, No. 2)
One Student's Perspective on Teaching and Learning, p. 4 (Vol. 5, No. 2)
Discovering My Voice in the Academic World, p. 1 (Vol. 6, No. 1)
Building Character in the Classroom, p. 3 (Vol. 6, No. 1)
Constructs of Delight and Drudgery, p. 4 (Vol. 7, No. 1)
BYU Faculty Center Teaching Gallery, p. 3 (Vol. 8, No. 2)
Paul Woodruff: The Silent Teacher, p. 4 (Vol. 13, No. 1)

Students Consulting on Teaching(SCOT)

The Faculty Center: What's in It for Me? p. 3 (Vol. 1, No. 1)
A New Approach to Evaluating One's Teaching, p. 3 (Vol. 1, No. 2)
The BYU Faculty Center: Your Resource for Enhancing Effectiveness, p. 3 (Vol. 4, No. 1)
Diversity and Unity, p. 1 (Vol. 12, No. 3)
Midsemester Feedback, p. 1 (Vol. 13, No. 1)

Svinicki, Marilla (author)

A Deadly Teaching Fallacy: Teaching is an Art, Not a Science, p. 4 (Vol. 4, No. 3)
In Order to Teach, All You Need to Know is Your Subject? p. 3 (Vol. 5, No. 1)
Four R's of Effective Evaluation, p. 1 (Vol. 6, No. 2)
What They Don't Know Can Hurt Them: The Role of Prior Knowledge in Learning, p. 3 (Vol. 10, No. 2)
Activities To Enhance Student Learning Based on Kolb’s Learning Dimensions, p. 3 (Vol. 14, No. 1)

Teaching Methods

Arctic Bears and University Teaching, p. 6 (Vol. 1, No. 2)
To Improve the University…with TQM, p. 2 (Vol. 1, No. 3)
Knowledge and Belief Need to Be Demonstrated, p. 1 (Vol. 2, No. 2)
High Risk Teaching, p. 1 (Vol. 2, No. 3)
Sensing the Sacred Within the Secular, p. 1 (Vol. 2, No. 4)
Academic Midwifery, p. 5 (Vol. 3, No. 1)
Seven Principles for Good Practice in Undergraduate Education, p. 3 (Vol. 4, No. 3)
Memorization: "Regurgitation" or "Learning by Heart," p. 1 (Vol. 5, No. 3)
War of the Worlds: When Students' Conceptual Understanding Clashes, p. 3 (Vol. 5, No. 3)
Crossing Boundaries, p. 5 (Vol. 5, No. 3)
Four R's of Effective Evaluation, p. 1 (Vol. 6, No. 2)
Guidelines for Evaluating Collaborative Learning, p. 5 (Vol. 7, No. 3)
Oaks on Fundamental Teaching Principles, p. 6 (Vol. 7, No. 3)
Serve to Learn Better, p. 1 (Vol. 8, No. 1)
Principles of Good Practice in Service-Learning Pedagogy, p. 3 (Vol. 8, No. 1)
What We Don't Know, p. 6 (Vol. 8, No. 1)

Teaching Partnerships

BYU Teaching Partnership Program, p. 1 (Vol. 3, No. 1)
The BYU Faculty Center: Your Resource for Enhancing Effectiveness, p. 3 (Vol. 4, No. 1)
Teaching Partnerships, p. 5 (Vol. 8, No. 2)

Teaching Tips

Active Learning and the First Day of Class, p. 1 (Vol. 1, No. 3)
Tips for Teachers: Encouraging Women's Class Participation, p. 3 (Vol. 2, No. 1)
Sightings from My Rearview Mirror, p. 5 (Vol. 2, No. 1)
Talking Back to Texts, p. 4 (Vol. 2, No. 2)
Storytelling in the College Classroom, p. 3 (Vol. 2, No. 3)
Active Learning: Who Said It Was Easy? p. 1 (Vol. 4, No. 2)
State Your Case: Planning Presentations, p. 3 (Vol. 7, No. 1)
Using Learning Groups: A Few "How-To's," p. 2 (Vol. 7, No. 2)
Creating Effective Library Assignments, p. 3 (Vol. 7, No. 3)
Better Endings: What to Do on the Last Day of Class, p. 5 (Vol. 7, No. 3)
Making the Most of Office Hours, p. 5 (Vol. 8, No. 1)
The First Day of Class: Starting Well, p. 1 (Vol. 8, No. 2)
More on…Starting Well, p. 3 (Vol. 8, No. 2)
Copyrights, Fair Use, and You, p. 5 (Vol. 8, No. 2)
Active Learning in College Classrooms, p. 1 (Vo. 8, No. 3)
FAQS About Teaching Students with Disabilities, p. 3 (Vol. 9, No. 1)
Diversity and Unity, p. 1 (Vol. 12, No. 3)

Teaching with the Spirit

Teaching with the Spirit: A Broader Definition, p. 1 (Vol. 1, No. 1)
The Heart and the Method, p. 6 (Vol. 6, No. 1)
The Awakening of a Christian Scholar, p. 1 (Vol. 6, No. 3)
Oaks on Fundamental Teaching Principles, p. 6 (Vol. 7, No. 3)
Building a Faithful and Faith-Filled University, p. 4 (Vol. 9, No. 1)