The editor provi&s additional sources of rejerence.

Suggestions f o r Further Reading

Karen I. Spear

As the chapters in this sourcebook suggest, designing good introductory courses requires knowledge of more than the contents of a discipline. Successful courses reflect an understanding of curriculum design, exper- tise in a range of teaching techniques, sensitivity to issues in student development, and integration of the goals of liberal education into the specific discipline. Although little has been written about introductory courses per se, there is a vast literature in each of these areas. The sug- gestions for further reading listed here are a selection from recent writ- ing on teaching effectiveness and curriculum design, liberal education, and student development. Thoughtful design of introductory courses requires extrapolation from these areas. To complement these general readings and provide some models of innovative introductory courses, I have also included a list of essays that discuss specific courses.

Teaching Effectiveness and Curriculum Design

Dressel, P., and Marcus, D. On Teaching and Learning in College: Reempha- sizing the Roles of Lcamers and the Distiplims in Liberal Education. San Francisco: Jossey-Bass, 1982.

Eble, K. E. The Aims .f Colbge Teaching. San Francisco: Jossey-Bass, 1982.

K. I. Spar (Ed.). R j u u m l i v lntrodvctarJ Coursrr. New Dimcrions for Teaching and Lcnming. no. 20. San Francisco: Jmuy-Bass, k e r n b e r 1984. 109

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Fuhrmann, B., and Grasha, A. A Practical Handbook for College Teachers. Boston: Little, Brown, 1983.

Guide to Ejective Teaching: A National Report o f Eighty-One Outstanding College Teachers and H o w Thq , Teach. New York: Change Magazine Press, 1978. See especially Section 1, The Lecture; Section 5, Case Studies; Sec- tion 8, Field Study; and Section 9, Problem Solving.

Lowman, J. Mastering the Techniques o f Teaching. San Francisco: Jossey- Bass, 1984.

Rudolph, F. Curriculum: A History ofthe American Undergraduate Course of Study Since 1936. San Francisco: Jossey-Bass, 1978. See especially Chapter 6, "Remedies."

White, A. M . Interdisciplinary Teaching. New Directions for Teaching and Learning, no. 8. San Francisco: Jossey-Bass, 1981.

Wilson, R., and others. College Professors and Their Impact on Students. New York: Wiley, 1975. See especially Chapter 16, "Increasing the Effectiveness of Under- graduate Learning and Teaching."

Liberal Education

Bell, D. The Reforming o f General Education. New York: Columbia Uni- versity Press, 1966.

Boyer, E., and Kaplan, M . Eduat ing for Survival. New York: Change Magazine Press, 1977.

Boyer, E., and Levine, A. A Quest for Common Learning. Washington, D.C.: Carnegie Foundation for the Advancement of Teaching, 1981.

Gaff, J . G. General Eduat ion Today: A Critical Analysis o f Controversies, Prac- tices, and Reforms. San Francisco: Jossey-Bass, 1983.

Gamson, Z., and Associates. Liberating Education. San Francisco: Jossey- Bass, 1984.

The Great Core Curriculum Debate: Education as a M i n o r of Culture. New York: Change Magazine Press, 1979.

Student Development

Astin, A. W. Four Critical Years: Effects o f College on Beliefs, Attitudes, and Knowledge. San Francisco: Jossey-Bass, 1977.

Chickering, A. W. , and Associates. T h Modtrn American College: Respond- ing to the New Realities of Diverse Students and a Changing Sociev. San Francisco: Jossey-Bass, 1981. See Chapters 1 through 5 .

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Feldrnan, K. A., and Newcornb, T. M. The Impact of College on Students. San Francisco: Jossey-Bass, 1969.

Knefelkamp, L., Widick, C., and Parker C. A. (Eds.), Appbing New Developmental Findings. New Directions for Student Services, no. 4. San Francisco: Jossey-Bass, 1978.

Loevinger, J. Ego Development: Conceptions and Theories. San Francisco: Jossey-Bass, 1976.

Parker, C. , and others. Encouraging Development in College Students. Min- neapolis: University of Minnesota Press, 1978.

Whiteley, J. M., and Associates. Character Development in College Students. Vol. 1. Schenectady, N.Y.: Character Research Press, 1982.

Winter, D., McClelland, D., and Stewart, A. A New Case for the Liberal Arts: Assessing Institutional Goals and Student Development. San Francisco: Jossey-Bass, 1981.

Applications in Specific Courses

Carr, J . F. “Fiction and Fact: On Trial.” In P. A. Lacey (Ed.), Revital- izing Teaching Through Faculty Development. New Directions for Teach- ing and Learning, no. 15. San Francisco: Jossey-Bass, 1983. On introductory literature.

ERIC. Since 1980, the ERIC system has included a heading on intro- ductory courses. See especially ED 221 093 and ED 223 424 on intro- ductory biology; ED 221 410 on introductory psychology; ED 216 270 on the challenges of the introductory course; and ED 21 4 830 on intro- ductory world history.

Hill, D. A., and Nelburn, N. “Two Modes of Peer Teaching Introduc- tory College Geography.” Journal of Ceograpb in Higher Education,

Moreland-Young, C. “Teaching Analyticaf and Thinking Skills in a Content Course.” In P. E. Lacey (Ed.), Revitalizing Teaching Through Faculty Development. New Directions for Teaching and Learning, no. 15. San Francisco: Jossey-Bass, 1983.

Moss, G. D., and McMillen, D. “A Strategy for Developing Problem- Solving Skills in Large Undergraduate Classes.” Studies in Highu Education, 1982, 5 (2), 161-171.

Paternite, C. “Teaching Philosophies and Methods: A Developmental Perspective.” In P. E. Lacey (Ed.), Revitulizing Teaching Throzqh Fac- ulty Development. New Directions for Teaching and Learning, no. 15. San Francisco: Jossey-Bass, 1983.

Pollack, R. “From Theory to Praxis.” In Columbia College Today. n.d. On Columbia College’s civilization course.

1981, 5 (2), 145-154.

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Red, W. E. “Problem Solving and Beginning Engineering Students.” Journal of Engineering Education, 1980, 71 (2), 167-170.

Robbins, R. R. “Improving Student Reasoning Skills in Science Classes.” Journal o f E n g i m . n g Education, 1981, 72 (3), 208-212.

Vaughan, K. ”University First-Year General Chemistry by the Keller Plan.” Programmed Learning and Educational Technology, 1982, 19 (2), 125-134.

Karen I . Spear is associate &an of liberal education and assistant professor of English at the University of Utah, Salt Lake Ciy.