The majority of these resources are available from CTE.

National Center for Education Statistics. A preliminary study of the feasibility and utility for a national policy of instructional "good practice"indicators in undergraduate education. Washington, D.C.: National Center for Education Statistics: National Center for Higher Education Management Systems (U.S. Department of Education), August 1994.

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

Bender, E., Dunn, M., Kendall, B., Larson, C. & Wilkes, P. Quick hits:successful strategies by award winning teachers. Bloomington, IN: Indiana University Press, 1994.

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

Bernstein, J. "Discussion and learning skills in an introductory course."Journalism Educator, 1994, 49 (1),39-48.

Brown, B. "Making connections with individual learners in large introductory geography courses." Journal of Geography, 1994, 93 (3),132-5.

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

The Center for Teaching Excellence (University of Hawaii at Manoa). "Challenge of teaching the introductory-level course". Teaching Excellence, Fall 1989: University of Hawaii at Manoa: Honolulu, HI.

Cross, K. P. and Angelo, T. A. Classroom assessment techniques: A handbook for faculty. Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning, 1988.

"Facing the challenges of the big class." The Teaching Professor 1994, 8 (2), 1.

Frederick, P. "The lively lecture: Eight variations." College Teaching, 1986, 34 (2), 43-50.

Frederick, P. "Student involvement: Active Learning in Large Classes."In M.G. Weimer (ed.), Teaching Large Classes Well. San Francisco: Jossey-Bass,1987.

Geske, J. "Overcoming the drawbacks of the large lecture class." College Teaching, 1992, 40 (4), 1514.

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

Herr, K. Improving teaching and learning in large classes: A practical manual. Fort Collins, CO: Office of Instructional Services, Colorado State University,1985.

Herteis, E. and Wright, W. (eds.). Learning through writing: A compendium of assignments and techniques. Halifax, Nova Scotia, Canada: Dalhousie University,Office of Instructional Development and Technology, 1992.

Holt, D. "Short writing assignments in large classes." CTL Newsletter. Cape Girardeau, MO: Center for Teaching and Learning, Southeast Missouri State University, April 1991.

Jenkins, J. "Teaching psychology in large classes: Research and personal experience." Teaching Psychology, 18 (2), 74-80.

Johnson, D., Johnson, R. and Smith, K. Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Co., 1991.

Kadel, S. and Keehner, J. Collaborative learning: A source book for higher education. Vol. II University Park, PA: NCTLA, 1994.

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

Magnan, B. 147 Practical Tips for Teaching Professors. Madison, WI: Magna Publications, 1990. McKeachie, W. Teaching tips: A guidebook for the beginning college teacher(8th edition). Lexington, MA: D.C. Heath Company, 1986.

Mountford, R. and Richardson, B. A source book for large enrollment course instructors: Contributions from the literature and OSU faculty. The Ohio State University, Center for Teaching Excellence, 1988.

Olmstead, J. "Using classroom research in a large introductory science course." New Directions for Teaching and Learning, 1991, 46, 55-65.

Smith, D. "Encouraging students' participation in large classes: Amodest proposal." Teaching Sociology, 1992, 20, 337-339.

"Teaching large classes well: Solutions from your peers." Penn State Instructional Development Newsletter, October 1992,12 (1).

Weimer, M.G. and Kerns, M. "A Bibliography of Ideas for Practitioners."In Weimer, M.G. (ed.), Teaching Large Classes Well. New Directions for Teaching and Learning 32. San Francisco: Jossey-Bass, 1987.

Wright, D. The challenge of teaching the introductory-level course. Teaching Excellence: Toward the Best in the Academy. Honolulu: The Center for Teaching Excellence (University of Hawaii at Manoa), 1989.

Wulff, D.H., Nyquist, J.D., and Abbot, R.D. "Student Perceptions of Large Classes." In Weimer, M.G. (ed.), Teaching Large Classes Well. New Directions for Teaching and Learning 32. San Francisco: Jossey-Bass,1987.

Unpublished Resources

"Large Classes Team Report". Report to Provost Fallon by the Large Classes Resource Team. University of Maryland at College Park, 1994.

Gillespie, F. "Quality in Large Classes: Is it Possible?" Presentation at POD Conference, 1994.

McIntire, R. "Under your control: Factors in student morale and classroom climate." University of Maryland at College Park, 1991.

Videos

"Alternatives to the lecture: Active learning strategies," PartsI & II. Brookdale Community College. Brookdale, NJ: Teaching Excellence(Frank Paoni), 1991.

"Large Classes Conversation". University of Maryland at College Park. College Park, MD: Center for Teaching Excellence (James Greenberg),1991.

"Handling Hordes: Teaching Large Lectures". Purdue University.West Lafayette, IN: Center for Instructional Services (Reece McGee), 1991.