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Library Resources for Teaching and Learning in Higher Education

Consider this library guide as your bookshelf. These Okanagan library books are only steps away from your office.

Collaborative Student Work

Productive group work: how to engage students, build teamwork, and promote understanding

Nancy Frey, Douglas Fisher, Sandi Everlove.

LB1032 .F78 2009

Also Online

The benefits of collaborative learning are well documented--and yet, almost every teacher knows how group work can go wrong: restless students, unequal workloads, lack of accountability, and too little learning for all the effort involved. In this book, educators Nancy Frey, Douglas Fisher, and Sandi Everlove show you how to make all group work productive group work: with all students engaged in the academic content and with each other, building valuable social skills, consolidating and extending their knowledge, and increasing their readiness for independent learning.


Getting started with team-based learning

Jim Sibley and Pete Ostafichuk

LB1032 .S485 2014
"The book does a terrific job of covering all the basics, but it also does much more. In almost every page, it sprinkles in amazingly helpful tidbits. The icing on the cake are the quotes and vignettes that make the ideas come to life. In every chapter, I found a number of ideas that I will be using to improve my own teaching--and so will you."--Larry K. Michaelsen

Team-based learning in the social sciences and humanities: group work that works to generate critical thinking and engagement

Edited by Michael Sweet and Larry K. Michaelsen


Team-Based Learning (TBL) is a unique, powerful, and proven form of small-group learning that is being increasingly adopted in higher education. Teachers who use TBL report high levels of engagement, critical thinking, and retention among their students. TBL has been used successfully in both small and large classes, in computer-supported and online classes; and because it is group work that works, it has been implemented in nearly every discipline and in countries around the world.

Grading and group work: how do I assess individual learning when students work together?

Susan M. Brookhart

LB1032 .B726 2013

Group work is a growing trend in schools, as educators seek more complex,
more authentic assessment tasks and assign projects and presentations
for students to work on together. 

What the differences are between group projects and cooperative learning?

How to assess and report on (but not grade) learning skills and group interaction skills.
How to assess and grade individual achievement of learning goals after group projects.
Why having students work together is a good thing—but group grades are not?

Peer leadership in higher education

edited by Jennifer R. Keup

LB2305 .N48 no.157

Peers have always been an important influence on students’ college experience. Peer leadership programs are not only pervasive but also offer an effective means to advance students’ adjustment, learning, development, and success. This issue covers peer leadership as an emerging high-impact practice in support of 21st Century Learning Outcomes.

Leaving the lectern : cooperative learning and the critical first days of students working in groups

Dean A. McManus

LB2331 .M395 2005

This book records the story of how one professor at a research university used a form of active learning to change the way he taught—from traditional lecture and examinations to cooperative learning and student projects.  Drawn from teaching notes, conversations with students, student evaluations, and annual reports, readers will learn the kinds of risks, assumptions, and decisions they will face as they change their teaching to emphasize student learning, particularly during the critical first days of change.

The student's guide to successful project teams

William A. Kahn

LB1032 .K36 2009

It is common for undergraduate and graduate students across various disciplines to be placed on teams and assigned group project research reports and presentations which require them to work together. For example a psychology course requires teams to develop, conduct, analyze and present the result of their experiments, a marketing course requires student project teams to prepare marketing plans and present their conclusions, and an organizational behavior course forms teams for the purpose of researching the cultures of different organizations and making presentations about their findings

Team teaching : across the disciplines, across the academy

edited by Kathryn M. Plank

LB1029.T4 A36 2011

Also Online

For those considering adopting team teaching, or interested in reviewing their own practice, this book offers an overview of this pedagogy, its challenges and rewards, and a rich range of examples in which teachers present and reflect upon their approaches.

The interaction of two teachers -- both the intellectual interaction involved in the design of the course, and the pedagogical interaction in the teaching of the course -- creates a dynamic environment that reflects the way scholars make meaning of the world. The process naturally breaks down the teacher-centered classroom by creating a scholarly community in which teachers and students work together to understand important ideas, and where students don't just learn content, but begin to understand how knowledge is constructed, grasp the connections between disciplines as well as their different perspectives, see greater coherence in the curriculum, and appreciate how having more than one teacher in the classroom leads naturally to dialogue and active learning.

Peer-Led Team Learning: Evaluation, Dissemination, and Institutionalization of a College Level Initiative: Evaluation, Dissemination, and Institutionalization of a College Level Initiative

Gafney, Leo.


Peer-Led Team Learning (PLTL) is one of the success stories resulting from the National Science Foundation's investment in educational innovation. Gafney and Varma-Nelson provide a coherent, tour-de-force look at the in-depth research that has been carried out, not only to understand the effect of PLTL on student learning, but also to understand the nature of the pedagogical method itself.  This monograph is a jam-packed, one-stop destination for anyone who wants to learn what it means to understand a widespread pedagogical development in post-secondary science education

Collaborative learning techniques : a handbook for college faculty

Elizabeth F. Barkley, Claire Howell Major, K. Patricia Cross

LB1032 .B318 2014


Collaborative Learning Techniques is the bestseller that college and university faculty around the world have used to help them make the most of small group learning.

A mountain of evidence shows that students who learn in small groups together exhibit higher academic achievement, motivation, and satisfaction than those who don′t. Collaborative learning puts into practice the major conclusion from learning theory: that students must be actively engaged in building their own minds. In this book, the authors synthesize the relevant research and theory to support thirty–five collaborative learning activities for use in both traditional and online classrooms.