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Virginia S. Lee, University of North Carolina-Chapel Hill
Relating Student Experience to Courses and the Curriculum
This essay offers a rationale for incorporating students’ personal experience into the curriculum and techniques for doing so to facilitate both cognitive and affective curricular objectives.

Ronald Teeples and Harvey Wichman, Claremont McKenna College
The Critical Match Between Motivation to Learn and Motivation to Teach.
Student motives to learn cannot be effectively understood as something independent of prevailing pedagogies, which are shaped by motives to teach. The authors discuss bringing these two aspects of motivation into closer congruence.

Nancy Van Note Chism, The Ohio State University
Developing a Philosophy of Teaching Statement.
Suggestions are presented for preparing a statement about one’s philosophy of teaching in relationship to the preparation of a teaching portfolio. Included are ideas on developing several common components of such statements.

Judith and Calvin Kalman, Concordia University
>Writing to Learn.
The authors explain a technique that discourages the viewing of material as an agglomeration of disembodied facts and fosters students’ awareness of the concepts underlying the topics being discussed.

Barbara Duch, Deborah Allen, and Hal White, University of Delaware
Problem-based Learning: Preparing Students to Succeed in the 21st Century. College graduates who can think critically, solve complex problems, communicate clearly, and work effectively in teams will be prepared for the challenges of the 21st century. Problem-based learning (PBL) helps students develop these crucial skills.

Nancy A. Diamond, University of Illinois
Adding On-line Computer Methods to Your Repertoire of Teaching Strategies. 
On-line teaching methods offer interesting strategies for teaching whatever you already want to teach. This essay describes a broad range of on-line methods and details the elements necessary for their optimal use.

Larry Michaelsen, University of Oklahoma
Keys to Using Learning Groups Effectively.
Irrespective of such factors as subject matter and class size, small group work can produce positive motivational and learning outcomes. The key is appropriately managing the variables discussed in this essay.

Roger G. Baldwin, College of William and Mary
Academic Civility Begins in the Classroom.
Values and traditions supporting academic civility are learned in the classroom. This essay discusses the role of the college professor in promoting civil discourse and nurturing overall academic civility.