Using the metaphor of "design studios," this article offers an example of how a professor implemented a problem-solving-through-design model. Based on this example, professors can redistribute resources and reconsider the role of both students and professors to support "design" as a method of problem solving. (SWM)

Suggests that professors may want to help students think carefully about their own thinking. This article offers a practical approach that professors can use to help individual students and students within classrooms think metacognitively about their problem-solving efforts. (SWM)

Discusses how to transform a college department into a team of people who support and trust each other, thereby not only revitalizing faculty members as their value is affirmed but also increasing their contributions to the department and institution. (EV)

Uses a question-and-answer format to define three distinct areas of assessment in Web-based instruction (monitoring student progress, promoting learning, and evaluating course effectiveness) and to identify the tools with which to conduct these assessments. (EV)

Discusses the nature of chatrooms and bulletin boards, two popular Web site environments, and suggests a practical way that professors can apply grading rubrics to evaluate participation level and quality of student work submitted on-line. (EV)

Explains how professors can either "mark the screen" or use separate attachments in the grading process for on-line assignments. Discusses e-mail as the analogue of face-to-face conferencing for providing feedback. (EV)

Identifies five principles for grading the products of student collaboration in on-line courses, derived from a survey of on-line instructors: thoroughly structure the project, construct the groups and match membership, monitor and communicate effectively, evaluate consistently, and evaluate the many as one. Offers a cautionary note on handling…

Draws on experience using on-line technology during the field experience of a teacher education course to offer guidelines on assessment. They include: assessment procedures need to be delineated and communicated up front to students, professors must make sure students are secure with the technology, and the professor must model all the procedures…

Explores key concepts, resources, and strategies that can greatly strengthen the ability of on-line curricular offerings to accommodate learners with a wide range of disabilities. (EV)

Asserts that professors can make effective use of electronic folios (e-folios) to enhance their students' learning and facilitate their own process of responding to student work. Maintains that e-folios have unique navigational advantages, are generally easier to maintain and share than traditional portfolios, and encourage students to develop…

Advises professors with limited technological experience on how to use features of their existing computer networks to communicate assessment expectations to their on-line students. Explains how e-mail and Web postings can serve this purpose. (EV)

Explores user interface and instructional design of on-line materials. Examines such criteria as accessibility, aesthetic appeal, consistency and layout, customizability and maintainability, help and support documentation, intimacy and presence, and metaphors and maps. (EV)

Warns that the effectiveness of on-line assessment can be mitigated by several factors: unrealistic appraisal of the potential of on-line education, enforcement of a code of conduct, computer and telecommunication skills bias, and other limitations of on-line media. (EV)

Illustrates how the scholarship of teaching could be assessed, recognized, and rewarded, addressing both formative and summative evaluations. Addresses the question of who should determine the standards and criteria by which to review and critique the scholarship of teaching and whether studies in the scholarship of teaching should be required to…

Offers suggestions on how the scholarship of teaching could be built into graduate and faculty development programs, and introduces a model that could serve as a framework for courses on learning to teach in higher education. (EV)