Center for Educational Innovation

Academic Affairs and Provost

Resources and Credits


Conin Jones, L. L. (2002). Are lectures a thing of the past? Journal of College Science Teaching, 32 (7), 453-457. Includes ten "worthwhile considerations" important to lecture planning, organization, and delivery. Especially useful reminders about teaching note-taking skills and keeping content relevant to help manage classroom time. Applicable to lectures across disciplines.

Davis, James R. (1993). Better Teaching, More Learning: Strategies for Success in Postsecondary Settings. Phoenix: Oryx Press. Examines subject matter, setting, and student diversity in deciding how and when to undertake certain teaching strategies. One chapter, "Lecturing and Explaining," explores the roles of cognitive psychology, information processing, and memory in the ways students learn visual and auditory detail conveyed during lectures.

Edwards, Helen, Brenda Smith, and Graham Webb, eds. (2001). Lecturing: Case Studies, Experience and Practice. London: Kogan Page. 17 case studies–narratives by teachers across disciplines at universities in the U.S., the U.K., and Australia–address (among other topics) ways to challenge students, teach sensitive content, introduce small group study, and deal with disruptive behavior in large classrooms. Opens with examination of current lecture literature and ends with eight insights drawn from connections between the case studies.

Godev, Concepcion B., Olga Gallego, and Kimberly Boys. (Spring 2002). "Changing an Old Concept: Mini-Lectures in a Content-Based Classroom." Northeast Conference Review, (50), 36-41. Examines the use of lectures in content-based foreign language instruction. Presents the mini-lecture as an alternative to traditional lecture style and includes appendices of activities and scripts to help teachers design their own mini-lectures.

Morrison, Gary M., Steven M. Ross, and Jerrold E. Kemp. (2004). Designing Effective Instruction. John Wiley & Sons. Addresses ways to make lectures more effective. Chapter 9, "Developing Instructional Materials," lists the format's strengths, limitations, application methods, and components of good lectures.

Nilson, Linda. (2003). Teaching at Its Best. Bolton, MA: Anker. Chapter 14, "Making the Lecture a Learning Experience," addresses the role of motivation (for students and instructors) in lectures, includes practical options for active learning exercises, and ends with a great list of "29 Lecture Note-Taking Tips for Students."

Stanley, Christine A. and M. Erin Porter. (2002). Engaging Large Classes: Strategies and Techniques for College Faculty. Bolton, MA: Anker. Comprehensive, utterly readable book that divides content into two sections. Identifies "key concepts" such as engaging students, incorporating technology, promoting civility, and assessing courses and presents methods of applying concepts to lecture classrooms across disciplines.


The Lecture Master Teaching Program, Georgia State University. Describes major lecture types (expository, recitation, interactive) and strategies for planning, organizing, and presenting content effectively. Tailors some advice to teaching undergraduate business students. Includes list of (historical) additional readings.

Stay Connected