Library Catalogue

The Faculty Development Center Library has over 900 books on teaching and learning. Come visit the center to browse the shelves or browse our online catalogue at LibraryThing.

Browse the FDC's online library catalogue.


Book Spotlights

Check out some of the interesting books that are available for you to borrow.


 

Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online

Summary

Keep students engaged and actively learning with focused, relevant discussion

Second only to lecture as the most widely used instructional strategy, there's no better method than classroom discussion to actively engage students with course material. Most faculty are not aware that there is an extensive body of research on the topic from which instructors can learn to facilitate exceptional classroom discussion. Discussion in the College Classroom is a practical guide which utilizes that research, frames it sociologically, and offers advice, along with a wide variety of strategies, to help you spark a relevant conversation and steer it toward specific learning goals.

Applicable across a spectrum of academic disciplines both online and on campus, these ideas will help you overcome the practical challenges and norms that can undermine discussion, and foster a new atmosphere of collaborative learning and critical thinking. Higher education faculty are increasingly expected to be more intentional and reflective in their pedagogical practice, and this guide shows you how to meet those expectations, improve student outcomes, and tackle the perennial problem of lagging engagement.

Thoroughly grounded in the scholarship of teaching and learning, this book gives you concrete guidance on integrating discussion into your courses. You'll learn to:

  • Overcome the challenges that inhibit effective discussion
  • Develop classroom norms that facilitate discussion
  • Keep discussion focused, relevant, and productive
  • Maximize the utility of online student discussions

The kind of discussion that improves learning rarely arises spontaneously. Like any pedagogical technique, careful planning and smart strategy are the keys to keeping students focused, engaged, and invested in the conversation. Discussion in the College Classroom helps you keep the discussion applicable to the material at hand while serving learning goals.

Reviews

“Jay Howard’s Discussion in the College Classroom opened my academic eyes to be sensitive to teaching better. I had fallen into the trap – I assumed that because there were no questions the students had listened to and processed everything that I had said. Howard calls this “civil attention,” something that the author claims has become common in college classrooms across the country.”

“The author has a lot of insight into the mind of a college instructor, and so I felt very seen while reading this book. I think my biggest takeaway was that if I want my students to participate more in classroom discussion, I have to plan it. I would definitely recommend this book to anyone looking”

“When a classroom discussion goes well, it can feel almost magical—students are engaged and willing to speak up, and they are experiencing the kind of learning that will last them a lifetime. Excellent discussion need not be rare. Discussion in the College Classroom is a guide to creating that meaningful learning experience every time.”


 Previous Book Spotlights

  • The Happiness Hypothesis: Putting Ancient Wisdom and Philosophy to the Test of Modern Science Expand dropdown
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    The Happiness Hypothesis is a book about ten Great Ideas. Each chapter is an attempt to savor one idea that has been discovered by several of the world's civilizations—to question it in light of what we now know from scientific research, and to extract from it the lessons that still apply to our modern lives and illuminate the causes of human flourishing. Award-winning psychologist Jonathan Haidt shows how a deeper understanding of the world's philosophical wisdom and its enduring maxims—like "do unto others as you would have others do unto you," or "what doesn't kill you makes you stronger"—can enrich and transform our lives. 

    Reviews

    The Happiness Hypothesis is a wonderful and nuanced book that provides deep insight into the some of the most important questions in life--Why are we here? What kind of life should we lead? What paths lead to happiness? From the ancient philosophers to cutting edge scientists, Haidt weaves a tapestry of the best and the brightest. His highly original work on elevation and awe--two long-neglected emotions--adds a new weave to that tapestry. A truly inspiring book." -David M. Buss, author of The Evolution of Desire: Strategies of Human Mating

    "Haidt's remedy for the modern glut of frivolous self-help literature is to review and revise the classics, examining the ideas of thinkers like Plato, Buddha and Jesus in light of modern research into human behavior. Along the way, Haidt, a social psychologist, provides practical advice for parenting, romance, work and coping with the political and cultural divisions currently preoccupying the country. The new science he outlines mostly confirms ancient wisdom, but Haidt finds several instances where the two disagree, suggesting that the surest path to happiness is to embrace and balance both old and new thinking." -Psychology Today

    "In this beautifully written book, Jonathan Haidt shows us the deep connection that exists between cutting-edge psychological research and the wisdom of the ancients. It is inspiring to see how much modern psychology informs life's most central and persistent questions." -Barry Schwartz, author of The Paradox of Choice: Why More Is Less

    "The most brilliant and lucid analysis of virtue and well-being in the entire literature of positive psychology. For the reader who seeks to understand happiness, my advice is: Begin with Haidt."  -Martin E.P. Seligman, University of Pennsylvania and author of Authentic Happiness

  • Helping College Students in Distress: A Faculty Guide Expand dropdown
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    Summary

    This important resource draws from counseling and higher education professionals’ insights to unpack real-life dilemmas of students in distress both inside and outside the classroom, while providing readers with essential tools and recommendations for assisting distressed students. The chapters in Part I examine the impact of emotional and mental health on the college campus, what college campuses are doing to address students’ emotional and mental issues, the potential legal implications when dealing with students, and how faculty can and should approach this challenging topic. Each chapter in Part II includes a case narrative, along with a "Takeaways" section, which outlines and delineates the primary points faculty should consider when facing similar episodes involving distressed students. A "Questions for Reflection" section provides an opportunity for the reader to apply knowledge, reflect on their decision-making, and generate ideas individually or with peers. Helping College Students in Distress is a roadmap providing direction and examples of best practices for Higher Education faculty on the "front lines" in academia.

    Reviews

    It would be particularly fitting for college and university departments to provide this guide to faculty at the beginning of a semester or as part of the new faculty onboarding process to show institutional solidarity and support in assisting students. Overall, anyone who is currently helping distressed students or is interested in fostering their helping skills and competencies would likely consider this text a must-have addition to their office and would want to keep it easily accessible.

    -Tabitha Epperson-Graham, Journal of Faculty Development

  • Asked and Answered: Dialogues on Advocating for Students of Color in Mathematics Expand dropdown
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    From the hosts of the podcast Mathematically Uncensored and inspired by the authors’ work on creating and leading professional development programs that bring together mathematics/math education faculty and K-12 STEM educators throughout the United States, the book “Asked and Answered: Dialogues On Advocating For Students of Color in Mathematics” provides the reader with a window into the process of going from a bystander to an advocate for students of color in mathematics. Covering 5 Dialogues between the authors, the content is raw, emotional, humorous, and real. Readers should expect to be challenged and unsettled, as oftentimes the authors directly address the readers in multiple calls to action while guiding them in self-reflection. - From Amazon book description

    Reviews

    "The book is "easy" to read since you are really listening to an authentic conversation between the authors. It is also incredibly engaging, there are writing prompts before and after each dialog, and the reader is being addressed personally in the text. It is almost as if you are "there." I have read/heard other work on white privilege and racism before - so there weren't necessarily new big ideas for me BUT there were many small ideas about what I (a white mathematician) could do and how. It was a great motivation and inspiration to do better.” - Christine von Renesse, Amazon review

    “This book is broken up into dialogues, and one of the reasons I love this book is its thoughtful pre- and post-dialogue reflections. If you are committed to supporting students of color in your math department, this is a practical and worthy book to work through. The authors have created an incredible resource for the community, and I can't recommend it highly enough!” - C. R. Gibbons, Amazon Review

  • What Universities Owe Democracy Expand dropdown
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    Universities play an indispensable role within modern democracies. But this role is often overlooked or too narrowly conceived, even by universities themselves. In What Universities Owe Democracy, Ronald J. Daniels, the president of Johns Hopkins University, argues that—at a moment when liberal democracy is endangered and more countries are heading toward autocracy than at any time in generations—it is critical for today's colleges and universities to reestablish their place in democracy.

    Drawing upon fields as varied as political science, economics, history, and sociology, Daniels identifies four distinct functions of American higher education that are key to liberal democracy: social mobility, citizenship education, the stewardship of facts, and the cultivation of pluralistic, diverse communities. By examining these roles over time, Daniels explains where colleges and universities have faltered in their execution of these functions—and what they can do going forward.

    Looking back on his decades of experience leading universities, Daniels offers bold prescriptions for how universities can act now to strengthen democracy. For those committed to democracy's future prospects, this book is a vital resource.

    Reviews

    "American colleges and universities are being tested like never before in their commitment to inquiry and dialogue that is as open as it is diverse. As the son of a Jewish refugee who fled Poland in 1939, Ron Daniels' insights on the essential role of colleges in a democracy ring with particular power. He offers a compelling history of the important relationship between higher education and democratic values—and a path forward to strengthen both."

    — Michael R. Bloomberg, founder of Bloomberg LP and Bloomberg Philanthropies / Mayor of New York, 2002–2013

    "Weaving personal history with his passion for democracy, Daniels has crafted a beautifully written story of the essential role of universities in maintaining and reinforcing fairness and justice in America. To discover the new role universities must play in the contest between liberal and illiberal ways of thought, and how institutions of higher learning need reform, read this essential book. There is no other like it."

    — Jonathan R. Cole, author of The Great American University: Its Rise to Preeminence, Its Indispensable National Role, Why It Must Be Protected

    "Daniels rivets attention on the obligation of universities when democracy is in global retreat and provides specific, illustrative changes needed not just to improve education and research but to tackle mounting distrust of journalism and science, and intolerance toward people with different views. Hopeful despite the clear-eyed account of profound challenges, this book is essential for any who care about the prospects for social trust, truth-seeking, and the promise of America."

    — Martha Minow, author of Saving the News: Why the Constitution Calls for Government Action to Preserve Freedom of Speech

    "Daniels makes an important contribution to not one but two urgent and topical subjects: the weakening of American self-governance and the overall role of higher education in countering that dangerous trend. One hopes that Daniels's sterling academic reputation, and that of his institution, leads to a wide readership."

    — Mitch Daniels, President of Purdue University - Washington Post

  • Engaging Student Voices in the Study of Teaching and Learning Expand dropdown
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    This book addresses the all-important dimensions of collaboration in the study of learning raised by such questions as: Should teachers engage students directly in discussions and inquiry about learning? To what extent? What is gained by the collaboration? Does it improve learning, and what do shared responsibilities mean for classroom dynamics, and beyond?

    Practicing what it advocates, a faculty-student team co-edited this book, and faculty-student (or former student) teams co-authored eight of its eleven chapters.

    The opening section of this book explores such dimensions of student voices in the scholarship of teaching and learning (SoTL) as power and authority in the classroom, collaborative meaningmaking, and the role of students as both learners and experts on their own learning. It opens up the process of knowledge-building to a wider group of participants, and expands our conception of who has expertise to contribute – for instance recognizing students’ “insider” knowledge of themselves as learners.

    The case studies in the second half of the volume illustrate how these concepts play out inside and outside the classroom when students shift from serving as research subjects in a SoTL study to working as independent researchers or as partners with faculty in such work as studying curricular design/redesign, readings, requirements, and assessment.

    Review

    "Engaging Student Voices in the Study of Teaching and Learning illustrates the pedagogical power of extending the teaching and learning relationship to form an engaged and interactive partnership inside and outside the classroom. Not only does this book ground the practices of engaging students in developing and implementing the learning process theoretically, it illustrates the successes and challenges of establishing a shared responsibility for conceptualizing and constructing knowledge and ways of knowing. A must read for those teachers seeking to increase student engagement and to enhance each student's self-authorship in the learning process.

    --Barbara Mae Gayle, Academic Vice President

  • Relationship-Rich Education: How Human Connections Drive Success in College

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    What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions.

    In Relationship-Rich Education, Felten and Lambert demonstrate that, for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education.

    Reviews

    Full of numerous examples of enacting relationship-rich environments, this book marshals a broad range of evidence to make a coherent argument about the importance of relationships while offering specific ways in which they can be enhanced at an individual, departmental, and institutional level. Relationship-Rich Education will resonate with higher education practitioners.

    — Nicholas A. Bowman, University of Iowa, coauthor of How College Affects Students: 21st Century Evidence That Higher Education Works

    The content of this impressively researched book has the potential to transform institutional culture. The voices of these students grabbed me in powerful ways, enabling me to understand more deeply the value of rich relationships to undergraduate success across institutional types and student status.

    — Louis Albert, Arizona State University

    Education luminaries Peter Felten and Leo M. Lambert challenge us never to forget that undergraduate education is at heart a relational enterprise. Relationship-Rich Education offers a cogent practitioner's guide to the art of teaching and mentorship—and a stern challenge to institutional leaders to prioritize and celebrate relationship-rich cultures. A game-changer in higher education.

    — W. Brad Johnson, United States Naval Academy, author of On Being a Mentor: A Guide for Higher Education Faculty

    This book takes an innovative approach to student success interventions, focusing on the essential role of relationships in shaping student experience and long-term success. The book includes numerous and detailed examples of how to create relationship-rich environments and incorporates the voices of faculty, staff, administrators, and students to bring its big ideas to life.

    — Adrianna Kezar, Pullias Center for Higher Education / Delphi Project on Changing Faculty and Student Success, University of Southern California, coauthor of The Gig Academy: Mapping Labor in the Neoliberal University

  • Small Teaching Online: Applying Learning Science in Online Classes

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    The concept of small teaching is simple: small and strategic changes have enormous power to improve student learning. Instructors face unique and specific challenges when teaching an online course. This book offers small teaching strategies that will positively impact the online classroom. 

    This book outlines practical and feasible applications of theoretical principles to help your online students learn. It includes current best practices around educational technologies, strategies to build community and collaboration, and minor changes you can make in your online teaching practice, small but impactful adjustments that result in significant learning gains.

    • Explains how you can support your online students

    • Helps your students find success in this non-traditional learning environment

    • Covers online and blended learning

    • Addresses specific challenges that online instructors face in higher education

    Small Teaching Online presents research-based teaching techniques from an online instructional design expert and the bestselling author of Small Teaching.

    Reviews

    "For anyone teaching online—novice or seasoned—Small Teaching Online is a must-read! Darby expertly combines educational research and her expertise as an instructional designer to suggest practical solutions to challenges faced in the online environment in bite-sized chunks that don't overwhelm."—MEL YOUNG, Teaching and Learning Innovation Hub, Cambrian College, Blogger, disruptivepedagogy.ca

    "Any professor would find this book useful, whether you teach entirely online, in a flipped classroom, or just want your course website to be more than a folder of readings. Flower Darby mixes her rich experience as a teacher and learner with a careful review of the most current literature to bring us a work that's deep with context and immediately applicable."—JOSEPH M. MURPHY, Director of the Center for Innovative Pedagogy, Kenyon College

    "The work of teaching is hard. Coupled with the often-uncharted paths involved in teaching online, it can feel downright discouraging. Enter Small Teaching Online. It is a practical guide to help us design our online classes to support learning, be more experimental in our pedagogy, give effective feedback, help students persist, and create more authentic connections. This book helps us see how we can continue to iterate one small step at a time toward excellence in online teaching."—BONNI STACHOWIAK, Director, Institute for Faculty Development, Vanguard University; host,Teaching in Higher Ed podcast

    "What faculty members teaching online need most of all are research-based, but very practical strategies they can use in their online learning environments tomorrow. Darby and Lang's book, chock full of great ideas that faculty can use right away, is just the resource we have all been looking for."—LARRY GALLAGHER, Former Director of Faculty Professional Development at Northern Arizona University

  • Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom

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    Do you feel prepared to initiate and facilitate meaningful, productive dialogues about race in your classroom? Are you looking for practical strategies to engage with your students?

    Inspired by Frederick Douglass's abolitionist call to action, “it is not light that is needed, but fire”, Matthew Kay has spent his career learning how to lead students through the most difficult race conversations. Kay not only makes the case that high school classrooms are one of the best places to have those conversations, but he also offers a method for getting them right, providing candid guidance on:

    • How to recognize the difference between meaningful and inconsequential race conversations.
    • How to build conversational “safe spaces,” not merely declare them.
    • How to infuse race conversations with urgency and purpose.
    • How to thrive in the face of unexpected challenges.
    • How administrators might equip teachers to thoughtfully engage in these conversations.

    With the right blend of reflection and humility, Kay asserts, teachers can make school one of the best venues for young people to discuss race.

    Reviews

    "I found myself thinking, 'How different would the field of education be if Matt Kay had advised John Dewey? How different would I be if Matt Kay had been my teacher?' The answer: radically so. He is that important, and his work on race is that essential."​—Cornelius Minor

    "I can’t recommend this book highly enough for its scaffolding and stories on how to create a classroom culture that supports serious conversations about difficult topics....Having read this book, in many ways I feel I can’t return to the teacher I was....This is not a book to be skimmed in one sitting, but instead to be digested, then acted upon."—Sarah Cooper, Middleweb

    “This is the book we need to shift the "tried and tired" practice of touting empty rhetoric about race to a practice that puts us firmly on a pathway toward achieving racial equity. Matt is a master facilitator and shares the tools every teacher needs to hone their practice to make conversations about race commonplace.”—Sonja Cherry Paul

    “Not Light, But Fire is a masterful combination of pedagogy and critical consciousness. It is impossible to come out on the other side of this book without experiencing some sort of growth. It was like Matthew had watched videotapes of my most ineffective teaching moments and devised a plan to help me improve. I’d been that teacher who engaged in privilege walks and shock pedagogy in the misguided belief that this would help my students engage with race. I had watched my classroom discussions flounder, unaware that I was setting my bar too low and staying away from the ‘hard problems.’ Thank goodness Matthew Kay is willing to share his own path and his own knowledge with folks like me. Every chapter contains relatable anecdotes, instructional strategies, and incisive commentary. Matthew Kay pushes us to see ourselves and our students as scholars, critical thinkers capable of high-level discourse. In an ideal world, my teacher training would have prepared me for the ethical and professional challenges I (and any teacher) face on a daily basis. But it didn’t. For that and other reasons, I am profoundly grateful that this book exists.”—Peter Anderson

  • Teaching as Community Property: Essays on Higher Education

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    For almost two decades, acclaimed education scholar and current president of The Carnegie Foundation for the Advancement of Teaching, Lee S. Shulman has been bringing uncommon wit, passion, and vision to issues of teaching and learning in higher education. Teaching as Community Property brings together a brilliant collection of Shulman's papers and presentations since 1987, giving readers a unique window into his ideas and proposals for the improvement of teaching and learning in higher education. What emerges is a vision of Shulman's overarching agenda--to improve the quality of teaching for all students by making teaching a more respected dimension of all the disciplines and professional fields.

    Reviews

    “The globalization and diversity of today’s college students demand that higher education better prepare them to successfully meet the challenges of the 21st century. These students are increasingly diverse in many ways, including in physical, developmental, and intellectual abilities. Teaching as Community Property by Lee S. Shulman not only gives us answers, but guides us in asking the right questions. It maps out a highly creative and cogent path for the academy to reinvent itself and offers a fine blueprint for developing the excellent teaching faculties necessary to educate this student population." -  Lynne McVey, Salve Regina University

    “Lee Shulman requires us to do our best thinking in response to his inspiring and insightful ideas on teaching and learning. He provokes deep reflection on our assumptions, concepts, visions, and understandings about how we learn. He is a constantly self-sustaining reservoir upon which we all draw. To have all these essays compiled in one place is a major contribution to education at all levels.” - Jody D. Nyquist, associate dean emeritus, Graduate School, University of Washington

    “Lee Shulman writes exactly as he thinks and talks, with engaging insight and richness sustained by incredible breadth and depth. This book will inform and sustain those who have devoted their lives to the academy, as well as those who seek fresh perspectives and reformed policy and practice in teaching. It should be read by all of us.” - Stanley O. Ikenberry, regent professor and president emeritus, University of Illinois

  • Universal Design in Higher Education: From Principles to Practice (2nd Ed.)

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    “Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.” -Retrieved from Harvard Education Press

    Reviews

    “Inclusion has come to higher education! More than explaining what the law requires, Burgstahler and Cory have given us a primer on how universal design in education can improve university and college life for everyone.” — Douglas Biklen, Dean of the School of Education, Syracuse University

    “Burgstahler and Corey have put together a groundbreaking, comprehensive text that brings together all the best information about the theory and practice of Universal Design (UD) and its potential in higher education. As a paradigm of inclusion, UD offers a modelfor addressing issues of equality, accessibility, and social and intellectual integration.Demonstrating the breadth and depth of this powerful model in higher education, thistext covers the application of UD in campus design, student services, faculty development, instructional technology, academic administration, and classroom instruction, from first-year courses to advanced study. “— Brenda Jo Brueggemann, Professor of English & Disability Studies, The Ohio State University

    “It is wonderful to have one book that explains and gives illustrations of Universal Design in one fell swoop! I’ve read and re-read descriptions of what UDL is, but am always left wondering how to put it into action. This books answers that question.” — Judy Elimelech, Coordinator of Disability Services, Missouri Southern State University

    “This book makes a compelling case for adopting universal design in all postsecondary offerings in order to support a diverse educational community and an inclusive approach to academic excellence. There is something here for everyone.”— Michael K. Young, President of the University of Washington

  • Teaching to Transgress: Education as the Practice of Freedom Expand dropdown
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    In Teaching to Transgress, bell hooks--writer, teacher, and insurgent black intellectual--writes about a new kind of education, education as the practice of freedom.  Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal. bell hooks speaks to the heart of education today: how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom? Full of passion and politics, Teaching to Transgress combines a practical knowledge of the classroom with a deeply felt connection to the world of emotions and feelings. This is the rare book about teachers and students that dares to raise questions about eros and rage, grief and reconciliation, and the future of teaching itself.

    Reviews

    "After reading Teaching to Transgress I am once again struck by bell hooks's never-ending, unquiet intellectual energy, an energy that makes her radical and loving." -- Paulo Freire

    “Criticizing the teaching establishment for employing an over-factualized knowledge to deny and suppress diversity, hooks accuses colleagues of using “the classroom to enact rituals of control that were about domination and the unjust exercise of power.” Far from a castigation of her field, however, Teaching to Transgress is full of hope and excitement for the possibility of education to liberate and include.” -- Publishers Weekly

    “For those of us who do not mind her holistic rhetoric or who desperately need to refurbish the drying-out sources of professional inspiration, Teaching to Transgress, with its contagious energy and its attempts to restore dignity to classroom interactions, may be the right cure.”  --College Quarterly

  • Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning Expand dropdown
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    “Starting from new research on the body—aptly summarized as “sitting is the new smoking”—Minding Bodies aims to help instructors improve their students’ knowledge and skills through physical movement, attention to the spatial environment, and sensitivity to humans as more than “brains on sticks.” It shifts the focus of adult learning from an exclusively mental effort toward an embodied, sensory-rich experience, offering new strategies to maximize the effectiveness of time spent learning together on campus as well as remotely.

    Minding Bodies draws from a wide range of body/mind research in cognitive psychology, kinesiology, and phenomenology to bring a holistic perspective to teaching and learning. The embodied learning approaches described by Susan Hrach are inclusive, low-tech, low-cost strategies that deepen the development of disciplinary knowledge and skills. Campus change-makers will also find recommendations for supporting a transformational mission through an attention to students’ embodied learning experiences.” —Retrieved from West Virginia University Press

    Reviews

    “Beautifully written and packed full of ideas, Minding Bodies is a timely and necessary intervention that questions our long-held assumptions about sedentary teaching and learning. There is something that will enlighten any teacher on every page. This is a welcome book that is trying its best to get education back on its feet.”—Vybarr Cregan-Reid, author of Primate Change: How the World We Made Is Remaking Us

    “For too long, faculty have only focused on the education of the mind, ignoring the importance of the body in that process. SUsan Hrach’s book conveys an authentic sense of wonder and excitement about the topic, and it is a timely and relevant text for higher education faculty.”—Kathryn Byrnes, Bowdoin College

  • UNgrading: Why Rating Students Undermines Learning (and What to Do Instead) Expand dropdown
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    The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

    Reviews

    “I love this book. It undermines the mythology around grading, helping us understand that (a) grading is a construction, and a relatively recent one at that, and (b) we’d better be better off without it— as would our students.” — Paul Handstedt, author of Creating Wicked Students: Designing Courses for a Complex World

    “Nuanced and well balanced.”— Choice Reviews

  • Funding Your Research in the Humanities and Social Sciences: A Practical Guide to Grant and Fellowship Proposals Expand dropdown
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    “Grants and fellowships are increasingly essential to an academic career, and competition over federal and foundation funding is fiercer than ever. Yet there has hitherto been little training available for this genre of writing.

    Funding Your Research in the Humanities and Social Sciences demystifies the process of writing winning grant proposals in the humanities and social sciences. Offering practical guidance, step-by-step instructions, and examples of successful proposals, Walker and Unruh outline the best practices to crack the proposal writing code. They reveal the most common peeves of proposal reviewers, and offer advice on how to avoid frequent problem areas in conceptualizing and crafting a research proposal in the humanities and social sciences. Contributions from agency and foundation program officers offer the perspective from the other side of the proposal submission portal, and new research funding trends, including crowdfunding and public scholarship, are also covered.

    This book is essential reading for all those involved in funding applications. Graduate students, research administrators, early career faculty members, and tenured professors alike will gain new and effective strategies to write successful applications.” - Retrieved from official book description

    Reviews

    "Early on, the authors of this book clearly spell out their goal: "This book will walk you through the process of finding the best funding opportunities for your research and career goals" (p.14). Chapter by chapter, the book lays out the steps in the entire endeavor. The first section explores finding the proper agencies to approach and creating a plan for the proposal. The next section, the heart of the book, discusses the writing of the various sections of the proposal, and is followed by sections on collaboration, rebounding from rejection of a proposal and other print and online resources worth exploring. Given the diverse types of research funding sources in the humanities and social sciences, a key aspect of this book is its focus on understanding which agency or foundation will be most interested in a scholar’s project. A number of contributors share their real-life experiences on both sides of the process, with excerpts from actual successful proposals, which are useful additions to the text.

    This book is clearly aimed at academics and the libraries that serve them. In fact, the authors mention that having "an affiliation with an accredited institution" is necessary in almost every case. Stylistically, the authors’ decision to use the second person (you/your/yours) throughout the book reinforces their connection with and support of the readers of the work. The approach enhances the reading of the text. Highly recommended."

    American Reference Books Annual (review by Mark Schumacher, University of North Carolina Greensboro, USA)

  • Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (3rd Ed.) Expand dropdown
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    “The newly revised third edition of Engaging Ideas delivers a step-by-step guide for designing writing assignments and critical thinking activities that engage students with important subject-matter questions. This new edition of the celebrated book (now written by the co-author team of Bean and Melzer) uses leading and current research and theory to help you link active learning pedagogy to your courses' subject matter. You'll learn how to:

    Design formal and informal writing assignments that guide students toward thinking like experts in your discipline
    Use time-saving strategies for coaching the writing process and handling the paper load including alternatives to traditional grading such as portfolio assessment and contract grading
    Help students use self-assessment and peer response to improve their work
    Develop better ways than the traditional research paper to teach undergraduate reading and research
    Integrate social media, multimodal genres, and digital technology into the classroom to promote active learning
    This book demonstrates how writing can easily be integrated with other critical thinking activities such as inquiry discussions, simulation games, classroom debates, and interactive lectures. The reward of this book is watching students come to class better prepared, more vested in the questions your course investigates, more apt to study purposefully, and more likely to submit high-quality work. Perfect for higher education faculty and curriculum designers across all disciplines, Engaging Ideas will also earn a place in the libraries of graduate students in higher education.” (Summary from Amazon)

    Reviews

    “More than any single text, Engaging Ideas has had a profound and lasting influence on the writing-across-the-curriculum movement in the United States and around the world. This third edition, now written collaboratively by John Bean and Dan Melzer, promises to extend that influence with several new areas of coverage while retaining all the original features that have made it such a groundbreaking work” - Dr. Chris M. Anson, Professor and Director of Campus Writing & Speaking Program, North Carolina State University. 

    “Engaging Ideas, Third Edition, retains the very best features of John Bean’s now classic first and second editions, while adding a new coauthor, Dan Melzer, along with new pedagogies based on the most current writing research and practice. The result is even more practical nuts-and-bolts compendium of ideas to help students incorporate critical thinking into their writing. As someone who has relied on Engaging Ideas for faculty development since 1996, I know that busy faculty from every discipline will find the third edition an essential component of their work going forward.” - Martha A. Townsend, Professor Emerita, University of Missouri

  • Academic Ableism: Disability and Higher Education Expand dropdown
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    Summary

    Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and it rewrites the spaces, times, and economies of disability in higher education in order to place disability front and center. For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved. The ethic of higher education encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual, mental, or physical weakness, even as we gesture toward the value of diversity and innovation. Examining everything from campus accommodation processes, to architecture, to popular films about college life, Dolmage argues that disability is central to higher education, and that building more inclusive schools allows better education for all.

    Reviews

    “Academic Ableism is a landmark book for higher education. Using disability as the frame, it is the first and only of its kind to take on structural ableism in the academy.”

    —Brenda Brueggemann, University of Connecticut  

    “For those new to the field of Disability Studies, Dolmage provides clear, authoritative definitions of terms and the opportunity to analyze, critically, what students know best and need tools to think about, their own spaces and roles. For those who are old hats, this book is game-changing.”

    — Susan Schweik, University of California, Berkeley 

     

  • Wellness Issues for Higher Education: A Guide for Student Affairs and Higher Education Professionals Expand dropdown
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    Summary

    Wellness Issues for Higher Education is an essential resource that addresses a range of student wellness issues confronting professionals in college and university settings. Organized around five dimensions of Wellness―Emotional, Social, Intellectual, Physical, and Spiritual―this book comprehensively covers key topics that contribute to students’ success in college. Each topical chapter includes proactive wellness advice, and is designed to prepare the reader to better understand the facts, issues, and strategies appropriate for addressing the issue.

    Each Chapter Features:

    • Background information, theory, and research
    • Historical and emerging issues
    • Common questions, controversies, challenging situations, and misconceptions
    • Practical applications for the campus

    This practical guide prepares practitioners to understand and deal with the wellness and health promotion issues contributing to their students’ overall success and well-being. Armed with this valuable resource, higher education and student affairs professionals can work to improve academic performance, retention, satisfaction, and quality of life. This thorough resource will guide those working at any level in residence life, student activities, orientation, health education, student leadership, advising, instruction, and other areas of student development.

    Reviews

    "Anderson provides a much-needed, timely resource for the student affairs profession. As higher education professionals continue to serve students with increasingly complex and diverse personal life experiences, Wellness Issues for Higher Education offers a broad and practical approach to supporting student success."

    --Frank E. Ross III, Vice President for Student Life, Rensselaer Polytechnic Institute

    "This book should be on the 'must read' list for not only every higher education counselor and health provider but also for every parent who sends a loved one off to college. This book provides a clear pathway to maintaining one's health and wellbeing during trying or difficult times."

    --William Modzeleski, Former Associate Assistant Deputy Secretary, Office of Safe and Drug Free Schools, U.S. Department of Education

    "This work addressed a myriad of college wellness topics that were categorized into five overarching areas: emotional, social, intellectual, physical, and spiritual. Grounded on the premise that academic performance, retention, satisfaction, and quality of life will improve for students if wellness issues are better understood and addressed, this work comes at a time where college students in fall 2010 reported the 'lowest self ratings of emotional health since 1985' (p. 6)."

    --Gerson Sanchez, Journal of Student Affairs Research and Practice

  • Flip Your Classroom: Reach Every Student in Every Class Everyday Expand dropdown
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    Summary 

    It started with a simple observation: Students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don’t need their teachers present to listen to a lecture or review content. From there, Jonathan Bergmann and Aaron Sams began the flipped classroom: Students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. What Bergmann and Sams found was that their students demonstrated a deeper understanding of the material than ever before. This is the authors’ story, and they’re confident it can be yours too.

    Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back! (Retrieved from Amazon description)

    Reviews

    “I liked Flip Your Classroom so much, I picked up four additional copies to give to my teammates as well as some other departments. Bergmann and Sams speak from extensive experience. Their insights are valuable and are packaged quite neatly in one book. If you are an instructor and interested in flipped instruction, I would definitely recommend Flip Your Classroom.  I think all disciplines can use flipped instruction.” -Stan Skrabut, Ed.D. 

    "Throughout, [Bergmann and Sams] maintain their passion about serving students, of putting kids at the front of every decision and ensuring the technology choices follow the learning goals. They are open-minded, experimental, and truly innovative in all the right ways… They take care to offer clarity of direction, to be nuanced and open-minded, allowing for nuance and for variety." -Jonathan Martin, education writer and consultant

  • Overwhelmed: How to Work, Love, and Play When No One Has the Time Expand dropdown
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    Summary

    Overwhelmed by Brigid Schulte is a book about time pressure and modern life. It is a deeply reported and researched, honest and often hilarious journey. It takes you from feeling that, as one character in the book said, time is like a "rabid lunatic" running naked and screaming as your life flies past you, to understanding the historical and cultural roots of the overwhelm. It also shows how worrying about all there is to do and the pressure of feeling like we never have enough time to do it all (or do it well) is "contaminating" our experience of time. Schulte addresses how time pressure and stress is resculpting our brains and shaping our workplaces, our relationships and squeezing the space that the Greeks said was the point of living a Good Life: that elusive moment of peace called leisure.

    Reviews

    "Overwhelmed is a time management book that's not just about how to be more productive and effective - it's about the broad and fascinating role time plays in our emotional satisfaction, our physical health, and even our notions of gender equality. The more overwhelmed you feel, the more crucial it is to take the time to read this important book." - Daniel H. Pink, author of Drive: The Surprising Truth About What Motivates Us"Every parent, every caregiver, every person who feels besieged by permanent busyness, must read this book. A new wave of research, experience, and insight is challenging deep assumptions about why we have to live and work the way we do. Overwhelmed is a wake-up call and an exhilarating prescription for change." - Anne-Marie Slaughter, president and CEO of the New America Foundation and author of Why Women Still Can't Have It All

    "Why is life so insanely busy? What happened to 'leisure' time? Tired of the modern hamster wheel, Brigid Schulte set out to find a better way to live. Her voice is delightful, her findings surprising and hopeful. Overwhelmed is a passionate, funny, very human book that reads like a detective story." - William Powers, author of Hamlet's BlackBerry: Building a Good Life in the Digital Age

  • The New Science of Learning: How to Learn in Harmony With Your Brain Expand dropdown
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    Summary

    “Recent advances in brain science show that most students’ learning strategies are highly inefficient, ineffective or just plain wrong. While all learning requires effort, better learning does not require more effort, but rather effectively aligning how the brain naturally learns with the demands of your studies. This book shows you what is involved in learning new material, how the human brain processes new information, and what it takes for that information to stick with you even after the test.

    Taking a small amount of time to read and act upon the material in this book will prove to be one of the best decisions you can make as a learner. What you discover will change the way you learn in college and will be helpful in your personal and professional life. You live in a world where you will have to be a lifelong learner, constantly updating your skills and changing jobs to compete in the global marketplace. Most college students today will have as many as 10-14 different jobs by age 38. Learning how to learn in harmony with your brain is crucial to your long-term success.

    This succinct book explains straightforward strategies for changing how you prepare to learn, engage with your course material, and set about improving recall of newly learned material whenever you need it. This is not another book about study skills and time management strategies, but instead an easy-to-read description of the research about how the human brain learns in a way that you can put into practice right away.

    Did you know neuroscientists have shown that memories are made while you sleep, and by studying right before sleeping you can make stronger memories for your information? In this book the authors explain the role that sleep, exercise and your senses play in learning; how memory works and what makes the brain pay attention; the importance of your mindset towards learning and pattern recognition; as well as new breakthroughs in brain science that can enhance your ability to learn new information and make later recall (for tests or everyday life) easier.

    This book will put you on the path to reaching your full learning potential.”- Official Book Summary

    Reviews

    “This book is meant to be put into someone’s hands in the months before they begin college, but it also serves as a useful tool for anyone contemplating returning to school after time away – adults getting ready to begin seminary, for example, after years in first or second careers – or for anyone wishing to become a “life-long learner,” whether in formal academic circles or in private life. Written in accessible language and peppered with illustrative examples, this slim volume blends common sense – such as eat a healthy, balanced diet, make time for regular exercise, get enough sleep, don’t cram – with a wide array of insights from neuroscience research and learning theory of the last fifteen years. Both authors have extensive experience and publications focused on the integration of cognitive research, biology, and learner-centered teaching: Doyle at Ferris State University and Zakrajsek in the Department of Family Medicine at UNC-Chapel Hill.” -Stanley Saunders, Columbia Theological Seminary

    “The New Science of Learning is a very concise and easy-to-read advice guide for undergraduates that is based on the findings of cognitive science research.” - Chad Raymond, Active Learning in Political Science

  • Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy Expand dropdown
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    Summary

    In Cultivating Genius, Dr. Gholdy Muhammad presents a four-layered equity framework—one that is grounded in history and restores excellence in literacy education. This framework, which she names Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The equity framework will help educators teach and lead toward the following learning goals or pursuits:

    Identity Development—helping youth to make sense of themselves and others;
    Skill Development— developing proficiencies across the academic disciplines;
    Intellectual Development—gaining knowledge and becoming smarter;
    Criticality—learning and developing the ability to read texts (including print and social contexts) to understand power, equity, and anti-oppression.
    When these four learning pursuits are taught together—through the Historically Responsive Literacy Framework - all students receive profound opportunities for personal, intellectual, and academic success. Muhammad provides probing, self-reflective questions for teachers, leaders, and teacher educators as well as sample lesson plans and text sets (across grades and content areas) that are culturally and historically responsive. In this book, Muhammad presents practical approaches to cultivate the genius in students and within teachers. (Description drawn from Amazon and Scholastic)

    Reviews

    “Cultivating Genius is a timely, important, and educator friendly book that is needed now more than ever before. One cannot fully engage the power of what is available through culturally responsive lesson planning without applying Dr. Muhammmad’s brilliant and innovative framework. This practical guide illuminates and translates theory in ways that will help educators bring out the change needed in literacy classrooms-- change that culturally responsive sustaining pedagogies promise. In a sentence; This is the book we in the teacher education literacy field have been waiting for.” -Yolanda Sealy-Ruiz, Associate Professor of English Education, Teachers College, Columbia University

    “THIS IS THE BOOK I’VE BEEN LOOKING FOR MY ENTIRE TEACHING CAREER! Dr. Gholdy Muhammad connects the excellence of the past, Black literary societies, to how we need to teach for our Black and Brown (and all) students today. I’m so sick of teaching skills, skills, and more skills. That’s not what literacy is about. Literacy is about being human, figuring out who we are, knowing our world, and critiquing our world to make it a better place for everyone. Literacy is action. Literacy is love. We can do better for our students, and we can do it now. Dr. Muhammad shows us the way through her genius, excellence, love, and honesty.”- Allison Sirvory, Goodreads review

    “Any unit of study or lesson plan can be created using this framework across all disciplines of study. We urge you to pick up this amazing book. Dr. Gholdy Muhammad provides multiple examples and lesson plans to walk you through the whole process and teach how to implement this framework into your own classroom.” -The Teaching Distillery

  • Teaching Environmental Literacy: Across Campus and Across the Curriculum Expand dropdown
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    Summary

    Environmental studies and awareness is typically taught or denoted as something each individual must work on themselves, whether it be researching climate change or consciously monitoring your carbon footprint. Teaching Environmental Literacy, edited by Heather L. Reynolds, Eduardo S. Brondizio, and Jennifer Meta Robinson, offers guidance on preparing students to face today’s environmental challenges by incorporating environmental literacy in the classroom. The book is split into a model for grassroot, core learning goals revolving around environmental literacy, strategies for teaching environmental literacy, and environmental literacy beyond classrooms and across campus. It seeks to change the narrative surrounding environmental literacy to one that prioritizes it on campuses and curricula as a core learning goal across disciplines. The book showcases how environmental literacy can be taught/incorporated in a variety of disciplines and is organized accordingly: from “Environmental Justice and Sense of Place (Law)” to “Economics and Sustainability (Economics)”, scholars in almost any field can find a way to endorse environmental awareness and work towards a better planet through the engaging topics covered in this book. 

    Reviews

    What makes Teaching Environmental Literacy noteworthy is its coherence and accessibility. . . . Providing useful overviews of topics such as ecosystem services, population, and sense of place, the authors focus on specific disciplines as well as cross-disciplinary topics. While not designed as a how-to guide, Teaching Environmental Literacy would serve well any institution seeking to implement revisions to the curriculum―or individuals looking to create or revise courses that foreground environmental literacy. 

    ― Interdisciplinary Studies in Literature and Environment

    Anyone reading this book will walk away with ideas for how to address the most critical issue of the 21st century in his or her classroom. For that reason, I recommend this book for a much larger audience than college and university faculty. Even educators who work with our youngest children will find fodder in this book for self-reflection about what, why, and how to teach. I recommend it for teachers of all stripes who work to promote a sustainable future for our children.

    ― National Science Teachers Association

    This collection is an invaluable resource for developing integrated, campus-wide programs to prepare students to think critically about, and to work to create, a sustainable society. 
    ― Abstracts of Public Administration, Development, and Environment