CETL is continuing to build a library of titles of interest to be used by faculty members and graduate students. If you would like to borrow any of the following books or videos, please contact Stacey Valliere, firstname.lastname@example.org (860-486-2686), we are located in ROWE 331.
Books and videos are due back in 30 days.
30 Days to Better Thinking and Better Living Through Critical Thinking: A Guide for Improving Every Aspect of Your Life, Linda Elder & Richard Paul – (1)
Better critical thinking can transform your life and help you improve every decision you make! Now, in just 30 days, master specific, easy-to-learn critical thinking techniques that help you cut through lies, gain insight, and make smarter choices in every area of your life — from work and money to intimate relationships. World-renowned critical thinking experts Dr. Linda Elder and Dr. Richard Paul show how to overcome poor thinking habits caused by self-delusion or out-of-control emotions… clarify what you really want… recognize what you don’t know… ask better questions… resist brainwashing, manipulation, and hypocrisy… critically evaluate what you’re told by advertisers, politicians, your boss, and even your family… avoid worrying, conformism, and blame. Every day, you’ll focus on a specific thinking habit, mastering practical strategies for achieving results, tracking your progress, gaining confidence, and getting smarter! Expanded, improved, and easier to use
Active Learning: Cooperation in the College Classroom, David W. Johnson, Roger T. Johnson, Karl A. Smith – (1)
Adding Some Tec-Variety: 100+ Activities for Motivating and Retaining Learners Online, Curtis J. Bonk and Elaine Khoo – (1)
Appreciative Inquiry Handbook for Leaders of Change, 2nd Edition, David L. Cooperrider, Diana Whitney and Jacqueline M. Stavros – (1)
Appreciative Inquiry Handbook explains in-depth what AI is and how it works, and includes stories of AI interventions and classic articles, sample project plans, interview guidelines, participant worksheets, a list of resources, a glossary of terms, and more
Appreciative Inquiry in Higher Education: a Transformative Force, Jeanie Cockell, and Joan McArthur-Blair – (1)
Asking Questions: The Definitive Guide to Questionnaire Design- For Market Research, Political Polls, and Social and Health Questionnaires, Revised Edition, Norman Bradburn, Seymour Sudman & Brian Wansink – (1)
Since it was first published more than twenty-five years ago, Asking Questions has become a classic guide for designing questionnaires¾the most widely used method for collecting information about people?s attitudes and behavior. An essential tool for market researchers advertisers, pollsters, and social scientists, this thoroughly updated and definitive work combines time-proven techniques with the most current research, findings, and methods. The book presents a cognitive approach to questionnaire design and includes timely information on the Internet and electronic resources. Comprehensive and concise, Asking Questions can be used to design questionnaires for any subject area, whether administered by telephone, online, mail, in groups, or face-to-face. The book describes the design process from start to finish and is filled with illustrative examples from actual surveys.
Assessing Academic Programs in Higher Education, Mary J. Allen – (1)
The Art and Craft of Teaching, Margaret, Morganroth Gullette – (2)
A practical guide for everyone who must deliver a lecture, lead a discussion, assign a grade, or carry out the hundreds of tasks involved in being a successful teacher from the first day of school to the last.
The Art of Changing the Brain, James E. Zull – (2)
James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain’s functions in clear non-technical language and an engaging conversational tone, always relating them to the real world of the classroom and his own evolution as a teacher.
Beginning to Teach: A Guide for Teaching Assistants at The University of Connecticut – (1)
Campus Use of the Teaching Portfolio: Twenty-Five Profiles, American Association for Higher Education – (1)
Can Faculty Governance Survive?, Lindley J. Stiles, Edd – (1)
The Chalk Dust Collection: Thoughts and Reflections on Teaching in Colleges and Universities, Linc. Fisch – (1)
Articles that for years have delighted readers of Linc. Fisch’s column in The Journal of Staff, Program, & Organization Development are now complied in a single source. The author’s unusual perspectives, ability to make connections, and highly readable, thought-provoking style have made these articles popular material for reprinting or excerpting in The Teaching Professor and faculty newsletters on many campuses. In his short essays, Fisch spans a broad range of topics: from the first day of class to cross-country trucking, from coaching to teaching calculus, from seven great truths of teaching to Mozart — and a multitude more of interest and value
Changing Practices in Evaluating Teaching: A Practical Guide to Improve Faculty Performance and Promotion/Tenure Decisions – (1)
Cheating Lessons: Learning from Academic Dishonesty, James M. Lang – (1)
Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today’s students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try–and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots.
Choosing Civility: The Twenty-Five Rules of Considerate Conduct, P.M. Forni – (1)
Classroom Assessment for Student Learning: Doing It Right – Using It Well, Jan Chappuis, Rick Stiggins, Steve Chappuis, Judith Arter – (1)
Classroom Assessment for Student Learning, 2/e is a combination textbook and workbook grounded in research shown to increase student motivation and learning through improved classroom assessment. This user-friendly, practical book is full of real-world examples of what assessment for learning looks like in today’s classrooms. Presented in a format appropriate for use by individuals or collaborative learning teams, the book teaches two central concepts: How to create accurate classroom assessments of all types and how to integrate assessment with instruction day to day, with a focus on student involvement.
Classroom Assessment Techniques: A Handbook for College Teachers, by Thomas A. Angelo and K. Patricia Cross – (1)
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including:
- What classroom assessment entails and how it works.
- How to plan, implement, and analyze assessment projects.
- Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.
- Fifty classroom assessment techniques
- Step-by-step procedures for administering the techniques
- Practical advice on how to analyze your data
Classroom Research: Implementing the Scholarship of Teaching, K. Patricia Cross, Mimi Harris Steadman – (1)
Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning, Daniel P. Barbezat and Mirabai Bush – (1)
Contemplative pedagogy is a way for instructors to:
- empower students to integrate their own experience into the theoretical material they are being taught in order to deepen their understanding;
- help students to develop sophisticated problem-solving skills;
- support students’ sense of connection to and compassion for others; and
- engender inquiries into students’ most profound questions.
Courage After Fire: Coping Strategies for Troops Returning from Iraq and Afghanistan and Their Families – (1)
Courage After Fire offers soldiers and their families a comprehensive guide to dealing with the all-too-common repercussions of combat duty, including posttraumatic stress symptoms, anxiety, depression, and substance abuse. It details state-of-the-art treatments for these difficulties and outlines specific ways to improve couple and family relationships. It also offers tips on areas such as rejoining the workforce and reconnecting with children.
The Courage to Teach: Exploring the Inner Landscape of A Teacher’s Life, Parker J. Palmer – (1)
In The Courage to Teach, Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students—and recovering their passion for one of the most difficult and important of human endeavors.
Creating Self-Regulated Learners: Strategies to strengthen Students’ Self-Awareness and Learning Skills, Linda B. Nilson – (1)
Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them.
Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, L. Dee Fink – (1)
Fink takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students.
Creating the Future of Faculty Development: Learning From the Past, Understanding the Present, Mary Deane Sorcinelli – (1)
Declining by Degrees: Higher Education at Risk – (3)
In Declining by Degrees, leading authors and educators such as Tom Wolfe, Jim Fallows, and Jay Mathews provide us with a valuable understanding of the serious issues facing colleges today, such as budget cuts, grade inflation, questionable recruitment strategies, and a major focus on Big Time Sports. Tied to the PBS documentary of the same name, Declining by Degrees creates a national discussion about the future of higher education and what we can do about it.
Designing and Assessing Courses and Curricula: A Practical Guide, 3rd Edition, Robert M. Diamond
Developing Learner-Centered Teaching: A Practical Guide for Faculty, Phyllis Blumberg – (1)
Engaging Large Classes: Strategies and Techniques for College Faculty, Christine A. Stanley & M. Erin Porter, Editors – (2)
Essentials of College and University Teaching: A Practical Guide, Eleanor Boyle & Harley Rothstein – (1)
Essentials College and University Teaching is for all instructors who are striving to be excellent teachers. A passionate call for higher-quality post-secondary teaching, the book is an essential resource at a time when students want and expect effective instruction. Authors Eleanor Boyle and Harley Rothstein analyze and summarize the principles underlying good teaching at any academic level and in any discipline. They demonstrate how to organize, communicate, manage, and evaluate in ways that will inspire and promote genuine learning. Full of practical and usable ideas, Essentials College and University Teaching is valuable reading for professors, lecturers, graduate students, and anyone who values quality education.
Essential Questions: Opening Doors to Student Understanding, Jay McTighe and Grant Wiggins – (1)
The Essential Questions Handbook – (1)
Evaluating Faculty Performance: A Practical Guide to Assessing Teaching, Research, and Service, Peter Seldin and Assoc. – (2)
Written by experts in teaching and administration, this guide offers practical, research-based information for faculty members and administrators in search of new approaches for assessing and improving faculty potential. By recognizing that faculty evaluation can be a difficult, time-consuming, and costly process, the authors of Evaluating Faculty Performance have distilled existing evaluation practices into useful recommendations for strengthening the overall system.
Offering numerous suggestions for improving evaluation methods, assessing program weaknesses, and avoiding common problems
Evaluation Research Methods: A Basic Guide, edited by Leonard Rutman – (1)
Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, Edited by Regan A.R. Gurung, Nancy L. Chick, and Aeron Haynie – (1)
“A remarkable achievement that is sure to find its way onto everyone’s short shelf of essential books on teaching and learning. This book belongs in the hands of every beginning teacher or anyone wanting a good road map to the problems and possibilities of teaching the liberal arts.”?Lendol Calder, Associate Professor of History at Augustana College,
Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, Edited by Regan A.R. Gurung, Nancy L. Chick, and Aeron Haynie – (1)
This companion volume to Exploring Signature Pedagogies covers disciplines not addressed in the earlier volume and further expands the scope of inquiry by interrogating the teaching methods in interdisciplinary fields and a number of professions.
Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship, KerryAnn O’Meara and R. Eugene Rice – (3)
Faculty Priorities Reconsidered traces the history of the movement to redefine scholarship: examining the impact of the 1990 landmark report Scholarship Reconsidered: Priorities of the Professoriate from The Carnegie Foundation for the Advancement of Teaching, and the decade-long work of the American Association for Higher Education’s Forum on Faculty Roles and Rewards that initiated and sustained much of the work reported on here. The struggles to move beyond narrow definitions of research, to distinguish between scholarly teaching and the scholarship of teaching while acknowledging the importance of both, to encourage faculty engagement in meeting the scholarly needs of the larger civic community, and to recognize the importance of academic synthesis and integration–all elements of a broader understanding of scholarship–are addressed in this book.
Figuring Foreigners Out: A Practical Guide, Craig Storti – (1)
Can a single book prepare you to cope with cultural differences around the world? Figuring Foreigners Out: A Practical Guide can with its self-training approach! Craig Storti, author of The Art of Crossing Cultures and The Art of Coming Home,Figuring Foreigners Out is one of the few books that individuals can work through and, without the aid of a structured training program, effectively prepare for dealing with cultural differences. It is high-priority reading for anyone working with foreign cultures overseas (expatriates, diplomats, study abroad students, volunteers, missionaries or military personnal) or at home (at work, school or in the community).
Flipping the College Classroom: Practical Advice From Faculty, Barbi Honeycutt, PhD – (1)
Flipping the College Classroom is a collection of articles and practical advice for faculty who want to learn more about flipped classroom approaches. It can be read cover to cover or used as a reference guide to address frequently asked questions in flipping. The book includes everything from identifying “flippable moments”, planning flipped experiences, motivating and engaging students in the flipped context, assessing flipped learning, and selecting technologies for flipping. It concludes with “Flipped Classroom Trends-A Survey of College Faculty” and helpful examples, templates and tools to get you flipping!
Generation Me, Jean M. Twenge, Ph.D. – (1)
Called “The Entitlement Generation” or Gen Y, they are storming into schools, colleges, and businesses all over the country. In this provocative new book, headline-making psychologist and social commentator Dr. Jean Twenge explores why the young people she calls “Generation Me”—those born in the 1970s, 1980s, and 1990s—are tolerant, confident, open-minded, and ambitious but also cynical, depressed, lonely, and anxious.
A Guide to Faculty Development, Second Edition, Kay J. Gillespie, Douglas L. Robertson and Associates – (1)
A Handbook for Adjunct/Part-Time Faculty and Teachers of Adults, 6th Ed., Donald Greive – (1)
This books is designed to help adjuncts tackle the day-to-day problems associated with teaching part-time. From course planning to teaching adult students, this book offers practical suggestions, strategies and advice.
A Handbook for Teaching & Learning in Higher Education: Enhancing academic Practice, 4th Ed., Edited by Heather Fry, Steve Ketteridge, & Stephanie Marshall – (1)
The new edition reflects and responds to the rapidly changing context of higher education and to current understanding of how to best support student learning. Drawing together a large number of expert authors, it continues to feature extensive use of case studies that show how successful teachers have implemented these ideas. It includes key topics such as student engagement and motivation, internationalisation, employability, inclusive strategies for teaching, effective use of technology and issues relating to postgraduate students and student retention.
- Part 1 explores a number of aspects of the context of UK higher education that affect the education of students, looking at the drivers of institutional behaviours and how to achieve success as a university teacher.
- Part 2 examines learning, teaching and supervising in higher education and includes chapters on working with diversity, encouraging independent learning and learning gain.
- Part 3 considers approaches to teaching and learning in different disciplines, covering a full range including arts and humanities, social sciences, experimental sciences through to medicine and dentistry.
Handbook for College Teaching, W.R. Miller & Marie F. Miller – (1)
How to be a complete and utter failure in life, work and everything, Steve McDermott – (1)
How to Create and Use Rubrics: for Formative Assessment and Grading, Susan M. Brookhart – (1)
How Learning Works: 7 Research-Based Principles for Smart Teaching, Susan A. Ambrose, Michael W. Bridges – (1)
How to Teach Adults: Plan your Class. Teaching Your Students. Change the World, Dan Spalding – (1)
How People Learn: Brain, Mind, Experience, and School,Expanded Edition, National Research Council – (1)
How We Learn: The Surprising Truth About When, Where, and Why It Happens, Benedict Carey – (1)
In How We Learn, award-winning science reporter Benedict Carey sifts through decades of education research and landmark studies to uncover the truth about how our brains absorb and retain information. What he discovers is that, from the moment we are born, we are all learning quickly, efficiently, and automatically; but in our zeal to systematize the process we have ignored valuable, naturally enjoyable learning tools like forgetting, sleeping, and daydreaming. Is a dedicated desk in a quiet room really the best way to study? Can altering your routine improve your recall? Are there times when distraction is good? Is repetition necessary? Carey’s search for answers to these questions yields a wealth of strategies that make learning more a part of our everyday lives—and less of a chore.
Implementing Outcomes Assessment: Promise and Perils, Trudy W. Banta, Editor – (1)
The assessment planing committee is usually not granted the luxury of suficient time to satisfactorally resolve all its questions and concerns. The pressure to “do something” is too great to permit long delays in beginning to collect some kind of data on program effectiveness. We have used ad hoc procedures and invalid intruments because we have not had the time to seek a strong theoretical base for our work. It is time now, near the end of the initial decade of implementation, to take stock of of where we have been, what we have accomplished, and where we should go next in strengthening our approaches to assessment. Several of the authors inthis volume of New Dirctions for Institutional Research have written previously about the promise of reassessment. We have not lost sight of that feature. But herein optimism is tempered with realism. Along with the promise, some of the perils surrounding assessment are identified and discused. This is the 59th issue of New Directions for Institutional Research. For more information on the series, please see the Journals and Periodical page.
Inside the Undergraduate Teaching Experience: The University of Washington’s Growth in Faculty Teaching Study, Catherine Hoffman Beyer, Edward Taylor, and Gerald M. Gillmore – (1)
The image of college faculty members as abstracted, white-haired, tweed-jacketed professors, mumbling lectures from notes that were yellowed by twenty years of repeated use is still pervasive. In this view, college faculty care only about their research and have little connection to the students sitting passively in front of them. Inside the Undergraduate Teaching Experience directly challenges this view of today’s college faculty and serves as a guide for graduate students and new faculty who seek ways—both personal and pedagogical—to become more effective teachers.
Interdisciplinary Courses and Team Teaching: New Arrangement for Learning, James R. Davis – (1)
This book explains the benefits and pitfalls of interdisciplinary, team-taught courses and provides current, practical information on how to design and conduct them. Using examples from existing courses, he presents a convincing argument that team-taught, interdisciplinary classes are an improvement over the traditional disciplinary structure. Dr. Davis uses these examples to construct an “ideal” template for college teachers and administrators interested in implementing this innovative teaching method.
Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning, Dannelle D. Stevens and Antonia J. Levi – (1)
Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning, 2nd Edition, Dannelle D. Stevens and Antonia J. Levi – (1)
The Joy of Teaching: A Practical Guide for New College Instructors, Peter Filene – (5)
Gathering concepts and techniques borrowed from outstanding college professors, The Joy of Teaching provides helpful guidance for new instructors developing and teaching their first college courses.
Rather than prescribe any single model for success, Filene lays out the advantages and disadvantages of various pedagogical strategies, inviting new teachers to make choices based on their own personalities, values, and goals. Filene tackles everything from syllabus writing and lecture planning to class discussions, grading, and teacher-student interactions outside the classroom. The book’s down-to-earth, accessible style makes it appropriate for new teachers in all fields. Instructors in the humanities, the social sciences, and the natural sciences will all welcome its invaluable tips for successful teaching and learning.
Learning and Motivation in the Postsecondary Classroom, Marilla D. Svinicki – (1)
While the annals of educational psychology and scholarship of learning theory are vast, this book distills the most important material that the higher education faculty need, translating it into clear language, and rendering from it examples that can be readily applied in the college classroom. Understanding theory can enrich one’s own teaching by increasing efficiency and effectiveness of both the instructor and the student, promoting creativity, encouraging self-reflection and professional development, and advancing classroom research. Finally, a good grounding in theory can help faculty navigate when a student is having difficulty.
This clearly written book outlines the learning theories: cognitive, concept learning, social learning, and constructivist, as well as the motivation theories: expectancy value, attribution, achievement goal orientation, and self-determination. It then delves deeper into each one, showing how to develop rich, meaningful instruction so that students master basic information and move into deeper levels of learning.
Learning the Lectern, Dan A. McManus (2)
Life on the Tenure Track: Lessons from the First Year, James M. Lang – (3)
In this fast-paced and lively account, Jim Lang asks—and mostly answers—the questions that confront every new faculty member as well as those who dream of becoming new faculty members: Will my students like me? Will my teaching schedule allow me time to do research and write? Do I really want to spend the rest of my life in this profession? Is anyone awake in the backrow?
Make it stick: The Science of Successful Learning, Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel – (1)
Making the Most of College: Students Speak Their Minds, Richard J. Light – (1)
Richard Light interviewed 1600 Harvard students over a ten-year period to discover how to make the most of the college experience. Examining issues including collaborative selection of classes, talking productively with advisers, improving writing and study skills, maximizing the value of research assignments, and connecting learning inside the classroom with the rest of life, this book is a blueprint for academic success.
Making Teaching and Learning Visible: Course Portfolios and the Peer Review of Teaching, Daniel Bernstein, Amy Nelson Burnett, Amy Goodburn, Paul Savory – (1)
Marketplace of Ideas: Reform and Resistance in the American University, Louis Menand – (2)
Making Your Mind Matter: Strategies for Increasing Practical Intelligence, Vincent Ryan Ruggiero – (1)
Making Your Mind Matter is a practical guide to effective thinking in college and in everyday life. Critical thinking guru Vincent Ryan Ruggiero explains how and why the mind has been neglected in American education, then teaches readers how to take charge of their own mental development. Ruggiero presents a simple but powerful model-the WISE model (Wonder, Investigate, Speculate, Evaluate). This model illustrates how to overcome obstacles to thinking, resist manipulation, test ideas, analyze arguments, form judgments, analyze ethical issues, and discuss ideas courteously and effectively. This book is a brief, comprehensive, authoritative, and accessible introduction to critical thinking, perfect for all students and others interested in increasing the power of their minds.
Meaningful Course Revision: Enhancing Academic Engagement Using Student Learning Data, Catherine M. Wehlburg – (1)
A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra), Barbara Oakley, Ph.D
Minds Online – Teaching Effectively with Technology, Michelle D. Miller – (1)
The Missing Professor: An Academic Mystery, Thomas B. Jones – (7)
More Quick Hits: Successful Strategies by Award-Winning Teachers, – (1)
Motivating Teaching in Higher Education: A Manual for Faculty Development, Edwin G. Ralph – (1)
Edwin G. Ralph, Ph.D., Department of Curriculum Studies, University of Saskatchewan, has created this manual particularly for beginning instructors at the post-secondary level, who have never had previous teacher training. He not only presents the essentials of the instructional planning and implementation process, but in doing so, he provides key principles and practices that have been shown to enhance students’ motivation to learn. The manual is a distillation of key information derived from the extensive body of literature on teaching effectiveness and learning motivation, and from Ralph’s own 35 years’ experience in formal education as a researcher, a teacher (from the elementary through to the college and university levels, in both public and private institutions), a school principal, a college administrator, a career counselor, a school-district curriculum coordinator, a president of an educational publishing firm, a presenter at numerous educational conferences, a nominee and a recipient of several teaching awards, and a father of two adult children (themselves, graduate students).
Multiple Intelligences in the Classroom, Thomas Armstrong – (1)
My Freshman Year: What a Professor Leaned by Becoming a Student, Rebekah Nathan – (2)
This book shares the experiences of an anthropologist who enrolled as a freshman, moved into the dorm, ate in the dining hall, and took a full load of courses. And she came to understand that being a student is a pretty difficult job, too.
The New Science of Learning: How to Learn in Harmony With Your Brain, Terry Doyle and Todd Zakrajsek – (2)
On Course: A Week-by-Week Guide to Your First Semester of College Teaching, James M. Lang – (1)
This book is full of experience-tested, research-based advice for graduate students and new faculty clutching the podium for the first time. Divided into fifteen chapters to match the weeks of the semester, On Course provides a wide range of innovative and traditional teaching strategies. They work—and they won’t overwhelm you with extensive preparation or grading time when you’re also trying to do your research, meet service requirements, learn your way around a new campus, and remember your children’s names.
Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More, Derek Bok – (1)
Drawing on a large body of empirical evidence, former Harvard President Derek Bok examines how much progress college students actually make toward widely accepted goals of undergraduate education. His conclusions are sobering. Although most students make gains in many important respects, they improve much less than they should in such important areas as writing, critical thinking, quantitative skills, and moral reasoning. Large majorities of college seniors do not feel that they have made substantial progress in speaking a foreign language, acquiring cultural and aesthetic interests, or learning what they need to know to become active and informed citizens. Overall, despite their vastly increased resources, more powerful technology, and hundreds of new courses, colleges cannot be confident that students are learning more than they did fifty years ago.
Peer Review of Teaching: A Sourcebook, 2nd Ed., Nancy Van Note Chism – (2)
The new edition of this bestselling book builds on the author’s extensive administrative and consulting experience as well as scholarship on faculty reward. It includes additional discussion of important foundational issues as well as practical forms and ideas gleaned from disciplinary groups and campuses throughout the nation.
The Professional Development of Graduate Teaching Assistants, Michele Marincovich, Jack Prostko, Frederic Stout – (1)
Publication Manual of the American Psychological Association, 4th Ed, – (1)
Quick Hits: Successful Strategies by Award Winning Teachers – (1)
Quick Hits for New Faculty: Successful Strategies by Award-Winning Teachers – (1)
Rights and Wrongs in the College Classroom: Ethical Issues in Postsecondary Teaching, Jordy Rocheleau & Bruce W. Speck – (1)
Rubric Assessment Goes to College: Objective, Comprehensive Evaluation of Student Work, Mary J. Goggins Selke – (1)
Scholarship of Teaching and Learning Reconsidered, Pat Hutchings, Mary Taylor Huber, and Anthony Ciccone – (4)
Drawing on the experience with the individuals, campuses, and professional associations associated with the Carnegie Academy for the Scholarship of Teaching and Learning and the Institutional Leadership Program, this important resource examines four critical areas where engagement with the scholarship of teaching and learning can have a significant effect. This book is intended for a broad audience of campus leaders, faculty, and people in foundations and other education associations with an interest in supporting new directions in teaching and learning.
Scholarship Reconsidered: Priorities of the Professoriate, Earnes L. Boyer – (5)
In this groundbreaking study, Ernest L. Boyer offers a new paradigm that recognizes the full range of scholarly activity by college and university faculty. He suggests that four general areas of endeavor be viewed as scholarship: discovery, integration of knowledge, teaching, and service. Boyer questions the existence of a reward system that pushes faculty toward research and publication and away from teaching and proposes reconsidering the priorities of the professorate.
Service-Learning Essentials: Questions, Answers, and Lessons Learned, Barbara Jacoby – (1)
Organized in an accessible question-and-answer format, the book responds clearly and completely to the most common questions and concerns about service-learning. Each chapter addresses issues related to individual practice as well as to the collective work of starting and developing a service-learning center or program, with examples drawn from a variety of disciplines, situations, and institutional types. The questions range from basic to advanced and the answers cover both the fundamentals and complexities of service-learning
The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom, Stephen D. Brookfield – (1)
Discover how to keep your teaching, and your students, energized with The Skillful Teacher, a practical guide to effective techniques, approaches, and methods for today’s college classrooms. Providing insights, reflections, and advice from his four decades of college teaching, Stephen Brookfield now adapts his successful methods to teaching online, working with diverse student populations, and making classrooms truly inclusive. As well as being completely revised, updated, and rewritten, this edition adds six brand new chapters on:
- Teaching critical thinking
- Using play and creativity in the classroom
- Teaching in teams
- Helping students take responsibility for learning
- Teaching about racism
- Exercising teacher power responsibly
Small Teaching: Everyday Lessons from the Science of Learning, James M. Lang – (2)
Employ cognitive theory in the classroom every day
Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that’s easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example:
- How does one become good at retrieving knowledge from memory?
- How does making predictions now help us learn in the future?
- How do instructors instill fixed or growth mindsets in their students?
Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.
Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time, by Linda B. Nilson – (3)
In her latest book Linda Nilson puts forward an innovative but practical and tested approach to grading that can demonstrably raise academic standards, motivate students, tie their achievement of learning outcomes to their course grades, save faculty time and stress, and provide the reliable gauge of student learning that the public and employers are looking for.
Strategies for Teaching Assistant and International Teaching Assistant Development: Beyond Micro Teaching, Catherine Ross & Jane Dunphy – (2)
Written for anyone who works with graduate students to support their teaching efforts in American research universities, this book draws on the extensive experience of professional educators who represent a variety of programs throughout the United States. They understand the common constraints of many TA development classes, workshops, and programs, as well as the need for motivating and sophisticated techniques that are, at the same time, practical and focused.
Student Characteristics Matter: Implications for Academic Advising, Edited by Joyce Buck – (1)
Student Engagement Techniques: A Handbook for College Faculty, Elizabeth F. Barkley – (1)
Keeping students involved, motivated, and actively learning is challenging educators across the country,yet good advice on how to accomplish this has not been readily available. Student Engagement Techniques is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students. The ready-to-use format shows how to apply each of the book’s techniques in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources.
Studies in Graduate and Professional Student Development: Defining the Field, Laura L. Border, Editor
Successful Focus Groups: Advancing the State of the Art, David L. Morgan – (1)
This is the first book to systematically address the issues, practical wisdom and problems in conducting focus groups. Written by an interdisciplinary group of scholars, this well-integrated collection of articles represents the state-of-the-art in focus group applications. It covers the basic principles of when and how to use focus groups, the applicability of focus group interviews to survey research and other methods, general issues in the use of focus groups, the specific problems of focus groups with different populations or settings and an agenda for future development of the method.
Successful Science and Engineering Teaching in Colleges and Universities, Calvin S. Kalman – (1)
Teaching American Students: A Guide for International Faculty and Teaching Assistants in Colleges and Universities, Revised Edition, Ellen Sarkisian – (2)
Many faculty and graduate students from other countries expect language difficulties when they teach, but are unprepared for other surprises: different cultures make different assumptions about the academic background of college students, how students learn, the appropriate roles of teachers and students, and even the fundamental purpose of a college education
Teaching American Students: A Guide for International Faculty and Teaching Assistants in Colleges and Universities, Third Edition, Ellen Sarkisian – (1)
The third edition of Teaching American Students explains the expectations of undergraduates at American colleges and universities and offers practical strategies for teaching, including how to give clear presentations, how to teach interactively, and how to communicate effectively. Also included are illustrative examples as well as advice from international faculty and teaching assistants. Appendices offer concrete suggestions on topics from planning the first day of class to grading papers and problem sets.
Teaching and Learning at Business Schools: Transforming Business Education, Edited by Par Martensson, Magnus Bild and Kristina Nilsson – (1)
Business schools are facing ever increasing internationalization: students are far less homogenous than before, faculty members come from different countries, and teaching is carried out in second (or even third) languages. As a result business schools and their teachers wrestle with new challenges as these changes accelerate. Teaching and Learning at Business Schools brings together contributions from business school managers and educators involved in the International Teachers Programme; a faculty development programme started by Harvard Business School more than 30 years ago and now run by a consortium of the London Business School, Manchester Business School, Kellogg, Stern School of Business, INSEAD, HEC Paris, IAE Aix-en-Provence, IMD, SDA Bocconi Milan and Stockholm School of Economics. The book tackles themes both within the classroom – teaching across different contexts and cultures – and outside the classroom – leading and developing business schools, designing and running programmes, developing faculty members. The authors provide direction, ideas and techniques for transforming business education that are accessible to everyone.
Teaching Mathematics in Colleges and Universities: Case Studies for Today’s Classroom, Faculty Edition, Solomon Friedberg et al – (1)
Teaching Mathematics in Colleges and Universities: Case Studies for Today’s Classroom, Graduate Student Edition, Solomon Friedberg et al – (1)
Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning, José Antonio Bowen – (1)
Technology is profoundly changing education. If students are going to continue to pay enormous sums for campus classes, colleges will need to provide more than what can be found online and maximize “naked” face-to-face contact with faculty. Teaching Naked shows how technology is most powerfully used outside the classroom and, when used effectively, how it can ensure that students arrive to class more prepared for meaningful interaction with faculty. Jose Bowen introduces a new way to think about learning and technology that prioritizes the benefits of the human dimension in education. Here he offers practical advice for faculty and administrators on how to engage students with new technology, while restructuring classes into more active learning environments.
Teaching Today’s College Student, Angela Provitera McGlynn – (2)
A college classroom is, in essence, a teacher and some students. Your job as the teacher is to teach. The student s job is to learn. If only it were really so simple. On today s college campuses, there s no such thing as the typical student or even the typical teacher. Diversity abounds (among both students and faculty) across several dimensions: generation, racial/ethnic background, and socioeconomic status, among many others. Your students bring their own melting pot of upbringings and experiences with them to class every single day and so do you making for a modern instructional environment that is more challenging, but also more potentially rewarding, than ever. In Teaching Today s College Students: Widening the Circle of Success, veteran college instructor and author Angela Provitera McGlynn walks you through the complexities of understanding today s diverse college students and shows you how to actually apply that knowledge in your classroom instructional activities so that all of your students reach their full potential as learners. You ll discover: The wide-ranging demographics of today s college students and the inevitable instructional challenges and opportunities that result. The relatively new and often troublesome classroom behaviors that can have a profoundly negative effect on both your students learning and your teaching unless you deal with them or, better yet, prevent them in the first place by understanding their often innocent causes. The innovative pedagogical strategies you can use to engage today s students, motivate them, and help them develop the critical thinking skills they ll need to find success and satisfaction after college.
Teaching College in an Age of Accountability, Richard E. Lyons, Meggin McIntosh, Marcella L. Kysilka – (1)
This book provides professors with the insights and tools necessary to achieve higher levels on accountability assessment outcomes while preparing students for enhancing their own career success in a more complex future. Accountability proponents generally call for increased access to higher education for all citizens, improved retention of students once they are enrolled, and graduation and placement rates that recognize the investment of tax and institutional funds in students’ success. This book equips professors to address each of these outcome goals in a proactive manner.
The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 4th ed., Peter Seldin, J. Elizabeth Miller, & Clement A. Seldin – (1)
This books is designed to help adjuncts tackle the day-to-day problems associated with teaching part-time. From course planning to teaching adult students, this book offers practical suggestions, strategies and advice.
Teaching with Classroom Response Systems: Creating Active Learning, Derek Bruff – (1)
Environments The use of classroom response systems, or “clickers,” which enable instructors to rapidly collect and analyze student responses to questions during class, has proven to both engage students in course material and provide valuable feedback on students learning and perspectives for instructors. Bruff includes illustrative examples of the range of questions that can be used effectively with clickers.
Teaching without Tenure: Policies and Practices for a New Era, Roger G. Baldwin & Jay L. Chronister – (1)
The Technology Toolbelt for Teaching, Susan Manning & Kevin E. Johnson – (1)
This comprehensive resource contains an array of useful tools that address problems of organization such as a time management calendar, aids for scheduling meetings, and mind-mapping or graphic organizers. The authors also include a variety of online tools for communication and collaboration, and tools to present content, help establish presence, and assess learning
Thinking About Teaching and Learning: Developing Habits of Learning with First Year College and University Students, Robert Leamnson – (1)
To Improve The Academy: Resources for Faculty, Instructional, and Organizational Development, Volume 28, – (1)
The Torch or the Firehose: A Guide to Section Teaching, A-(1)
Understanding by Design, Expanded 2nd Edition, Grant Wiggins and Jay McTighe – (1)
Using Reflection and Metacognition to Improve Student Learning: Across the Disciplines, Across the Academy, Matthew Kaplan, Naomi Silver and others – (1)
Wannabe U: Inside the corporate University, Gaye Tuchman – (1)
Based on years of observation at a large state university, Wannabe U tracks the dispiriting consequences of trading in traditional educational values for loyalty to the market. Aping their boardroom idols, the new corporate administrators at such universities wander from job to job and reductively view the students there as future workers in need of training. Obsessed with measurable successes, they stress auditing and accountability, which leads to policies of surveillance and control dubiously cloaked in the guise of scientific administration. In this eye-opening exposé of the modern university, Tuchman paints a candid portrait of the corporatization of higher education and its impact on students and faculty.
What the Best College Teachers Do, Ken Bain – (3)
In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students’ discoveries of new ideas and the depth of their own potential.
What the Best College Students Do, Ken Bain – (2)
Where’s The Learning in Service-Learning, Janet Eyler and Dwight E. Giles, Jr. – (1)
This timely volume is the first to explore service-learning as a valid learning activity. The authors present extensive data from two groundbreaking national research projects. Their studies include a large national survey focused on attitudes and perceptions of learning, intensive student interviews before and after the service semester, and additional comprehensive interviews to explore student views of the service-learning process.
A Whole New Mind: Moving from the Information Age to the Conceptual Age, Daniel H. Pink – (1)
Best Practices in Flipped Class Design, DVD 40 minutes
See how the flipped learning model can meet the challenges of today’s student body. This seminar gives you the knowledge about how flipped learning works in different disciplines and the conceptual tools for constructing a flipped classroom of your own.
Declining by Degrees: Higher Education at Risk, DVD 120 minutes
Veteran correspondent John Merrow takes viewers behind the scenes of American higher education to experience college through the eyes of students, professor, and college administrators. Set on four different college campuses across the country-a private liberal arts college, a major state university, a regional public university, and a community College- Declining by Degrees examines both the promis and the peril in higher education today.
Designing & Teaching a Course with a Critical Thinking Focus, DVD 60 minutes
Critical thinking is a skill that students in all disciplines must master. This seminar leads educators through the process of developing and teaching a discipline-based course that targets critical thinking skills and shows participants how to effectively encourage students to think for themselves.
How Can I Be an Effective Mentor?, DVD 20 minutes
Learn the essential principles to effectively advise and coach junior faculty while meeting all your other responsibilities. This program will show you how to start your mentoring relationship off on the right foot and carry it through to a successful conclusion.
How Can I Best Learn from My Mentor?, DVD 20 minutes
It’s challenging to teaching, research, and citizenship responsibilities of higher education faculty. This program shows you how to find and make the most of the help of a mentor. Gain insights you can use to learn from others, avoid common pitfalls, and support your tenure review process.
How Do I Include Introverts in Class Discussions?, DVD 20 minutes
Introverted students can find themselves at a disadvantage in the contemporary college classroom. Learn effective teaching strategies to engage introverted students in class discussions and how to guide them beyond their comfort zones.
Is Your Syllabus Sending the Wring Message?, DVD 20 minutes
Your syllabus and classroom policies set the tone for your class, but they may not be creating a welcoming learning environment. Learn tips designed to help you use classroom policies to support student engagement and a smooth-running classroom.