The Teaching Academy is pleased about our new and expanding library, full of resources and books for the hungry mind. The resources are here for you, the faculty, to enjoy. Stop by to read any of these great topics listed below.
Engaging Minds, 2nd Edition
by Brent Davis, Dennis Sumara, and Rebecca Luce-Kapler
Engaging Minds involves readers in a stimulating, informative, comprehensive exploration of teaching and learning. Prompting examinations of the complexities of learning, pedagogy, and schooling , interrupts the assumptions and norms that frame popular understandings and refuses simplistic notions or unresolvable tensions that sometimes infuse popular debates about knowing, learning, and teaching . A variety of sophisticated, interactive pedagogical features and graphic displays draw readers into new ways of thinking about and responding to the ideas and information presented.
Critical Thinking: An Exploration of Theory and Practice
by Jenny Moon
Jenny Moon has skilfully mapped the landscape of critical thinking with academic diligence and practical acuity. Using the concept of academic assertiveness, she reveals how particular emotional and psychological orientations and behaviors better enable learners to manage the challenges to self when progressing critical thinking capacities in academic, professional and social contexts. Through the reliable voice of the author’s own experiences, readers are introduced to a useful array of resources, activities and ideas designed to promote active engagement, augment cultural and contextual knowing and enhance the potential of learners to think and act critically.
Learning in Groups, Fourth Edition
by David Jaques & Gilly Salmon
Learning in groups, rather than in formal lectures or presentations, allows students to have greater scope to negotiate meaning and express themselves and their own ideas. It also helps them to establish far more effective releationships, not only with their tutors and trainers but with each other. Yet many tutors and trainers find the leadership role required when working in groups difficult to perform satisfactorily and revert to their traditional role as subject expert and prime talker.
This handbook is a truly comprehensive guide for anyone involved in groupwork, containing advice and practical exercises to develop group learning skills for both learners and tutors. This new edition has been thoroughly updated, containing valuable new material throughout on group learning and collaborating online, action research and the role of reflection and emotional intelligence.
Encouraging Authenticity and Spirituality in Higher Education
by Arthur W. Chickering, Jon C. Dalton, & Liesa Stamm
This book includes a rich array of examples to guide the integration of authenticity and spirituality in curriculum, student affairs, community partnerships, assessment, and policy issues. Many of these illustrative examples represent specific policies and programs that have successfully been put in place at diverse institutions across the country. In addition, the authors cover the theoretical, historical, and social perspectives on religion and higher education and examine the implications for practice. They include the results of recent court cases that deal with church-state issues and offer recommendations that pose no legal barrier to implementation.
Creating Campus Community
by William M McDonald
“Connecting authentically and deeply with others across all dimensions of life enriches the human spirit. The sense of community resulting from such connections is a hallmark of a supportive campus environment, which we know is an important factor in enhancing student learning. The contributions to this book offer a vision we can work toward and provide instructive examples from different types of institutions to point the way.” –George D. Kuh, chancellor’s professor and director, National Survey of Student Engagement, Indiana University
Forms of Ethical and Intellectual Development in the College Years
by William G. Perry, Jr.
Drawing from firsthand accounts, Perry traces a path from students’ adolescence into adulthood. His nine-stage model describes the steps that move students from a simplistic, categorical view of knowledge to a more complex, contextual view of the world and of themselves. Throughout this journey of cognitive development, Perry reveals that the most significant changes occur in forms in which people perceive their world rather than in the particulars of their attitudes and concerns. He shows ultimately that the nature of intellectual development is such that we should pay as much attention to the processes we use as to the content.
by Karl Albrecht
Karl Albrecht’s bestselling book Social Intelligence showed us how dealing with people and social situations can determine success both at work and in life. Now, in this groundbreaking book Practical Intelligence, Albrecht takes the next step and explains how practical intelligence (PI) qualifies as one of the key life skills and offers a conceptual structure for defining and describing common sense.
Meaningful Course Revision
by Catherine M. Wehlburg
Faculty often make course changes based on reasons other than data. Intuition or student comments and satisfaction may be important guides, but they don’t tell how much a student is learning or whether that learning transfers to other courses. This book makes the case for the use of multiple, direct measures of student learning outcomes data to enhance course development and guide meaningful course revision and decision-making. Focusing on student learning as the reason for course revision is essential. Meaningful Course Revision is a practical guide for collecting information about how well students are reaching your course goals, learning what impact your changes are having on student learning, and putting your courses into a cycle of continual revision and improvement. It will also benefit your students and keep your teaching interesting, fresh, and enjoyable.
The Academic Portfolio
by Peter Seldin
This comprehensive book focuses squarely on academic portfolios, which may prove to be the most innovative and promising faculty evaluation and development technique in years. The authors identify key issues, red flag warnings, and benchmarks for success, describing the what, why, and how of developing academic portfolios. The book includes an extensively tested step-by-step approach to creating portfolios and lists 21 possible portfolio items covering teaching, research/scholarship, and service from which faculty can choose the ones most relevant to them.
Best Practices for Supporting Adjunct Faculty
by Richard E. Lyons, Editor
The number of part-time faculty members is increasing steadily, to the point that most colleges and universities could not function efficiently without them. The evening and weekend availability of adjunct faculty enables us to expand class schedules to serve the educational needs of nontraditional students, and their expertise offers students important real-world perspectives.Yet there is often a lack of preparation or support for their vital role. Best Practices for Supporting Adjunct Faculty is written for a full range of academic leaders, including instructional administrators, department chairs, and directors of teaching and learning centers. It showcases proven initiatives at a variety of institutional types—two- and four year, public and private—that help achieve the needs of adjunct instructors, while increasing their effectiveness within institutions’ existing delivery systems. This book provides research data on the initiatives highlighted, and valuable ideas for institutions expanding their professional development opportunities for part-time instructors—thus enhancing student learning and improving accountability outcomes.
A Guide to Faculty Development
Editor: Kay Herr Gillespie
Prepared under the auspices of the Professional and Organizational Development Network in Higher Education (POD), this book is a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institutions. Based on POD’s classic volume, A Handbook for New Practitioners, this new book offers up-to-date and relevant information on a range of faculty development topics.
Faculty Development for Student Achievement
by Ronald J. Henry
This book describes a seven-year project—Quality in Undergraduate Education (QUE)—that produced important changes in departments and in the teaching of individual faculty in 21 two- and four-year institutions across four states. Rather than a blow-by-blow report of the project, it focuses on the problems that led to the development of QUE: concern about low levels of student learning in postsecondary institutions and demands by state legislatures that funds for postsecondary institutions be tied to assessment of student learning.
Developing Learner-Centered Teaching
by Phyllis Blumberg
Developing Learner-Centered Teaching offers a step-by-step plan for transforming any course from teacher-centered to the more engaging learner-centered model. Filled with self-assessments and worksheets that are based on each of the five practices identified in Maryellen Weimer’s Learner-Centered Teaching, this groundbreaking book gives instructors, faculty developers, and instructional designers a practical and effective resource for putting the learner-centered model into action.
Tools for Teaching
by Barbara Gross Davis
This is the long-awaited update on the bestselling book that offers a practical, accessible reference manual for faculty in any discipline. This new edition contains up-to-date information on technology as well as expanding on the ideas and strategies presented in the first edition. It includes more than sixty-one chapters designed to improve the teaching of beginning, mid-career, or senior faculty members. The topics cover both traditional tasks of teaching as well as broader concerns, such as diversity and inclusion in the classroom and technology in educational settings.
by Maryellen Weimer
In this much needed resource, Maryellen Weimer-one of the nation’s most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Enhancing Learning Through the Scholarship of Teaching and Learning
by Kathleen McKinney
The Challenges and Joys of Juggling There has been growing demand for workshops and materials to help those in higher education conduct and use the scholarship of teaching and learning. This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects.
by John C. Bean
A practical nuts and bolts guide for teachers from any discipline who want to design interest-provoking writing and critical thinking activities and incorporate them into their courses in a way that encourages inquiry, exploration, discussion and debate.
On Teaching and Learning
by Jane Vella
On Teaching and Learning takes the ideas explored in renowned educator Jane Vella’s best-selling book Learning to Listen, Learning to Teach to the next level and explores how dialogue education has been applied in educational settings around the world. Throughout the book, she shows how to put the principles and practices of dialogue education into action and uses illustrative stories and examples from her extensive travels. Dialogue education values inquiry, integrity, and commitment to equity—values that are also central to democracy. Learners are treated as beings worthy of respect, recognized for the knowledge and experience they bring to the learning experience.
Teaching First-Year College Students
by Bette LaSere Erickson, Calvin B. Peters, Diane Weltner Strommer
The book offers concrete suggestions about specific strategies and approaches for faculty who teach first-year courses. The new edition is based on the most current research on teaching and learning and incorporates information about the demographic changes that have occurred in student populations since the first edition was published. The updated strategies are designed to help first-year students adjust effectively to both the academic and nonacademic pressures of college.
The Power to Transform
by Stephanie Pace Marshal
“Education is in crisis and therefore our children are adrift and ungrounded, trained to memorize knowledge but unable to cope in a turbulent world. Stephanie Pace Marshall offers a provocative vision of how education can be re-infused with wonder, enrichment, and transformation. She challenges all of us to understand that it is our capacity to learn that characterizes our most essential humanity.”
–James Garrison, president, Wisdom University
Teaching the Large College Class
by Frank Heppner
A distillation of years of experience by the authorwho started his college teaching career in 1969in teaching large classes and in coaching other professors to do the same, this guide is concise and user-friendly. It employs teaching-as-acting as a common theme, with many practical examples covering all of the major aspects of organizing, managing, and teaching a large lecture course in any field.
The Practice of Problem-Based Learning
by Jose A. Amado, Libby Miles, Calvin B. Peters
This book is a guide for the development and implementation of problem-based learning in college-level courses. Written with usefulness in mind, it provides practical advice from real professors to real professors, includes examples of PBL in action through every stage of problem development through implementation, and integrates cross-disciplinary experiences into the doing of PBL in the college classroom.
The Course Syllabus, 2nd Ed.
by Judith Grunert O’Brien, Barbara J. Millis, Margaret W. Cohen
When it was first published in 1997, The Course Syllabus became the gold standard reference for both new and experienced college faculty. Like the first edition, this book is based on a learner-centered approach. Because faculty members are now deeply committed to engaging students in learning, the syllabus has evolved into a useful, if lengthy, document. Today’s syllabus provides details about course objectives, requirements and expectations, and also includes information about teaching philosophies, specific activities and the rationale for their use, and tools essential to student success.
The Teaching Portfolio, 3rd Ed.
by Peter Seldin
Since the publication of the first edition of this best-selling guide, tens of thousands of faculty have used it to prepare teaching portfolios. This third edition continues its focus on self-reflection and documenting teaching performance, and has also been significantly revised and expanded. Its straightforward approach, practical suggestions, step-by-step instructions, and field-tested recommendations will prove invaluable to those involved in evaluating and improving teaching.
Leaving the Lectern
by Dean A McManus
This book records the story of how one professor at a research university used a form of active learning to change the way he taught—from traditional lecture and examinations to cooperative learning and student projects. Drawn from teaching notes, conversations with students, student evaluations, and annual reports, readers will learn the kinds of risks, assumptions, and decisions they will face as they change their teaching to emphasize student learning, particularly during the critical first days of change.
The Skillful Teacher, 2nd Ed.
by Stephen D. Brookfield
“Insights and practical suggestions to college educators for whom teaching students is a major part of their professional responsibility. . . . [Brookfield] will become to the field of education what Peter Drucker has become to management: a scholar who educates and influences practitioners in the field through incisive and challenging writing.”–Canadian Journal of University Continuing Education
Discussion as a Way of Teaching, 2nd Ed.
by Stephen D. Brookfield, Stephen Preskill
“Getting discussion started, keeping it going, attention to cultural and gAnder issues are but a few of the chapter headings. Practical, but grounded in theory and sound educational philosophy, this is a very useful volume.” (Ted Bowman, editor, Reader’s Corner)
Authenticity in Teaching
Editor: Patricia Cranton
Becoming an authentic teacher appears to be a developmental process that relies on experience, maturity, self-exploration, and reflection. It is the purpose of this volume to explore a variety of ways of thinking about authenticity in teaching, from the perspective of both scholars and practitioners.
Educating Global Citizens in Colleges and Universities
by Peter N. Stearns
This book deals as well with core principles that must guide global educational endeavors, and with problems and issues in the field in general as well as in specific functional areas. Challenges of assessment also win attention. Higher education professionals will find that this book serves as a manageable and provocative guide, in one of the most challenging and exciting areas of American higher education today.
Teaching for Diversity and Social Justice, 2nd Ed.
Edited by Maurianne Adams, Lee Ann Bell, Pat Griffin
Building on the groundswell of interest in social justice education, the second edition provides coverage of current issues and controversies while remaining faithful to the original mission and format. In addition to a preface, new material throughout and updated references and resources, the book includes four full new chapters on additional forms of oppression – transgenderism, ethno-religious oppression, racism, immigration, and globalism, ageism and adultism – making “Teaching for Diversity and Social Justice” the most authoritative and definitive textbook on socially just teaching practices
Becoming a Critically Reflective Teacher
by Stephen D. Brookfield
Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, and applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms, and using critical reflection as a tool for ongoing personal and professional development.
Creating Significant Learning Experiences
by Dee Fink
“This book goes to a central challenge facing higher education: how to transform the classroom experience into a significant learning experience. It lays out a practical and tested framework for the redesign and renewal of teaching and learning. If you care about students, if you care about learning, you should read this book.” —John Tagg, author, A Learning-Paradigm College
Introduction to Rubrics
by Dannelle D. Stevens
“This wonderfully compact introduction to rubrics will serve higher education teachers well regardless of discipline or level of instruction. Stevens and Levi take the reader through the process of constructing rubrics, varied forms of rubrics, and a multitude of ways to use rubrics. I especially applaud the student-centered approaches to rubric development. When departments or groups of faculty use rubrics as described in this book, they will indeed achieve the ‘academic currency’ sought today in higher education.” — Amy Driscoll, director of Teaching, Learning and Assessment at California State University, Monterey Bay
Why Are All the Black Kids Sitting Together in the Cafeteria?
by Beverly Daniel Tatum
This insightful exploration of the varieties of Americans’ experience with race and racism in everyday life would be an excellent starting point for the upcoming national conversations on race that President Clinton and his appointed commission will be conducting this fall. Not only has Tatum studied the distinctive social dynamics faced by black youth educated in predominantly white environments, but since 1980, Tatum has developed a course on the psychology of racism and taught it in a variety of university settings.
Our Underachieving Colleges
by Derek Bok
Derek Bok makes a unique contribution by skillfully weaving his critique of campus and curriculum with an extensive review of the literature on student in a number of key areas, including writing instruction, critical thinking instruction, civic education, and diversity education. —Publishers Weekly
My Freshman Year: What My Professor Learned by Becoming a Student
by Rebekah Nathan
My Freshman Year… is an insightful, riveting look at college life and American values. — The Boston Globe
It’s anthropology at its best: accessible, illuminating, contextual. — The Christian Science Monitor