The CITL staff regularly reads new books on teaching & learning, both for our own interest and to better serve you. This summer we have collectively read Stories from the Front of the Room (Harris, Sellers, Clerge, & Gooding, 2017). In this book, the authors have compiled a series of letters from faculty of color on some of the more challenging moments in academia. In addition to the collection of personal letters, the authors present an introduction to each collection using evidence from the literature to set the stage for the personal accounts that follow.
In addition to this collective reading, we have individually read a number of books as well. A few of these are shared below.
Coming to Critical Engagement: An Autoethnographic Exploration – Fear, Rosaen, Bawden, & Foster-Fishman (2006)
The book uses a reflexive approach to examining what community engagement adds to academic life. Much of the literature on community engagement focuses on student learning outcomes, and the literature on community-based research focuses on impacts and benefits to community. This book hits the gap: How does community engagement reshape the way faculty engage with the community, and how does this change the way they conduct research and, in turn, teach? – Read by Megan Betz
Teaching for Learning: 101 Intentionally Designed Educational Activities to Put Students on the Path to Success. – Major, Harris, & Zakrajsek (2015)
The authors focus on eight teaching methods (i.e., lecture, discussion, peer teaching, academic games, reading strategies, writing to learn, graphic organizers, & metacognitive reflection), summarizing the research underlying the effective use of these strategies, and listing the advantages and disadvantages of each. They also describe specific intentionally designed educational activities that can be used to enhance the effectiveness of each method. – Read by Lisa Kurz
Flipped Learning: A Guide for Higher Education Faculty – Talbert (2017)
In this book, Talbert presents a research-based approach to flipping the traditional classroom that integrates a range of topics including cognitive load, multimedia learning, Bloom’s taxonomy, and self-regulated learning. The literature is written in a fashion which guides faculty through a seven step process that not only provides the how and why, but also addresses the biggest concerns and questions that arise with each step of flipping a class. – Read by Matt Barton
Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom – Bean (2011)
Bean argues that writing both helps students clarify their thinking and makes that thinking visible to faculty. He provides astute advice on assignment design, such as giving students an audience and purpose for their thinking and writing. In particular, he explores the significance of assignments that ask students to engage a real audience around a consequential argument and position. – Read by Katie Kearns
The Spark of Learning: Energizing the College Classroom with the Science of Emotion – Cavanagh (2016)
Much of what we discuss in teaching and learning deals with the cognitive side of learning and student engagement strategies. However, the affective state of students is integral to learning as well. In this book, the author discusses the science behind emotion in learning and presents strategies for increasing learning based on these findings. – Read by Shannon Sipes
If you are interested in reading The Spark of Learning, consider joining us for a reading group this fall sponsored by the IUB SoTL program within the CITL. The reading group is open to all faculty and graduate students of Indiana University Bloomington, but registration is limited to 15. Participants will receive a copy of the book.
Meetings will be held in the Center for Innovative Teaching and Learning in the Wells Library from 9:00-10:30am on Fridays. Meeting dates include: Sept. 29, Oct. 13, Nov. 3, and Nov. 17, 2017. If you are interested in joining the book group and can commit to attending all four of these meeting, please fill out the brief application form no later than Friday, September 1.
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