Wow. Can you believe we have been sharing a summer reading list for 5 years?! I hope you have come to look forward to these as much as I look forward to compiling them. There have been quite a few really great new releases over the last few years and while this list is not all-inclusive, I hope you’ll find something that sparks your interest. If you’ve missed the previous reading lists, you can find them by searching “reading list” in the search bar on the CITL blog page or by clicking on the links below:
In his inaugural book, educational sociologist, Anthony Jack, presents his work examining the experiences of lower income students at an elite college. Jack introduces the reader to students he calls doubly disadvantaged (attended local, typically distressed public high schools) and privileged poor (attended boarding, day, and preparatory high schools). Anyone working in higher education (not just elite institutions) will find something valuable in this book.
If you want new ideas for engaging students in your small or large classes, this is the book for you. It is rare to find a book that so effectively incorporates student voices into every single page. Each research-based engagement strategy is followed by a firsthand account from one of the 50 student contributors about the specific class in which they encountered the strategy, and how it helped them engage in the course content and with their instructor. – contributed by Madeleine Gonin
Historian Kevin Gannon, claims that to teach well is a radical act based in hope. In describing this pedagogy of radical hope, Gannon lays a foundation of 4 essential features: it should be life-affirming; center student agency; be inclusive; and move beyond theory to praxis. Opportunities for applying content to your own courses are included at the end of each chapter.
Much of the research about trans* students in higher education focuses on their struggles. While Nicolazzo does write about that, she also focuses on trans* community and resilience. Readers may find helpful terminology and practices as the book concludes with trans* students offering suggestions. Trans* readers may find a sense of community through reading the book, as Nicolazzo explains she turned to books when she first came out/in. – contributed by Leslie Drane
A hidden curriculum is the norms, values, practices that we learn and that contribute to our success even though they’re not explicitly taught. Graduate school is full of these types of lessons and Jessica McCrory Calarco pulls back the curtain to make these lessons explicit. While the target audience for this book is current and prospective graduate students, faculty and staff members in higher education will also benefit from this extensive resource.
While the first edition of this book was released in 1995 and the second edition 5 years ago, Stephen Brookfield’s message is more timely than ever. Through this book, faculty are provided activities and reflective prompts to uncover their assumptions regarding teaching and learning and begin reframing their approach in more intentional ways. Brookfield encourages faculty to regularly examine their work through the eyes of students, colleagues, theory & research, and experience.
In their new release, Peter Felton and Leo Lambert present the findings of nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country in order to discuss the importance of relationships in education. The authors go further by providing readers with practical advice to develop and sustain powerful relationships that ultimately enhance education.
If you are interested in reading Relationship-Rich Education, consider joining us for a reading group this summer sponsored by the SoTL program within CITL. Meetings will be held via Zoom from 10-11:15am on the following Fridays: June 25, July 16, and August 6. Participants will receive a copy of the book. The reading group is open to all faculty and AIs of Indiana University, but registration is limited. Please fill out the brief application form no later than Sunday, June 6, 2021.