Teaching Circles (TC) are short-term focused book clubs. Browse through the list below and choose a TC that interests you. Once you have registered to participate in a TC please stop by the C-TEL Office (206A Mabee Library) to pick up your book. Participants will meet over coffee and snacks three times during a one-month period to discuss insights or challenges that emerge from the work. This is a great, low-key opportunity to meet new colleagues and share ideas. Please join us!
Space is limited to 15 participants per Teaching Circle so please REGISTER TODAY!
NTFDCE, 2012. A Crucible Moment: College Learning and Democracy's Future. AAC&U.
This report from the National Task Force on Civic Learning and Democratic Engagement calls on the nation to reclaim higher education’s civic mission. Commissioned by the Department of Education and released at a White House convening in January 2012, the report pushes back against a prevailing national dialogue that limits the mission of higher education to workforce preparation and training while marginalizing disciplines basic to democracy.
*Please note that this is an on-line resource and this learning circle will be available via. video conferencing. This is an ideal Teaching Circle for faculty with tight schedules or who are located off campus.
Michaelson, Larry K. and Michael Sweet. 2012. Team-based learning in the Social Sciences and Humanities: Group Work that Works to Generate Critical Thinking and Engagement. Stylus Press.
Team-based learning (TBL) is a unique, powerful, and proven form of small-group learning that is being increasingly adopted in higher education to achieve high levels of student engagement, critical thinking, and retention. TBL has been used successfully in both small and large classes, and in online classes in nearly every discipline. This book introduces the practical elements of TBL and how to apply them in the social sciences and the humanities, paying particular attention to the specification of learning goals, which can be a unique challenge in our fields. The core of the book consists of examples of how TBL has been incorporated into the cultures of disciplines as varied as economics, education, literature, politics, psychology, and theatre.
Bowen, Jose A. 2012. Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning. SanFrancisco, Jossey-Bass.
You've heard about "flipping your classroom"—now find out how to do it! Introducing a new way to think about higher education, learning, and technology that prioritizes the benefits of the human dimension. José Bowen recognizes that technology is profoundly changing education and that 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. Here, he illustrates 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. Bowen offers practical advice for faculty and administrators on how to engage students with new technology while restructuring classes into more active learning environments.
Oblinger, Diana and James Oblinger (eds.) 2005. Educating the Net Generation. Educause.
This e-resources discusses the implications of technology on our students and institutions. Topics include millennial learning styles, access to information, learning spaces, and faculty development challenges.
Light, Gregory, 2013. Making Scientists: Six Principles for Effective College Teaching. Cambridge, Harvard University Press.
The authors invite us into Northwestern University’s Gateway Science Workshop, where the seminar room is infused with a sense of discovery usually confined to the research lab. Conventional science instruction demands memorization of facts and formulas but provides scant opportunity for critical reflection and experimental conversation. Light and Micari stress conceptual engagement with ideas, practical problem-solving, peer mentoring, and—perhaps most important—initiation into a culture of cooperation, where students are encouraged to channel their energy into collaborative learning rather than competition with classmates. They illustrate the tangible benefits of treating students as apprentices—talented young people taking on the mental habits, perspectives, and wisdom of the scientific community, while contributing directly to its development.
Fried, J., 2012. Transformative Learning through Engagement Student Affairs Practice as Experiential Pedagogy. Stylus Publishing.
This book – intended primarily for student affairs professionals – presents what we now know about the learning process, particularly those elements that promote behavioral change and the ability to place information in a broader context of personal meaning and long term impact. Central to its argument is that learning must be experiential and engage students holistically; that it must be grounded in brain science and an understanding of the cultural drivers of knowledge construction; that academic faculty and student affairs professionals must cooperate to help students make connections and see the implications of their learning for their lives; and that the entire learning environment needs to be integrated to reflect the organic nature of the process. A second purpose of this book is to enable student affairs professionals to articulate their own role in helping students learn.
Barkley, E. 2009. Student Engagement Techniques: A Handbook for College Faculty. Jossey-Bass, San Francisco.
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.
Bain, K. 2004. What the Best College Teachers Do. Jossey-Bass, San Francisco
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators.
If you have ideas or suggestions for next year please let us know.