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A Guide to Outcomes Assessment in Education Abroad

Mell C. Bolen

2007   

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A Handbook for Advancing Comprehensive Internationalization

Christa L. Olson, Madeleine F. Green, Barbara A. Hill

2006   

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A Whole New Mind: Why the Right-Brainers Will Rule the World

Daniel H. Pink

2006   

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Academic Advising: News Insights for Teaching and Learning in the First Year

Mary Stuart Hunter, Betsy McCalla-Wriggins, Eric R. White

2007   

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Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings

Jeff Zwiers, Marie Crawford

2011    234 pages    (Stenhouse Publishers)

DDC: 370.15    LCC: LB1590.3.Z94

ISBN 13: 9781571108845    ISBN 10: 157110884X

Where would we be without conversation? Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. Conversations, particularly those referred to in this book as academic conversations, push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas.Unfortunately, academic conversations are rare in [...]

Where would we be without conversation? Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. Conversations, particularly those referred to in this book as academic conversations, push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas.Unfortunately, academic conversations are rare in many classrooms. Talk is often dominated by the teacher and a few students, or it does not advance beyond short responses to the teacher's questions. Even certain teaching approaches and curriculum programs neglect to train students how to maintain a focused, respectful, and thoughtful conversation.To address these challenges, authors Jeff Zwiers and Marie Crawford have identified five core communication skills to help students hold productive academic conversations across content areas. These skills include: elaborating and clarifying, supporting ideas with evidence, building on and/or challenging ideas, paraphrasing, and synthesizing. This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing Complex and abstract essential understandings in content areas such as adaptation, human nature, bias, conservation of mass, energy, gravity, irony, democracy, greed, and more An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual supportThe ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world. [less]

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Achievement Gap in U.S. Education: Canaries in the Mine, The

Mano Singham

2005    200 pages    (R&L Education)

DDC: 379.26    LCC: LC213.2

ISBN 13: 9781578862177    ISBN 10: 1578862175

There has been very little progress in closing the Black/White achievement gap in education. Here, author Mano Singham takes a look at this problem in the context of larger political realities and contends that in order to understand this gap, we must determine what is happening within the educational system as a whole. The Achievement Gap in U.S. Education examines: Why learning is viewed negatively by students, Why good teaching practices are relatively rare in U.S. schools, Why poor teaching [...]

There has been very little progress in closing the Black/White achievement gap in education. Here, author Mano Singham takes a look at this problem in the context of larger political realities and contends that in order to understand this gap, we must determine what is happening within the educational system as a whole. The Achievement Gap in U.S. Education examines: Why learning is viewed negatively by students, Why good teaching practices are relatively rare in U.S. schools, Why poor teaching practices occur more frequently in minority and poor districts, Why the accountability movement and its emphasis on high-stakes tests will fail to produce improvements. This book identifies: Factors that lead to widespread underachievement, Professional development programs necessary to produce good teaching practices, Negative political and social consequences of the achievement gap, Common myths about its cause such as socio-economic status, social pathologies, and biology, Success stories where the gap has been closed or narrowed dramatically. This book will be of interest to teachers, school administrators, parents, members of minority groups, and anyone else interested in improving education. The suggested solutions to this problem are such that almost all stakeholders in education can support them and will benefit from them. [less]

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Advancement of Learning: Building the Teaching Commons, The

Mary Taylor Huber, Pat Hutchings

2005    208 pages    (Jossey-Bass)

DDC: 378.1    LCC: LB2331.H85

ISBN 13: 9780787981150    ISBN 10: 078798115X

A publication of The Carnegie Foundation for the Advancement of Teaching, this important resource builds on the work of Carnegie's best-selling books, Scholarship Reconsidered and Scholarship Assessed. The Advancement of Learning explores the premise that the scholarship of teaching and learning holds the key to improving the quality of higher education.The Advancement of Learning answers questions readers are likely to have:What are the defining elements of the scholarship of teaching and [...]

A publication of The Carnegie Foundation for the Advancement of Teaching, this important resource builds on the work of Carnegie's best-selling books, Scholarship Reconsidered and Scholarship Assessed. The Advancement of Learning explores the premise that the scholarship of teaching and learning holds the key to improving the quality of higher education.The Advancement of Learning answers questions readers are likely to have:What are the defining elements of the scholarship of teaching and learning? What traditions does it build on? What are its distinctive claims and possibilities?What are the implications of the scholarship of teaching and learning for academic culture and careers?How does it shape the student experience? In addition, authors Mary Taylor Huber and Pat Hutchings introduce a new concept that expands on the scholarship of teaching and learning--the teaching commons. As the authors explain, the teaching commons is a conceptual space in which communities of educators committed to inquiry and innovation come together to exchange ideas about teaching and learning and use them to meet the challenges of educating students for personal, professional, and civic life. [less]

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Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning

Phyllis Blumberg

2013    352 pages    (Jossey-Bass)

DDC: 371.102    LCC: LB1025.3

ISBN 13: 9781118275481    ISBN 10: 1118275489

In order to make appropriate changes to improve your teaching and your students’ learning, first you need to know how you’re teaching now. Figure it out for yourself and invigorate your teaching on your own terms! This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. [...]

In order to make appropriate changes to improve your teaching and your students’ learning, first you need to know how you’re teaching now. Figure it out for yourself and invigorate your teaching on your own terms! This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. She then presents a new model of assessing teaching that builds upon a broader base of evidence and sources of support. This new model leads to self-assessment rubrics, which are available for download, and the book will guide you in how to use them. The book includes case studies of completed critical reflection rubrics from a variety of disciplines, including the performing and visual arts and the hard sciences, to show how they can be used in different ways and how to explore the richness of the data you’ll uncover. [less]

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Bandwidth Recovery

Cia Verschelden, Lynn Pasquerella (Foreword by)

2017    170 pages    (Stylus Publishing, LLC)

DDC: 371.826    LCC: LC4091.V47

ISBN 13: 9781620366059    ISBN 10: 1620366053

Published in association with AAC&U This book argues that the cognitive resources for learning of over half our young people have been diminished by the negative effects of economic insecurity, discrimination and hostility against non-majority groups based on race, ethnicity, sexual orientation, or gender identity, and other aspects of difference. Recognizing that these students are no different than their peers in terms of cognitive capacity, this book offers a set of strategies and [...]

Published in association with AAC&U This book argues that the cognitive resources for learning of over half our young people have been diminished by the negative effects of economic insecurity, discrimination and hostility against non-majority groups based on race, ethnicity, sexual orientation, or gender identity, and other aspects of difference. Recognizing that these students are no different than their peers in terms of cognitive capacity, this book offers a set of strategies and interventions to rebuild the available cognitive resources necessary to succeed in college and reach their full potential. Members of these groups systematically experience conditions in their lives that result in chronic stress and, therefore, decreased physical and mental health and social and economic opportunity. The costs of the many kinds of scarcity in their lives - money, health, respect, safety, affirmation, choices, belonging - is seriously reduced "mental bandwidth," the cognitive and emotional resources needed to deal with making good decisions, learning, healthy relationships, and more. People who are operating with depleted mental bandwidth are less able to succeed in school, starting in childhood, and are much less likely to make it to college. For those who do make it, their bandwidth capacity often interferes with learning, and therefore, persisting and graduating from college. This book presents variety of evidence-based interventions that have been shown, through implementation in high schools and colleges, to help students to regain bandwidth. They are variously intended for application inside and outside the classroom and address not only cognitive processes but also social-psychological, non-cognitive factors that are relevant to the college environment as a whole. Beginning with an analysis of the impacts on mental and physical health and cognitive capacity, of poverty, racism, and other forms of social marginalization, Cia Verschelden presents strategies for promoting a growth mindset and self-efficacy, for developing supports that build upon students' values and prior knowledge and for creating learning environments both in and out of the classroom so students can feel a sense of belonging and community. She addresses issues of stereotyping and exclusion and discusses institutional structures and processes that create identity-safe rather than identity-threat learning environment. This book is intended for faculty, student affairs professionals, and college and university administrators, all of whom have an interest in creating learning environments where all students have a chance to succeed. [less]

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Beyond Tests and Quizzes: Creative Assessments in the College Classroom

2007    256 pages    (Jossey-Bass)

DDC: 378.1    LCC: LB2368.B49

ISBN 13: 9780470180839    ISBN 10: 0470180838

Because the drive toward external assessment speaks almost exclusively in terms of standardized testing, we need to be reminded of the internal purposes of assessment: measuring learning for both student and teacher so that instruction can be adjusted and improved. This book is written for college instructors who are striving to creatively change assessment practice to better reflect learner-centered teaching. It is intended to consider not only the multiple ways in which individuals learn [...]

Because the drive toward external assessment speaks almost exclusively in terms of standardized testing, we need to be reminded of the internal purposes of assessment: measuring learning for both student and teacher so that instruction can be adjusted and improved. This book is written for college instructors who are striving to creatively change assessment practice to better reflect learner-centered teaching. It is intended to consider not only the multiple ways in which individuals learn content, but also the multiple avenues to assessment the variety of learning styles demands. Creative assessment is defined here as assessments that spin, twist, and reform what might be a standard kind of assessment in an ordinary classroom. Instructors should use these examples of creative assessment as starting points, and as the beginnings of an internal discussion on what matters most in the courses they teach: What components of each course count the most for solving a range of problems in the discipline? If facts are important, and they usually are, how can they be used to support a flexible approach to thinking, solving, considering options, and gathering and interpreting evidence? What are the facts not telling us? [less]

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Blindspot

Mahzarin R. Banaji, Anthony G. Greenwald

2016    272 pages    (Bantam Dell Publishing Group)

ISBN 13: 9780345528438    ISBN 10: 0345528433

A pair of leading psychologists argues that prejudice toward others is often an unconscious part of the human psyche, providing an analysis of the science behind biased feelings while sharing guidelines for identifying and learning from hidden prejudices. 15,000 first printing.

A pair of leading psychologists argues that prejudice toward others is often an unconscious part of the human psyche, providing an analysis of the science behind biased feelings while sharing guidelines for identifying and learning from hidden prejudices. 15,000 first printing. [less]

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Born Digital: Understanding the First Generation of Digital Natives

John Palfrey, Urs Gasser

2010    400 pages    (Basic Books)

DDC: 302.2310835    LCC: HM851

ISBN 13: 9780465018567    ISBN 10: 0465018564

The first generation of “Digital Natives”—children who were born into and raised in the digital world—are coming of age, and soon our world will be reshaped in their image. Our economy, our politics, our culture, and even the shape of our family life will be forever transformed. But who are these Digital Natives? And what is the world they’re creating going to look like? In Born Digital, leading Internet and technology experts John Palfrey and Urs [...]

The first generation of “Digital Natives”—children who were born into and raised in the digital world—are coming of age, and soon our world will be reshaped in their image. Our economy, our politics, our culture, and even the shape of our family life will be forever transformed. But who are these Digital Natives? And what is the world they’re creating going to look like? In Born Digital, leading Internet and technology experts John Palfrey and Urs Gasser offer a sociological portrait of these young people, who can seem, even to those merely a generation older, both extraordinarily sophisticated and strangely narrow. Exploring a broad range of issues, from the highly philosophical to the purely practical, Born Digital will be essential reading for parents, teachers, and the myriad of confused adults who want to understand the digital present—and shape the digital future. [less]

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Can Faculty Governance Survive?

Lindley J. Stiles

2007   

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Can We Talk about Race?: And Other Conversations in an Era of School Resegregation (Race, Education, and Democracy Series Book)

Beverly Tatum

2008    168 pages    (Beacon Press)

DDC: 305.800973    LCC: LC212.62

ISBN 13: 9780807032855    ISBN 10: 0807032859

In Can We Talk About Race? psychologist and educator Beverly Daniel Tatum, one of our leading commentators on race and schools, analyzes some of the most resonant issues in American education and race relations.

In Can We Talk About Race? psychologist and educator Beverly Daniel Tatum, one of our leading commentators on race and schools, analyzes some of the most resonant issues in American education and race relations. [less]

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CAS Professional Standards for Higher Education

Laura A. Dean

2009   

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Cheating in College: Why Students Do It and What Educators Can Do about It

Donald L. McCabe, Kenneth D. Butterfield, Linda K. Treviño

2012    240 pages    (Johns Hopkins University Press)

DDC: 378.001    LCC: LB3609

ISBN 13: 9781421407166    ISBN 10: 1421407167

Today’s students are tomorrow’s leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating.The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common [...]

Today’s students are tomorrow’s leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating.The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities). Faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences.Based on the authors’ multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and to describe the cultural efforts that are effective in restoring it. [less]

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Cheating Lessons: Learning from Academic Dishonesty

James M. Lang

2013    272 pages    (Harvard University Press)

DDC: 371.5    LCC: LB3609.L275

ISBN 13: 9780674724631    ISBN 10: 0674724631

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 [...]

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. Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning. Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem--they will have become better educators all around. [less]

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Chicago Handbook for Teachers, Second Edition: A Practical Guide to the College Classroom (Chicago Guides to Academic Life), The

Alan Brinkley, Esam E. El-Fakahany, Betty Dessants, Michael Flamm, Charles B. Forcey Jr., Mathew L. Ouellett, Eric Rothschild

2011    224 pages    (University Of Chicago Press)

DDC: 378.1    LCC: LB2331.C52332

ISBN 13: 9780226075280    ISBN 10: 0226075281

Those who teach college students have extensive training in their disciplines, but unlike their counterparts at the high school or elementary school level, they often have surprisingly little instruction in the craft of teaching itself.  The Chicago Handbook for Teachers, Second Edition, is an extraordinarily helpful guide for anyone facing the daunting challenge of putting together a course and delivering it successfully.Representing teachers at all stages of their careers, the authors, [...]

Those who teach college students have extensive training in their disciplines, but unlike their counterparts at the high school or elementary school level, they often have surprisingly little instruction in the craft of teaching itself.  The Chicago Handbook for Teachers, Second Edition, is an extraordinarily helpful guide for anyone facing the daunting challenge of putting together a course and delivering it successfully.Representing teachers at all stages of their careers, the authors, including distinguished historian Alan Brinkley, offer practical advice for almost any situation a new teacher might face, from preparing a syllabus to managing classroom dynamics. Beginning with a nuts and bolts plan for designing a course, the handbook also explains how to lead a discussion, evaluate your own teaching, give an effective lecture, supervise students' writing and research, create and grade exams, and more.This new edition is thoroughly revised for contemporary concerns, with updated coverage on the use of electronic resources and on the challenge of creating and sustaining an inclusive classroom. A new chapter on science education and new coverage of the distinctive issues faced by adjunct faculty broaden the book’s audience considerably. The addition of sample teaching materials in the appendixes enhances the practical, hands-on focus of the second edition. Its broad scope and wealth of specific tips will make The Chicago Handbook for Teachers useful both as a comprehensive guide for beginning educators and a reference manual for experienced instructors. [less]

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Collaborative Imagination

Paul Feigenbaum

2014    240 pages    (Southern Illinois University Press)

DDC: 379.2    LCC: LC151.F45

ISBN 13: 9780809333783    ISBN 10: 0809333783

Processes of fighting unequal citizenship have historically prioritized literacy education, through which people envision universal first-class citizenship and devise practical methods for enacting this vision. In this important volume, literacy scholar Paul Feigenbaum explores how literacy education can facilitate activism in contemporary contexts in which underserved populations often remain consigned to second-class status despite official guarantees of equal citizenship. By conceiving of [...]

Processes of fighting unequal citizenship have historically prioritized literacy education, through which people envision universal first-class citizenship and devise practical methods for enacting this vision. In this important volume, literacy scholar Paul Feigenbaum explores how literacy education can facilitate activism in contemporary contexts in which underserved populations often remain consigned to second-class status despite official guarantees of equal citizenship. By conceiving of education as, in part, a process of understanding and grappling with adaptive and activist rhetorics, Feigenbaum explains, educators can direct people's imaginations toward activism without running up against the conceptual problems so many scholars associate with critical pedagogy. Over time, this model of education expands people's imaginations about what it means to be a good citizen, facilitates increased civic participation, and encourages collective destabilization of, rather than adaptation to, the structural inequalities of mainstream civic institutions. Feigenbaum offers detailed analyses of various locations and time periods inside, outside, and across the walls of formal education, including the Citizenship Schools and Freedom Schools rooted in the Civil Rights Movement of the 1950s and 1960s; the Algebra Project, a current practical-literacy network; and the Imagination Federation, a South Florida-based Earth-Literacy network. Considering both the history and the future of community literacy, Collaborative Imagination offers educators a powerful mechanism for promoting activism through their teaching and scholarship, while providing practical ideas for greater civic engagement among students. [less]

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Collaborative Learning Techniques: A Handbook for College Faculty

Elizabeth F. Barkley, Claire Howell Major, K. Patricia Cross

2014    456 pages    (Jossey-Bass)

DDC: 378.1    LCC: LB1032.B318

ISBN 13: 9781118761557    ISBN 10: 1118761553

A guide to thirty-five creative assignments for pairs and groups Collaborative Learning Techniques is the bestseller that college and university faculty around the world have used to help them make the most of small group learning. A mountain of evidence shows that students who learn in small groups together exhibit higher academic achievement, motivation, and satisfaction than those who don't. Collaborative learning puts into practice the major conclusion from learning theory: that students [...]

A guide to thirty-five creative assignments for pairs and groups Collaborative Learning Techniques is the bestseller that college and university faculty around the world have used to help them make the most of small group learning. A mountain of evidence shows that students who learn in small groups together exhibit higher academic achievement, motivation, and satisfaction than those who don't. Collaborative learning puts into practice the major conclusion from learning theory: that students must be actively engaged in building their own minds. In this book, the authors synthesize the relevant research and theory to support thirty-five collaborative learning activities for use in both traditional and online classrooms. This second edition reflects the changed world of higher education. New technologies have opened up endless possibilities for college teaching, but it's not always easy to use these technologies effectively. Updated to address the challenges of today's new teaching environments, including online, "flipped," and large lectures, Collaborative Learning Techniques is a wonderful reference for educators who want to make the most of any course environment. This revised and expanded edition includes: Additional techniques, with an all-new chapter on using games to provide exciting, current, technologically-sophisticated curricula A section on effective online implementation for each of the thirty-five techniques Significantly expanded pedagogical rationale and updates on the latest research showing how and why collaborative learning works Examples for implementing collaborative learning techniques in a variety of learning environments, including large lecture classes and "flipped" classes Expanded guidance on how to solve common problems associated with group work The authors guide instructors through all aspects of group work, providing a solid grounding in what to do, how to do it, and why it is important for student learning. The detailed procedures in Collaborative Learning Techniques will help teachers make sure group activities go smoothly, no matter the size or delivery method of their classes. With practical advice on how to form student groups, assign roles, build team spirit, address unexpected problems, and evaluate and grade student participation, this new edition of the international classic makes incorporating effective group work easy. [less]

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College Composition and Communication

Deborah H. Holdstein

2008   

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College Fear Factor: How Students and Professors Misunderstand One Another, The

Rebecca D. Cox

2011    216 pages    (Harvard University Press)

DDC: 378.198019    LCC: LB2328

ISBN 13: 9780674060166    ISBN 10: 0674060164

They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students―children of immigrants and blue-collar workers―who know that their hopes for success hinge on a degree. But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not [...]

They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students―children of immigrants and blue-collar workers―who know that their hopes for success hinge on a degree. But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don’t feel entitled to be there. They do not presume success, and if they have a problem, they don’t expect to receive help or even a second chance. Rebecca D. Cox draws on five years of interviews and observations at community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated―by their real-world responsibilities and by the demands of college―and come to conclude that they just don’t belong there after all. Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations. [less]

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Color-Blind Teaching: Excellence For Diverse Classrooms

Daryao S. Khatri, Anne O. Hughes

2005    272 pages    (R&L Education)

DDC: 371.102    LCC: LB1025.3

ISBN 13: 9781578861569    ISBN 10: 157886156X

Offers research- and experience-based alternatives for teacher training for content-qualified professionals in approximately three months. It will meet the mandate of "No Child Left Behind Act of 2001" in terms of preparing qualified teachers in a short period of time. The book presents a complete program for learning the art of teaching in an increasingly diverse public education enterprise at the national level with the major focus on grades 9-12 and the college freshman year. It uses computer [...]

Offers research- and experience-based alternatives for teacher training for content-qualified professionals in approximately three months. It will meet the mandate of "No Child Left Behind Act of 2001" in terms of preparing qualified teachers in a short period of time. The book presents a complete program for learning the art of teaching in an increasingly diverse public education enterprise at the national level with the major focus on grades 9-12 and the college freshman year. It uses computer software programs as content to provide hands-on practice and illustrations for the pedagogical techniques rather than teaching pedagogy in vacuum, which has been the practice in the colleges of education. Color-Blind Teaching targets four audiences: professionals who want to enter teaching without having to go through the tedious and largely irrelevant education courses, teachers who want to improve their own teaching capabilities, teacher training institutions that want to offer an alternative teacher certification program to their own students or content-qualified individuals, school systems wishing to improve the teaching capability of its teaching staff through special staff development workshops. This book provides simple, comprehensible, easily identifiable, and fully illustrated pedagogical techniques. They are comprised of seven pre-teaching activities, seven classroom management tactics, and nine teaching principles, all of which work. A CD-ROM is included. [less]

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Connecting Non Full-time Faculty to Institutional Mission: A Guidebook for College/University Administrators and Faculty Developers

Leora Baron-Nixon

224 pages    (Stylus Publishing)

DDC: 378.12    LCC: LB2331.72

ISBN 13: 9781579220617    ISBN 10: 1579220614

Non full-time faculty—whether adjunct, part-time or contingent—has become the lifeline of a vast majority of colleges and universities. They teach many of the foundation and core courses taken by first- and second-year students, teach professional courses in which their own life experiences are invaluable, and step in at short notice to fill-in for regular faculty engaged in research or away on sabbaticals.A survey of over 4,000 institutions conducted by the US Department of [...]

Non full-time faculty—whether adjunct, part-time or contingent—has become the lifeline of a vast majority of colleges and universities. They teach many of the foundation and core courses taken by first- and second-year students, teach professional courses in which their own life experiences are invaluable, and step in at short notice to fill-in for regular faculty engaged in research or away on sabbaticals.A survey of over 4,000 institutions conducted by the US Department of Education reveals that such faculty are being hired at a much higher rate than their full-time counterparts--whether in response to increased enrollments, reduced budgets, or changing administrative strategies.The increasing presence of such faculty on campus can conflict with today’s demands for accountability and the pursuit of institutional mission. This book provides academic administrators and faculty developers with proactive, practical and results-producing approaches that can help transform fragmented faculties into integrated and cohesive teaching and scholarly communities.In an easy-to-follow format, this book constitutes a resource of thoughtful and pragmatic strategies to ensure quality and satisfaction both on the part of the institution and the adjuncts. Topics are presented in a thematic sequence that allows decision-makers to focus on their priority areas. The author offers guidance for systematic planning and implementation.The contents are focused on connecting non full-time faculty to core institutional functions and structures: Connection #1--to the institution; Connection #2--to the department; Connection #3--to teaching; Connection #4--to Students; and Connection #5--to scholarship.Originally announced as "Connecting Adjunct Faculty to the Academic Institution" [less]

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Conquering the Content: A Step-by-Step Guide to Online Course Design

Robin M. Smith

2008    176 pages    (Jossey-Bass)

DDC: 378.17344678    LCC: LB1044.87

ISBN 13: 9780787994426    ISBN 10: 0787994421

As the sixth volume of the Jossey-Bass Guides to Online Teaching and Learning series, Conquering the Content provides a highly-practical blue-print for course development and content presentation for web-based courses. While providing guidance for incorporating learning theory into online courses, this book primarily furnishes online instructors with the practical templates, learning guides, and sample files to construct and manage their course content. Unlike other books about online [...]

As the sixth volume of the Jossey-Bass Guides to Online Teaching and Learning series, Conquering the Content provides a highly-practical blue-print for course development and content presentation for web-based courses. While providing guidance for incorporating learning theory into online courses, this book primarily furnishes online instructors with the practical templates, learning guides, and sample files to construct and manage their course content. Unlike other books about online instruction that cover theories of teaching and learning, instructional design, or even graphic design this book gives the "how to" of preparing an online course by focusing on content. The much needed step-by-step guidance in this book will result in fully formed courses where high-quality content is the central feature. [less]

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Contemplative Mind in the Scholarship of Teaching and Learning, The

Patricia Owen-Smith

2017    208 pages    (Indiana University Press)

DDC: 378.125    LCC: LB2331

ISBN 13: 9780253031778    ISBN 10: 025303177X

In The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), Owen-Smith brings awareness of contemplative pedagogy to a larger audience of college instructors, while also offering classroom models and outlining the ongoing challenges of both defining these practices and assessing their [...]

In The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), Owen-Smith brings awareness of contemplative pedagogy to a larger audience of college instructors, while also offering classroom models and outlining the ongoing challenges of both defining these practices and assessing their impact in education. Ultimately, Owen-Smith asserts that such practices have the potential to deepen a student's development and understanding of the self as a learner, knower, and citizen of the world. [less]

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Convergence: Diversity and Inclusion

2012   

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Counseling the Culturally Diverse: Theory and Practice

Derald Wing Sue, David Sue

2012    629 pages    (Wiley)

DDC: 158.3    LCC: BF637.C6

ISBN 13: 9781118022023    ISBN 10: 1118022025

The most frequently cited, widely used, and critically acclaimed text on multicultural counselingIn addition to significant revisions and updates reflecting changes in the field, Counseling the Culturally Diverse: Theory and Practice, Sixth Edition features new chapters on:Multicultural counseling competence for minority mental health professionalsMulticultural evidence-based practiceCulturally competent assessmentPoverty and counselingFilled with numerous examples, authentic vignettes, and [...]

The most frequently cited, widely used, and critically acclaimed text on multicultural counselingIn addition to significant revisions and updates reflecting changes in the field, Counseling the Culturally Diverse: Theory and Practice, Sixth Edition features new chapters on:Multicultural counseling competence for minority mental health professionalsMulticultural evidence-based practiceCulturally competent assessmentPoverty and counselingFilled with numerous examples, authentic vignettes, and practical case studies, Counseling the Culturally Diverse, Sixth Edition remains the best source of real-world multicultural counseling preparation for students and an influential guide for professionals."This edition adds the latest hot-button issues in the multicultural world .... Everything you ever wanted to know about multicultural counseling is included in this edition. It continues to be the standard for any mental health professional treating persons from racial/ethnic minority populations .... It is authoritative, illuminating, and clinically compelling."—Melba Vasquez, PhD, ABPP, Past President, of the American Psychological Association; independent practice, Austin, Texas"Counseling the Culturally Diverse, Sixth Edition is a phenomenal piece of work that is comprehensive in scope, penetrating in its insights, and pragmatic in the way it teaches the reader how to navigate the pathways of culture."—Thomas A. Parham, PhD, Vice Chancellor, Student Affairs, University of California, Irvine Distinguished Psychologist, Association of Black Psychologists"Counseling the Culturally Diverse continues its tradition of defining the field and charting a proactive course for training a new decade of counselors and therapists for culturally competent practice in our increasingly culturally diverse and globally interconnected society. If only one book was to be read in an entire master's or doctoral program in counseling or psychology, it should be Counseling the Culturally Diverse."—Joseph G. Ponterotto, PhD, Professor, Fordham University, and practicing multicultural psychologist [less]

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Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, 20th Anniversary Edition, The

Parker J. Palmer

2017    288 pages    (Jossey-Bass)

DDC: 371.102    LCC: LB1775.P25

ISBN 13: 9781119413042    ISBN 10: 1119413044

As Parker J. Palmer says in the introduction to the 10th Anniversary Edition of The Courage to Teach, "This book is for teachers who have good days and bad--and whose bad days bring the suffering that comes only from something one loves. It is for teachers who refuse to harden their hearts, because they love learners, learning, and the teaching life." This 20th Anniversary Edition includes a new foreword by Diana Chapman Walsh, president emerita of Wellesley College, discussing the changes [...]

As Parker J. Palmer says in the introduction to the 10th Anniversary Edition of The Courage to Teach, "This book is for teachers who have good days and bad--and whose bad days bring the suffering that comes only from something one loves. It is for teachers who refuse to harden their hearts, because they love learners, learning, and the teaching life." This 20th Anniversary Edition includes a new foreword by Diana Chapman Walsh, president emerita of Wellesley College, discussing the changes in education since the book was originally published, and the book's continuing relevance. This new edition includes a reader's guide for individual study or team-based professional development.The book builds on a simple premise: good teaching cannot be reduced to technique but is rooted in the identity and integrity of the teacher. Good teaching takes myriad forms but good teachers share one trait: they are authentically present in the classroom, in community with their students and their subject. The connections made by good teachers are held not in their methods but in their hearts--the place where intellect, emotion, spirit, and will converge in the human self--supported by the community that emerges among us when we choose to live authentic lives.   The 20th Anniversary Edition of The Courage to Teach is perfect as a gift for new or experienced teachers. [less]

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Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners

Rosemary M. Lehman, Simone C. O. Conceição

2010    160 pages    (Jossey-Bass)

DDC: 371.358    LCC: LB1044.87

ISBN 13: 9780470564905    ISBN 10: 0470564903

This important new resource shows how a strong sense of online presence contributes to greater student satisfaction and retention. The authors explore the psychological and social aspects of online presence from both the instructor and student perspective and provide an instructional design framework for developing effective online learning. Based on solid research and extensive experience, the book is filled with suggested methods, illustrative case scenarios, and effective activities for [...]

This important new resource shows how a strong sense of online presence contributes to greater student satisfaction and retention. The authors explore the psychological and social aspects of online presence from both the instructor and student perspective and provide an instructional design framework for developing effective online learning. Based on solid research and extensive experience, the book is filled with suggested methods, illustrative case scenarios, and effective activities for creating, maintaining, and evaluating presence throughout an online course. "The authors have taken the mystery out of the critical concept of presence by providing the theory that supports its importance and simple techniques to make it happen. Instructors who read this book will be able to develop effective online learning communities and achieve desired learning outcomes." —Rena M. Palloff and Keith Pratt, program directors and faculty, Teaching in the Virtual Classroom Program, Fielding Graduate University "Lehman and Conceição blend hands-on experience, research, and a collection of practical tips to provide every online instructor with strategies for 'being there.' If you want to bring the real you into your online classes and take your online teaching to the next level, this is the book to read." —Chip Donohue, director of distance learning, Erikson Institute "This book provides a practical and interactive model to help readers reflect on why and how they can guide online and blended learning activities, characterized by a personal 'sense of presence.'" —Alan B. Knox, professor, School of Education, University of Wisconsin-Madison [less]

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Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills

Linda Nilson

2013    180 pages    (Stylus Publishing)

DDC: 370.15    LCC: LB1060.N55

ISBN 13: 9781579228675    ISBN 10: 1579228674

"Nilson’s contributions to higher education are substantial, and this book is another gift to all of us who care about good teaching and helping students become autonomous, deep learners."--John Zubizarreta, Professor of English, and Director of Honors & Faculty Development, Columbia College"...a veritable gold mine of effective learning strategies that are easy for faculty to teach and for students to learn. Most students can turn poor course performance into success if they are taught [...]

"Nilson’s contributions to higher education are substantial, and this book is another gift to all of us who care about good teaching and helping students become autonomous, deep learners."--John Zubizarreta, Professor of English, and Director of Honors & Faculty Development, Columbia College"...a veritable gold mine of effective learning strategies that are easy for faculty to teach and for students to learn. Most students can turn poor course performance into success if they are taught even a few of the strategies presented. However, relatively few students will implement new strategies if they are not required to do so by instructors. Nilson shows how to seamlessly introduce learning strategies into classes, thereby maximizing the possibility that students will become self-regulated learners who take responsibility for their own learning."--Saundra McGuire, Assistant Vice Chancellor (Ret.) & Professor of Chemistry, Louisiana State University Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success.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. [less]

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Creating the Path to Success in the Classroom: Teaching to Close the Graduation Gap for Minority, First-Generation, and Academically Unprepared Students

Kathleen F. Gabriel

2018    190 pages    (Stylus Publishing)

ISBN 13: 9781579225568    ISBN 10: 157922556X

This is a book for all faculty who are concerned with promoting the persistence of all students whom they teach.Most recognize that faculty play a major role in student retention and success because they typically have more direct contact with students than others on campus. However, little attention has been paid to role of the faculty in this specific mission or to the corresponding characteristics of teaching, teacher-student interactions, and connection to student affairs activities that [...]

This is a book for all faculty who are concerned with promoting the persistence of all students whom they teach.Most recognize that faculty play a major role in student retention and success because they typically have more direct contact with students than others on campus. However, little attention has been paid to role of the faculty in this specific mission or to the corresponding characteristics of teaching, teacher-student interactions, and connection to student affairs activities that lead to students’ long-term engagement, to their academic success, and ultimately to graduation.At a time when the numbers of underrepresented students – working adults, minority, first-generation, low-income, and international students – is increasing, this book, a companion to her earlier Teaching Underprepared Students, addresses that lack of specific guidance by providing faculty with additional evidence-based instructional practices geared toward reaching all the students in their classrooms, including those from groups that traditionally have been the least successful, while maintaining high standards and expectations.Recognizing that there are no easy answers, Kathleen Gabriel offers faculty ideas that can be incorporated in, or modified to align with, faculty’s existing teaching methods. She covers topics such as creating a positive and inclusive course climate, fostering a community of learners, increasing engagement and students’ interactions, activating connections with culturally relevant material, reinforcing self-efficacy with growth mindset and mental toughness techniques, improving lectures by building in meaningful educational activities, designing reading and writing assignments for stimulating deep learning and critical thinking, and making grade and assessment choices that can promote learning. [less]

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Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities

Mark C. Taylor

2010    256 pages    (Knopf)

DDC: 378.72    LCC: LA227.4

ISBN 13: 9780307593290    ISBN 10: 0307593290

A provocative look at the troubled present state of American higher education and a passionately argued and learned manifesto for its future.In Crisis on Campus, Mark C. Taylor—chair of the Department of Religion at Columbia University and a former professor at Williams College—expands on and refines the ideas presented in his widely read and hugely controversial 2009 New York Times op-ed. His suggestions for the ivory tower are both thought-provoking and rigorous: End tenure. [...]

A provocative look at the troubled present state of American higher education and a passionately argued and learned manifesto for its future.In Crisis on Campus, Mark C. Taylor—chair of the Department of Religion at Columbia University and a former professor at Williams College—expands on and refines the ideas presented in his widely read and hugely controversial 2009 New York Times op-ed. His suggestions for the ivory tower are both thought-provoking and rigorous: End tenure. Restructure departments to encourage greater cooperation among existing disciplines. Emphasize teaching rather than increasingly rarefied research. And bring that teaching to new domains, using emergent online networks to connect students worldwide.As a nation, he argues, we fail to make such necessary and sweeping changes at our peril. Taylor shows us the already-rampant consequences of decades of organizational neglect. We see promising graduate students in a distinctly unpromising job market, relegated—if they’re lucky—to positions that take little advantage of their training and talent. We see recent undergraduates with massive burdens of debt, and anxious parents anticipating the inflated tuitions we will see in ten or twenty years. We also see students at all levels chafing under the restrictions of traditional higher education, from the structures of assignments to limits on courses of study. But it doesn’t have to be this way. Accommodating the students of today and anticipating those of tomorrow, attuned to schools’ financial woes and the skyrocketing cost of education, Taylor imagines a new system—one as improvisational, as responsive to new technologies and as innovative as are the young members of the iPod and Facebook generation. In Crisis on Campus, we have an iconoclastic, necessary catalyst for a national debate long overdue. [less]

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Crossing the Finish Line: Completing College at America's Public Universities

William G. Bowen, Matthew M. Chingos, Michael S. McPherson

2009    416 pages    (Princeton University Press)

DDC: 378.169120973    LCC: LC208.8

ISBN 13: 9780691137483    ISBN 10: 069113748X

The United States has long been a model for accessible, affordable education, as exemplified by the country's public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender [...]

The United States has long been a model for accessible, affordable education, as exemplified by the country's public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender, and socioeconomic status. Probing graduation rates at twenty-one flagship public universities and four statewide systems of public higher education, the authors focus on the progress of students in the entering class of 1999--from entry to graduation, transfer, or withdrawal. They examine the effects of parental education, family income, race and gender, high school grades, test scores, financial aid, and characteristics of universities attended (especially their selectivity). The conclusions are compelling: minority students and students from poor families have markedly lower graduation rates--and take longer to earn degrees--even when other variables are taken into account. Noting the strong performance of transfer students and the effects of financial constraints on student retention, the authors call for improved transfer and financial aid policies, and suggest ways of improving the sorting processes that match students to institutions. An outstanding combination of evidence and analysis, Crossing the Finish Line should be read by everyone who cares about the nation's higher education system. [less]

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

Zaretta L. (Lynn) Hammond

2014    192 pages    (Corwin)

DDC: 370.1170973    LCC: LC1099.3.H335

ISBN 13: 9781483308012    ISBN 10: 1483308014

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now.   In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive [...]

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now.   In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.   The book includes:   Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection [less]

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Degree Attainment Rates at American Colleges and Universities

Alexander W. Astin, Leticia Oseguera

2005   

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