Faculty Book Club
Join the Academy for Teaching and Learning Excellence's (ATLE) Faculty Book Club. The book club is an ongoing, informal, cross-disciplinary gathering of USF faculty who meet to discuss their subjective interpretations of a variety of books related to teaching and learning.
Each instance of the book club will focus on one book, typically last between 4-8 weeks (consisting of 3-4 discussion meetings), and will be limited to 10 participants. Registration will be conducted on a first-come-first-served basis. Faculty who agree to attend the discussion meetings are provided with a complimentary copy of the book. The Faculty Book Club will be facilitated by a member of the ATLE staff.
Bain, K. (2004). What the best college teachers do.
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.
The short answer is--it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out--but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn.
In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators.(Amazon.com)
Schedule of Meetings: Thursdays from 12:00-1:00 p.m. (May 21st-July 3rd)
Limited to 10 participants
Facilitator: Nicole West
Register online here: http://usf.qualtrics.com/SE/?SID=SV_5ANfLB9WVyhuQPb
Fink, D. L. (2013). Creating significant learning experiences: An integrated approach to designing college courses.
In this updated edition of L. Dee Fink's bestselling classic, he discusses new research on how people learn, active learning, and the effectiveness of his popular model; adds more examples from online teaching; and further focuses on the impact of student engagement on student learning. The book explores the changes in higher education nationally and internationally since the publication of the previous edition, includes additional procedures for integrating one's course, and adds strategies for dealing with student resistance to innovative teaching. This edition continues to provide conceptual and procedural tools that are invaluable for all teachers when designing instruction. It shows how to use a taxonomy of significant learning and systematically combine the best research-based practices for learning-centered teaching with a teaching strategy in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses that will result in significant learning for students.(Amazon.com)
Sandberg, S. (2013). Lean in: Women, work, and the will to lead. New York: Knopf.
"In Lean In, Sandberg digs deeper into these issues, combining personal anecdotes, hard data, and compelling research to cut through the layers of ambiguity and bias surrounding the lives and choices of working women. She recounts her own decisions, mistakes, and daily struggles to make the right choices for herself, her career, and her family. She provides practical advice on negotiation techniques, mentorship, and building a satisfying career, urging women to set boundaries and to abandon the myth of "having it all." She describes specific steps women can take to combine professional achievement with personal fulfillment and demonstrates how men can benefit by supporting women in the workplace and at home." (Amazon.com)
Bowen, J.A. (2012). Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning. San Francisco: 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." (Amazon.com)
Willingham, D. T. (2009). Why don't students like school? San Francisco: Jossey-Bass.
"Cognitive scientist Dan Willingham focuses his acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. Includes:
- Nine, easy-to-understand principles with clear applications for the classroom
- Includes surprising findings, such as that intelligence is malleable, and that you
cannot develop "thinking skills" without facts
- How an understanding of the brain's workings can help teachers hone their teaching
Palmer, P. (2007). The Courage to teach: Exploring the inner landscape of a teacher's life. Wiley: San Francisco.
"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." — Parker J. Palmer
"For many years, Parker Palmer has worked on behalf of teachers and others who choose
their vocations for reasons of the heart but may lose heart because of the troubled,
sometimes toxic systems in which they work. Hundreds of thousands of readers have
benefited from his approach in THE COURAGE TO TEACH, which takes teachers on an inner
journey toward reconnecting with themselves, their students, their colleagues, and
their vocations, and reclaiming their passion for one of the most challenging and
important of human endeavors." (Amazon.com)