New in the CETL Library

Every so often, when the budget gods smile upon us, we get some new books for the CETL Teaching and Learning Library. We’ve had a few orders come in recently, so this week’s post highlights some of these new acquisitions, which will be available for checkout within the next few days (as soon  as they’re finished being entered into the library’s cataloging system). 

So, without further ado, here are some of the notable recent additions to the CETL Library:

Julie J. Park, Race on Campus: Debunking Myths with Data (Harvard Education Press, 2018).

In this fascinating and thoroughly-researched yet accessible book, Park (a scholar of race and higher education at the University of Maryland) tackles the persistent myths that suffuse the discourse around such hot-button issues as affirmative action and diversity initiatives. Once you look at the actual data, Park argues, many of these myths crumble into dust. For example, she demonstrates that the proliferation of “ethnic” student associations and multicultural programs do not lead to unconstructive “self-segregation” by minority students, but fraternities and sororities do lead to that outcome for many white students. Affirmative action, she argues, does not benefit wealthier black students at the expense of those lower down the socioeconomic ladder, but actually helps African American students gain access to higher education across the range of socioeconomic groups. Park also addresses the “mismatch” argument put forward by the late Supreme Court Justice Antonin Scalia, demonstrating that it is the product of impressionistic bias rather than empirical evidence. If you’re looking for a bracing antidote to the often sloppy and caricatured arguments surrounding race in higher education, this is the book for you.

Allan G. Johnson, Privilege, Power, and Difference, 2nd ed. (McGraw-Hill, 2006).

Sociologist Allan Johnson is one of the foremost researchers of systems of social inequality in the United States. This text, an important contribution to understanding how interlocking systems of oppression and inequity affect various socio-cultural groups, is an invaluable resource for those of us working to mitigate the effects of those systems in institutions like ours. In his analysis of how “privilege” works, Johnson moves us past rote responses like “I’m poor, so how can I be privileged?” to an understanding of how racial and gender identities are situated within our broader social context. If you have ever seen a class struggle with discussing issues like power and privilege, or if you’re interested in the complex ways that identity and power can function in our society, Johnson’s text is essential read.

Joshua R. Eyler, How Humans Learn: The Science and Stories behind Effective College Teaching. Teaching and Learning in Higher Education series, ed. James M. Lang (West Virginia University Press, 2018). 

Some of you might remember Josh Eyler’s visit to Grand View a couple of years ago, where he gave a talk on “How Failure is Essential for Student Learning.” The research he presented to us that evening was the basis for Chapter 5 of this book, which not only synthesizes much of the multi-disciplinary research on how we learn, but helps make sense of the meanings of that research for educational practitioners in classrooms (real and virtual) across higher education. Eyler identifies five key themes in our growing scientific understanding of how learning works: Curiosity, Sociality, Emotion, Authenticity, and Failure. He discusses the current states of theory and knowledge on each theme, but also grounds the discussion in case studies of college teachers across the country. The result is a fascinating and eminently useful look at the ways in which we can use evidence-based practices to improve learning in our own classes.

We invite you to come by the CETL to check out either one of these new books, or one of the over two hundred volumes we have in our teaching and learning collection. All of our holdings are catalogued with the rest of the Library’s collection; when you see “Rasmussen, 2nd Floor” for the location information, that’s the designator it’s part of our collection.


Have a question? Need some assistance? Want to check out a book? Come by the CETL in Rasmussen 208 or contact us to set up an appointment.

Finally, we’ve been made aware of the phishing email scam that’s been making its way into some of our inboxes. We’re not the only ones; colleges and universities across the country have seen similar phishing attempts. Ryan Cordell of Northeastern University took to Twitter with his excellent (and amusing) strategy for dealing with the spammers:

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