The CETL maintains an active and up-to-date library of books related to teaching and learning in higher education. While the library itself is located in the CETL, all of its holdings are indexed in the GV Library Online Catalog. The Library is now out in the main CETL space, so come by and browse at your leisure!
To check out a book, come by RASM 208, or email Kevin Gannon
Blended (or hybrid) courses, in which face-to-face interaction is intentionally combined with online activities to aid student learning, are becoming more and more common. Every component of this user-friendly workbook has been piloted by faculty who have designed and implemented their own blended courses. the specific templates and tools in this book can be used to develop a unique course by making choices based on student learning needs for the reader’s own topic and discipline. [Rasm LB1028.5.L56 2016]
Kathryn E. Linder is the research director for Oregon state University Ecampus. The Blended Course Design Workbook: A Practical Guide
Although it’s geared primarily to K-12 educators, Allen Mendler’s book has a ton of good insights that can really help those of us in the world of Higher Ed, too. From working through difficult issues in and out of the classroom to improving our own self-care, Mendler offers thoughtful suggestions and sage advice. [Rasm LB1025.3M48 2012]
Dee Fink’s Creating Significant Learning Experiences is a classic; it’s probably my favorite work on course design. Fink’s taxonomy of outcomes for significant learning experiences is used by several faculty at GV; there’s even a bit on our syllabus resources page about it. What really makes the taxonomy useful is its ability to capture basic content knowledge (“foundational knowledge”) as well as metacognition (“learning how to learn”) in articulating course goals. [Rasm LB 2331 .F495 2003]
O’Brien, Millis, and Cohen have written the authoritative book on designing a course syllabus using the Learner-Centered approach. Part One is an excellent overview of syllabus elements and approaches, while Part Two is an extensive set of examples, spanning across all the disciplines. If you’re looking for some help in syllabus design, start here. [Rasm LB2631.G78 2008]
New to the CETL Library this week is the 3rd edition of Steven Krantz’s How to Teach Mathematics. Widely-regarded as one of the best approaches to its topic, it’s just one example of the discipline-specific resources available in the CETL collection. If you’re interested in this type of material, come see us, and we’ll help you track down pedagogy resources that speak to what you’re doing in your specific classes. [Rasm QA11.K776 2015]
This week’s spotlight shines on one of the foundational studies of active learning techniques in higher education: Active Learning: Creating Excitement in the Classroom. Bonwell and Eison’s 1991 report for ASHE-ERIC not only offers a systematic definition of active learning pedagogy, but discusses the obstacles faculty face in attempting to implement it in their classrooms and offers strategies for overcoming them. The report also provides a wealth of suggestions for active learning techniques to improve student learning. It remains one of the more important active learning resources out there, 25 years on. [Rasm LB1027.23.B66 1991]
In the spotlight this week is an excellent collection of qualitative data and perspectives on Blended Learning. Reflections on Blended Learning: Rethinking the Classroom is a set of essays by faculty at the Rochester Institute of Technology who are all practitioners of blended teaching themselves. All too often, what we miss in the conversations about blended and online learning are the voices of the actual faculty members who are tasked with doing it! This volume is a great resource, then, as it provides a wealth of experience and reflection on what works, what doesn’t, and what we need to know if we take a course into a Blended Learning environment. [Rasm LB1028.5 R43 2008]
This week’s spotlighted text is one of the best and most well-known sources on its subject. Maryellen Weimer’s Learner-Centered Teaching: Five Key Changes to Practice is a thoughtful book that really challenged me to think about what I do (and why I do it) in the classroom. Chapter One, with its rich insights and compelling argument, is worth the price of the book alone. [Rasm LB2331.W39 2002]
Here if you need it.
[Rasm LB2341.B746 2013]
This week’s spotlighted text is a familiar one for those who participated in the Course Design Institute: Grant Wiggins and Jay McTighe’s Understanding By Design. UbD is a framework for course design that allows us to make sure our goals, objectives, assessments, and daily activities all align with one another, in order to create a course that’s a successful and meaningful learning experience for our students. This book is a highly-regarded text on course design, and it’s highly recommended for those looking to revisit or reframe their course design. [Rasm LB 2806.15.W54 2005]
This week’s spotlight is on one of the “classics,” Ken Bain’s What the Best College Teachers Do. Many of you have read, or at least heard of, this book–and rightly so. It’s one of the richest sources of qualitative analysis of effective college teaching, informed by solid research in pedagogy and learning science. It’s a great book to dip back into from time to time, and refresh the pedagogical batteries. It’s also a trove of examples about teaching as an adaptable, flexible enterprise that evolves and shifts to meet student needs, as well as effectively discerns the structures within which we work. [Rasm LB 2331.B34 20014]
Michelle Miller’s Minds Online is one of the best new books on teaching and technology, suitable for instructors teaching online, blended, or face-to-face. Using a blend of research, synthesis, and practical pedagogy tips, Miller gives us a useful guide to navigating the technological landscape that’s becoming so significant for higher education. Moreover, she focuses on the ways that technology can make learning better, and thus help us more effectively reach our students. [Rasm LB 1028.5 .M548 2014]
Bates and Poole’s book takes a pragmatic and sensible approach to teaching with technology. Rather than argue that EdTech will fix everything, the authors take an approach of discernment–how can technology promote and improve student learning? And how does that vision look in practice? For those looking for a guide to both reflection and implementation of tech tools, start here! [Rasm LB2331.B378]
For the beginning of the semester, we highlight one of the “classics”–McKeachie’s Teaching Tips, now in its fourteenth (!) edition.
Nearly 30 chapters, with titles like “The ABCs of Assigning Grades” and “Facilitating Discussion,” balance a theoretical overview of their topic, concrete suggestions and tips (hence the book’s name), and some supplementary readings. For “just-in-time” recommendations, or a timely refresher, McKeachie and his co-editors have given us a convenient place to start. [Rasm LB 1738.M35]