Resources from the CETL Teaching and Learning Library

This week’s post is the first in what will be a series of intermittent posts highlighting some of the new and interesting resources available in CETL’s Teaching and Learning Library. The Scholarship of Teaching and Learning (SoTL) is a remarkably diverse field, from qualitative studies of subjects like class climate and student motivation, to quantitative research informed by findings from cognitive psychology, and seemingly everything between. As our resources allow, we try to ensure that a good range of this scholarship, in all of its varieties, is available for you to consult and utilize.

The CETL Teaching and Learning Library is catalogued with the rest of Grand View’s library collections, meaning that you can do a search in the online catalog for any of our texts. If a book is shelved in CETL, you’ll see that noted in its individual catalog record and its call number:

Library Record

To check out any CETL Library materials, simply stop by Kevin Gannon’s office in the CETL, or send an email to have the book checked out and left for you to pick up. It’s that easy!

Here are a few of the recent additions to the CETL Teaching and Learning Library:

Jennifer Herman and Linda Nilson, Creating Engaging Discussions: Strategies for ‘Avoiding Crickets’ in any Size Classroom and Online (Stylus, 2018).

Herman and Nilson provide an excellent set of resources and strategies to help start and sustain class discussions. If you want your class to be an active learning space, but encounter struggles with students who are reluctant to discuss or a handful who dominate the conversation, you might find this text helpful. A particular strength of the book is its attention to both assessing discussion to continually improve it, and to online classes–an area that doesn’t always get addressed in some of the literature on active learning and class discussions.

Paul Handstedt, Creating Wicked Students: Designing Courses for a Complex World (Stylus, 2018.)

Handstedt’s book is a thorough but eminently readable discussion of course design principles. Handstedt starts with the premise that a meaningful college education should prepare students to take on the “wicked problems” with which our society is wrestling. As he puts it, “this book begins with the assumption that what we all want for our students is that they be capable of changing the world….When a student leaves college, we want them to enter the world not as drones participating mindlessly in activities to which they’ve been appointed, but as thinking, deliberative beings who add something to society.” This is a resource on course design that incorporates evidence-based best practices, but is also an impassioned call for good teaching and learning. It’s well worth a look.

Amy Lee, et al.Teaching Interculturally: A Framework for Integrating Disciplinary Knowledge and Intercultural Development (Stylus, 2017).

Amy Lee’s framework for intercultural teaching, as well as the excellent case studies written by faculty members which accompany it, make this book an invaluable resource for inclusive pedagogy. A particular strength of the book is the suggestions it offers for a continuous process of assessment and reflection we can use to continue to improve our teaching in diverse classrooms. Instructors in any discipline will find Lee’s book useful; it is an excellent blend of theory and practice.

These three books are just the newest parts of a collection of over 200 volumes in the CETL Teaching and Learning Library. Take a look at our collection and see what resources might be useful for you!

Have a question? Looking for resources or information? Want to take advantage of the services CETL offers? Contact us by clicking here, emailing or calling Kevin at 263-6102.

Find out about all our programming, including when and where sessions will be held, by visiting the Calendar page of our site.

Finally, here’s a video that is oddly therapeutic for this point in the semester:


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