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Book Club Books from Fall 2012 to Spring 2015


August 01, 2012 / 1:00 PM - 1:00 PM




Teaching First-Year College Students: Revised and Expanded Edition of Teaching College Freshmen (2006) by Bette LaSere Erickson, Calvin B. Peters, and Diane Weltner Strommer

Teaching First-Year College Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strategies and approaches for faculty who teach first-year courses. The new edition is based on the most current research on teaching and learning and incorporates information about the demographic changes that have occurred in student populations since the first edition was published. The updated strategies are designed to help first-year students adjust effectively to both the academic and nonacademic pressures of college. The authors also help faculty understand first-year students and show how their experiences in high school have prepared¾or not prepared¾them for the world of higher education.

304 pages

Teaching Naked: How Moving Technology Out of Your College Classroom will Improve Student Learning (2012) by Jose Antonio Bowen

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.

352 pages

The Madwoman in the Academy: 43 Women Boldly Take on the Ivory Tower (2003) by Deborah Schnitze and Deborah Keahey

An original and highly subversive critique of the academy by women affiliated with universities and colleges across Canada, The Madwoman in the Academy:Women Boldly Take on the Ivory Tower explores topics familiar to women working in academia around the world: the clash between family and work, the politics of academe, and the rifts between an academic career and political activism. Contributors offer writings in a wide range of genres, including personal essays, poetry, short stories, dialogues, and other innovative formats, daring to confront their experiences with energy, anger, wit, and humour.

215 pages

Teaching Unprepared Students: Strategies for Promoting Success and Retention in Higher Education (2008) by Kathleen F. Gabriel

The author shares proven practices that will not only engage all students in a class, but also create the conditions―while maintaining high standards and high expectations―to enable at-risk and under-prepared students to develop academically and graduate with good grades. The author also explains how to work effectively with academic support units on campus.

160 pages

2013 – 2014

How Professors Think: Inside the Curious World of Academic Judgment (2010) by Michele Lamont

Judging quality isn’t robotically rational; it’s emotional, cognitive, and social, too. Yet most academics’ self-respect is rooted in their ability to analyze complexity and recognize quality, in order to come to the fairest decisions about that elusive god, “excellence.” In How Professors Think, Lamont aims to illuminate the confidential process of evaluation and to push the gatekeepers to both better understand and perform their role.

336 pages

Teaching Online: A Practical Guide (3rd ed) (2010) by Susan Ko and Steven Rossen

Teaching Online: A Practical Guide is a practical, concise guide for educators teaching online. This updated edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication. A leader in the online field, this best- selling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section.

472 pages

Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (2011) by John C. Bean

Learn to design interest-provoking writing and critical thinking activities and incorporate them into your courses in a way that encourages inquiry, exploration, discussion, and debate, with Engaging Ideas, a practical nuts-and-bolts guide for teachers from any discipline. Integrating critical thinking with writing-across-the-curriculum approaches, the book shows how teachers from any discipline can incorporate these activities into their courses. This edition features new material dealing with genre and discourse community theory, quantitative/scientific literacy, blended and online learning, and other current issues.

384 pages

2012 - 2013

Chalk Talk, E-advice from Jonas Chalk, Legendary College Teacher (2004) by Donna M. Qualters and Miriam Rosalyn Diamond

This book presents a national award-winning approach to encouraging dialogue among interdisciplinary faculty about ways to reflect on and broaden their repertoire of teaching skills. Based on the "Dear Abby" advice column format, the process was developed to initiate a dialogue on best practices, successes, and ways to address frustrations in teaching.

228 pages

How learning works:  7 research-based principles for smart teaching (2010) by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman

Any conversation about effective teaching must begin with a consideration of how students learn. However, instructors may find a gap between resources that focus on the technical research on learning and those that provide practical classroom strategies. How Learning Works provides the bridge for such a gap.

301 pages

Documenting Learning with ePortfolios: A Guide for College Instructors (2011) by Tracy Penny Light, Helen L. Chen, and John C. Ittelson

Documenting Learning with ePortfolios provides higher education instructors with a theory-to-practice approach to understanding the pedagogy behind ePortfolios and to helping students use them to record and reflect on their learning in multiple contexts. The authors outline a framework of six critical iterative tasks to undertake when implementing ePortfolios for student success. Filled with real-life models of successful ePortfolio projects, the book also includes guidance for faculty development to support the use of ePortfolios and covers the place of ePortfolios in institutional assessment efforts. Finally, the authors offer considerations for deciding on which technological tools to deploy in implementing a successful ePortfolio initiative.

192 pages

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