Posts Categorized: what we’re reading

What We’re Reading: Connected Teaching

illustration by Clare Reid Recently a colleague lent me a book called Connected Teaching: Relationship, Power, and Mattering in Higher Education, by Harriet Schwartz (2019), in response to my interest in knowing more about growth and human development in the context of learning. The book introduced me to Relational Cultural Theory (RCT), a human development… Read more »

What We’re Reading: Narratives of First-Generation College Students

illustration by Clare Reid The 2015 novel Make Your Home Among Strangers (Macmillan), by Jennine Capó Crucet, follows the trajectory of Lizet, a first-generation college student who leaves her native Miami for an education at an elite New England liberal arts college where she has earned a scholarship. As Lizet struggles through her first semester’s… Read more »

What We’re Reading: Algorithms of Oppression

illustration by Clare Reid We may be a bit late to the party, but Safiya U. Noble’s 2018 book Algorithms of Oppression is a must-read, particularly for those concerned with student digital literacy and fluency. Her research adds to a growing body of literature (including Chris Gillard’s and others’ work on digital redlining and Virginia… Read more »

What We’re Reading: Rigorous Reflection

illustration by Clare Reid In “Legitimating Reflective Writing in SoTL” (Sept. 2019, Teaching and Learning Inquiry), authors Alison Cook-Sather, Sophia Abbot, and Peter Felten argue that reflection—a powerful teaching and learning tool—is discounted by many teachers because of “dysfunctional illusions of rigor.”

What We’re Reading: High-Impact Practices in Online Education

illustration by Clare Reid High-impact practices (HIPs, e.g., collaborative assignments, writing-intensive classes, global learning, etc.) have been widely studied and recognized as effective teaching and learning experiences for students. But these practices are often only envisioned for and studied in a face-to-face learning environment. In contrast, the educators in the collection High-Impact Practices in Higher… Read more »

What We’re Reading: Resourcefulness Can (and Should) be Taught

illustration by Clare Reid In “Interpreting Students’ Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens” (2019, Teaching and Learning Inquiry), authors Rebecca Martin and Deborah Kennett describe their qualitative study of twenty college students who had experienced academic disappointments. Crucially, these students varied in terms of resourcefulness (defined here as the ability to… Read more »

What We’re Reading: Actual Learning vs. The Feeling of Learning

A drawing of two classrooms: in one, the teacher is lecturing happily to students. In another, students are doing active learning while the teacher looks on, pondering.

illustration by Clare Reid A recent study published in the Proceedings of the National Academy of Sciences (2019) is a great demonstration of why teaching only with our guts isn’t enough and why outsourcing overall evaluation of our teaching and our students’ learning to the students themselves is done at our own peril. The article,… Read more »

A Reading List for Summer and Beyond

With the semester winding down, are you looking for a few excellent books for your summer reading list? CNDLS has you covered. In our new Teaching Commons Bibliography, you’ll find a treasure trove of readings—articles and books—on a range of teaching and learning topics. Maybe you’ll want to dig into the complexities of mentoring with… Read more »