Faculty Development Collection

Introduction

This new collection is sponsored by the Faculty Development Committee.  The scholarly articles and books in the collection are available to faculty to support your needs to learn more about teaching and learning excellence.  Faculty members are encouraged to submit recommendations for new titles as well as ideas of types of topics you'd like included to grow the collection. 

How to Use the Collection

  • As a professional development tool to learn about new and established teaching practices
  • To read and present key topics from articles to the FDC quarterly sessions
  • To identify potential speakers for FDC training and sessions

FDC Collection

Scholarly Articles

Barnett, P. (2011). Discussions across difference: Addressing the affective dimensions of
    teaching diverse students about diversity. Teaching in Higher Education. 1-11.

Dweck, C. (2008). The perils and promises of praise. Best of Educational Leadership 2008-
    2008. 65, 34-39.

Fink, D. (2003). A self-directed guide to designing courses for significant learning. Based on
    Creating significant learning experiences: An integrated approach to designing college
    courses.
San Francisco: Jossey-Bass. (1-35).

Halpern, D. F., & Hakel, M. D. (2003). Applying the science of learning to the university and
    beyond: Teaching for long-term retention   and transfer. Change, 35(4), 36-41. 
 

King, P. M. (2000). Learning to make reflective judgments. In M. B. B. Magolda, (Ed.), New
    Directions for Teaching and Learning: Teaching to promote intellectual and personal
    maturity: Incorporating students' worldviews and identities into the learning process
(pp.15-
    26). San Francisco: Jossey-Bass.

McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Working Paper 189,
    Wellesley College Center for Research on Women. 

Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2009). Universal
    design for learning in postsecondary education: Reflections on principles and their
    application.  Journal Of Postsecondary Education & Disability. 19(2), 135-151.
 

Books Available at FTW Library: Special FDC Collection Shelf

*Note: Book titles are in italics

Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Techniques for problem-solving. In E. F.
    Barkley, K. P. Cross, & C. H. Major, Collaborative learning techniques: A handbook for
    college faculty.
2nd ed. (pp. 224-260). San Francisco: Jossey-Bass.  LB1032 .B318 2014

Bean, J. C. (2001). Coaching thinking through the use of small groups. In J. C. Bean, Engaging
    ideas: The professor's guide to integrating writing, critical thinking, and active learning in the
    classroom
(pp. 149-168). San Francisco: Jossey-Bass.  PE1404 .B35 2011

Bean, J. C. (2001). Formal writing assignments. In J. C. Bean, Engaging ideas: The professor's
    guide to integrating writing, critical thinking, and active learning in the classroom
(pp. 73-96).
    San Francisco: Jossey-Bass.

Brookfield, S. D. (1995). Becoming critically reflective: A process of learning and change. In
    S. D. Brookfield, Becoming a critically reflective teacher. (pp. 28-48). San Francisco:
    Jossey-Bass.  LB2331 .B677 1995

Brookfield, S. D., & Preskill, S. (2005). Keeping students' voices in balance. In S. D. Brookfield
    & S. Preskill, Discussion as a way of teaching: Tools and techniques for democratic
    classrooms. (pp. 168-191). San Francisco: Jossey-Bass. LB2331 B679 2005

Brookfield, S.D., (2006). Lecturing creatively. In S. D. Brookfield, The skillful teacher: On
    technique, trust, and responsiveness in the classroom, (2nd ed.) (pp. 97-114). San
    Francisco: Jossey- Bass. LB2331 .B69 2006

Burgstahler, S. E. (2008). Universal design of instruction: From principles to practice (pp. 23-
    44). In S. E. Burgstahler & R. C. (Eds.), Universal design in higher education: From
    principles to practice. Cambridge, MA: Harvard Education Press. LC4818.38 .U55 2008

Chesler, M. & Young, A. A. (2007). Faculty members' social identities and classroom
    authority. In M. Kaplan & A. T. Miller (Eds). Scholarship of multicultural teaching and
    learning. (pp.11-20). San Francisco: Jossey-Bass. LB1025.2 .N456 2007 no.111

Miller, A. T. (2005). The Multicultural Lab: Diversity Issues in STEM Classes. In M. L. Ouellett
    (Ed.), Teaching inclusively. (pp. 451-459). Stillwater, OK: New Forums Press Inc.
    LC1099 .T436 2005

Stevens, D. D., & Levi, A. (2005). Introduction to rubrics: An assessment tool to save grading
    time, convey effective feedback, and promote student learning. Sterling, VA: Stylus
    Publishing. (Chapters 1 & 3) LB3063 .S74 2005

Warren, L. (2005). Strategic action in hot moments. In M. L. Ouellett (Ed.), Teaching
    inclusively. (pp. 620-630). Stillwater, OK: New Forums Press Inc. LC1099 .T436 2005

Submit Recommended Titles

Please submit titles (including author, publisher, etc. if possible) to:

Pam Johnson  pjohnson4@devry.edu
Jocelyn Russell  JRussell1@devry.edu

Enjoy the collection!

 


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