Robert Boice's "Professors as Writers" (1990) is a self-help guide designed to assist academics in overcoming writing difficulties and increasing their productivity. Drawing on two decades of research, Boice outlines a systematic four-step plan encompassing automaticity, externality, self-control, and sociality to foster a more consistent and enjoyable writing process. The book identifies common causes of writing blocks, such as perfectionism, procrastination, and anxiety, and offers practical strategies including spontaneous and generative writing, stimulus control, and cognitive techniques to address these issues. Furthermore, it emphasizes the importance of managing setbacks and integrating writing into a sustainable and rewarding part of a professional life.
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This academic book, intended for college instructors, offers a comprehensive, research-based guide to effective teaching practices. It begins by exploring student learning and outcomes-centered course design, then examines various pedagogical methods, including lectures, discussions, experiential learning, and group work. The text also addresses crucial aspects of the learning environment, student motivation, classroom management, academic integrity, and the use of technology. Furthermore, it guides educators on helping students develop learning skills, utilizing visual aids, providing feedback, assessing learning, and documenting teaching effectiveness. Ultimately, the resource aims to equip faculty with strategies to foster deep and meaningful learning in their students.
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Daniel Coyle's "The Talent Code" investigates the origins and growth of exceptional abilities, arguing that greatness isn't innate but cultivated. The book presents the concept of "deep practice," a targeted and often challenging form of engagement that fosters the development of myelin, a neural insulator crucial for skill acquisition. Through diverse examples like the Italian Renaissance, Brazilian soccer, and a unique music school, Coyle demonstrates how specific environments and training methods, termed "talent hotbeds," facilitate this accelerated learning. Furthermore, the text explores the role of "ignition," the motivational sparks that initiate and sustain the intense practice necessary for skill development. Finally, the author examines "master coaching," highlighting the specific techniques and guidance that expert teachers employ to optimize learning and skill refinement in their students.
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"Bettina-L.pdf" presents a critical examination of the educational system in America, particularly its impact on Black students. The text argues that schools often function within a framework of "educational survival" rather than fostering true thriving, perpetuating inequalities rooted in historical and ongoing racism. Drawing on personal experiences, historical context, and critical race theory, the author explores the systemic barriers and spirit-murdering practices faced by dark youth. The document advocates for an "abolitionist teaching" approach that centers Black joy, freedom dreaming, and intersectional justice, demanding a radical reimagining of education. It critiques reform efforts as insufficient, often serving corporate interests, and emphasizes the necessity of community, mattering, and confronting Whiteness to achieve educational equity. Ultimately, the text calls for educators and communities to move beyond mere survival towards creating a system where all students, particularly those marginalized by race, can truly thrive.
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Bell Hooks' "Teaching to Transgress: Education as the Practice of Freedom" (1994) examines education as a transformative act. Hooks advocates for an "engaged pedagogy" where teachers and students learn together, emphasizing critical thinking and challenging traditional power structures. The book explores themes of race, gender, class, and culture within the classroom, urging educators to create inclusive spaces that foster liberation and social justice. Through essays, personal anecdotes, and dialogues, Hooks discusses radical teaching practices, the importance of student experience, and the necessity of confronting societal inequalities in educational settings.
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Sarah Rose Cavanagh's The Spark of Learning: Energizing the College Classroom with the Science of Emotion explores how understanding and leveraging student emotions can enhance teaching and learning in higher education. The book draws upon affective science research to suggest practical strategies for educators. Cavanagh examines how emotions like interest, curiosity, anxiety, and motivation influence student engagement, memory, and persistence. She provides advice on creating a positive emotional climate, fostering student control and value in coursework, and managing negative emotions and classroom challenges. Ultimately, the book advocates for a more emotionally attuned pedagogical approach to create a more effective and fulfilling learning experience for both students and instructors.
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David Allen's "Getting Things Done" presents a comprehensive system for personal productivity and stress reduction. The book advocates for capturing all commitments and "open loops" into a trusted external system, thus freeing mental space. It outlines a five-step workflow: collect, process, organize, review, and do. Allen emphasizes clarifying desired outcomes and defining concrete next actions for every commitment. The text explores strategies for managing tasks, projects, and non-actionable information, advocating for regular review to maintain control and focus. Ultimately, the methodology aims to enable better decision-making about what to do at any given moment, fostering a sense of control and reducing the mental burden of unfinished tasks.
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This text presents Stephen Covey's "The 7 Habits of Highly Effective People," emphasizing a principle-centered approach to personal and interpersonal effectiveness rather than quick-fix personality techniques. It argues for the primacy of character over personality, advocating for habits based on natural laws and fundamental principles that lead to enduring success and happiness. The source explores concepts like proactivity, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand, synergizing, and self-renewal, illustrating them with anecdotes and explanations. It contrasts the Character Ethic with the Personality Ethic and underscores the importance of paradigms and paradigm shifts in achieving effectiveness. The material suggests a journey from dependence to independence to interdependence through the cultivation of these habits and the alignment of one's life with core principles.
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This source, intended for college instructors, offers guidance on various aspects of teaching. It explores effective pedagogical methods, such as lecturing, facilitating discussions, incorporating active learning, and utilizing technology. The text also addresses course design, including syllabus creation, assessment strategies like testing and grading, and providing constructive feedback. Furthermore, it examines student-related topics, such as motivation, diverse learning needs, cultural considerations, and how to handle different student challenges. Finally, the resource emphasizes continuous professional growth and ethical considerations in teaching.
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"A Toolkit for College Professors" offers guidance for academics navigating various aspects of their careers. The book provides insights and strategies for effective teaching practices, fostering student success, and cultivating positive relationships with colleagues and administrators. Through case studies and scenarios, it explores challenges related to research, service, and the promotion and tenure process. It emphasizes the importance of collegiality, ethical conduct, and continuous professional development for a fulfilling and successful career in higher education.
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This source, How to Run a College, offers a comprehensive guide to the administration and operational aspects of higher education institutions in the 21st century. Drawing on historical context and contemporary challenges, the authors examine key areas such as governance, financial management, enrollment strategies, advancement efforts, academic affairs, student life, and athletics. The text analyzes the pressures facing colleges and universities and proposes strategies for adapting to a changing landscape, emphasizing the need for strategic leadership, innovation, and collaboration to ensure institutional survival and relevance. Ultimately, the book presents an optimistic yet realistic assessment of the future of American higher education and the critical decisions leaders must make.
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This book is the foreword and excerpts from John Hoover's book "John Hoover - Best Practices: Time Management: Set Priorities to Get the Right Things Done". It examines key aspects of effective time management, including prioritizing, organizing, avoiding distractions, and managing time in the workplace.The book offers practical tips and tools, such as to-do list making, scheduling, and running effective meetings, to help readers increase productivity and achieve their goals. It also includes a recommended reading list on time management and related topics.
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The book "The New College Classroom" offers educators practical strategies for transforming teaching, emphasizing active student engagement and the creation of an inclusive learning environment.
Drawing on research from various fields, the authors advocate for moving beyond the traditional lecture model and adopting methods that promote deep learning.
Special focus is given to designing effective curricula, facilitating group work, and providing meaningful feedback, as well as addressing fair assessment practices and anti-racist pedagogy.
The ultimate goal is to help every student succeed and prepare them for the challenges of the modern world.
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The book "An Evidence-Based Guide to College and University Teaching: Developing the Model Teacher" by Aaron S. Richmond, Regan A. R. Gurung, and Guy A. Boysen is a practical resource for higher education instructors, grounded in scientific research on pedagogy.
The authors, professors of psychology and education, provide clear criteria for "model teaching," covering aspects such as preparation, teaching methods, student assessment, curriculum development, and the use of feedback.
The book includes self-assessments, practical examples, case studies, and advice on improving teaching skills for educators at any experience level.
Its primary goal is to offer objective guidelines for defining and enhancing teaching quality in colleges and universities, ultimately fostering effective student learning.
This source, Cal Newport's Deep Work, argues that focused, uninterrupted work is increasingly valuable yet rare in our distraction-filled world. The author contrasts the deep work habits of successful individuals like Bill Gates with the fragmented attention of modern knowledge workers consumed by network tools. Newport presents deep work as a crucial skill for thriving in the modern economy, highlighting examples of individuals who achieved significant success by cultivating this ability. The book then provides practical rules and strategies for integrating deep work into one's life, such as scheduling focused blocks, embracing boredom, strategically quitting social media, and minimizing shallow tasks. Ultimately, Deep Work champions a deliberate approach to work designed to maximize productivity and fulfillment in a distracted age.
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Stella Cottrell's "50 Ways to Manage Stress" (2019) offers a practical guide for students seeking to understand and alleviate stress. The book identifies common stressors in student life, such as academic pressures, social adjustments, and financial worries. It presents fifty distinct strategies encompassing lifestyle adjustments, cognitive techniques, and social engagement to help students effectively manage stress levels and enhance well-being. The text also emphasizes self-awareness, seeking support when needed, and developing healthy habits for long-term stress resilience. Furthermore, it provides resources for further exploration of stress management and mental health support.
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"The College Instructor’s Guide to Writing Test Items" offers practical guidance for educators on creating effective assessments, particularly multiple-choice questions, to accurately measure student learning. The book emphasizes aligning test items with learning objectives and provides a framework for developing test blueprints to ensure a balanced evaluation of content and cognitive skills. It explores various test item formats, offering insights into their strengths and weaknesses, and details specific guidelines for constructing high-quality multiple-choice items, including avoiding common flaws and assessing higher-order thinking. Furthermore, the guide discusses the use of learning management systems and resources like Proola for item development and peer review, concluding with methods for analyzing test results to improve both assessment practices and instructional strategies.
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"The Discussion Book: 50 Great Ways to Get People Talking" by Stephen D. Brookfield and Stephen Preskill is a practical guide offering numerous techniques to stimulate and manage discussions in various settings. Each technique is presented with its purpose, methodology, ideal application scenarios, user benefits, potential pitfalls, and relevant questions. The book emphasizes active participation, thoughtful engagement, and the creation of productive dialogues through diverse approaches, ranging from structured activities to creative exercises. It serves as a manual for educators, facilitators, and leaders seeking to foster more dynamic and inclusive conversations within their groups.
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This book, The Undergraduate Experience: Focusing Institutions on What Matters Most, examines key aspects crucial for effective higher education. Authored by experienced educators, it highlights six core themes: what matters most, learning, relationships, expectations, alignment, and improvement. The text uses case studies and research to illustrate these themes and provides action principles and reflective questions for institutional leaders, faculty, and staff. Ultimately, the authors advocate for a student-centered, mission-driven institutional culture characterized by continuous improvement and a focus on creating meaningful undergraduate experiences for all students. The book offers a framework for enhancing undergraduate education by emphasizing intentionality and collaboration across various campus stakeholders.
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L. Dee Fink's "Creating Significant Learning Experiences" (2013) offers a comprehensive framework for designing college courses that move beyond traditional content delivery. The book emphasizes a learner-centered approach, advocating for the creation of "significant learning experiences" encompassing foundational knowledge, application, integration, human dimension, caring, and learning how to learn. Fink introduces a model of integrated course design, stressing the interconnectedness of learning goals, teaching activities, and assessment methods. The text argues for a paradigm shift in higher education, urging instructors and institutions to prioritize student learning outcomes and provide better support for faculty professional development in effective teaching practices. Ultimately, the book aims to empower educators to create courses that lead to deeper and more lasting learning that positively impacts students' lives.