Books for Faculty
The following titles are available for faculty lending. These titles are made available to faculty through the Title 3 grant, and by the Director of Teaching and Learning. Contact Martin Springborg for lending information.
HIGH IMPACT PRACTICES IN ONLINE EDUCATION
EDITED BY KATHRYN E. LINDER AND CHRYSANTHEMUM MATTISON HAYES
A primary goal of High-Impact Practices Online is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of High-Impact Practices Online also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful.
The book provides guidance on how best to implement HIPs to increase retention and completion for online learners.
TRANSPARENT DESIGN IN HIGHER EDUCATION TEACHING AND LEADERSHIP
EDITED BY MARY-ANN WINKELMES, ALLISON BOYE AND SUZANNE TAPP
This book offers a comprehensive guide to the Transparency in Learning and Teaching (TILT) framework that has convincingly demonstrated that implementation increases retention and improved outcomes for all students. Its premise is simple: to make learning processes explicit and equitably accessible for all students.
MEANINGFUL GRADING: A GUIDE FOR FACULTY IN THE ARTS
NATASHA HAUGNES, HOAG HOLMGREN, AND MARTIN SPRINGBORG
Meaningful Grading: A Guide for Faculty in the Arts enables faculty to create and implement effective assessment methodologies—research based and field tested—in traditional and online classrooms. In doing so, the book reveals how the daunting challenges of grading in the arts can be turned into opportunities for deeper student learning, increased student engagement, and an enlivened pedagogy.
Chalkboards and projectors are familiar tools for most college faculty, but when new technologies become available, instructors aren’t always sure how to integrate them into their teaching in meaningful ways. For faculty interested in supporting student learning, determining what’s possible and what’s useful can be challenging in the changing landscape of technology.
Arguing that teaching and learning goals should drive instructors’ technology use, not the other way around, Intentional Tech explores seven research-based principles for matching technology to pedagogy. Through stories of instructors who creatively and effectively use educational technology, author Derek Bruff approaches technology not by asking “How to?” but by posing a more fundamental question: “Why?”