User-friendly and practical, Arousing Sense is a guide to how teaching through sensory experience can lead to positive, transformative impact in the classroom and everyday life.
“Applebee's central point, the need to teach 'knowledge in context,' is absolutely crucial for the hopes of any reformed curriculum. His experience and knowledge give his voice an authority that makes many of the current proposals on both the left and right seem shallow by comparison.”—Gerald Graff, University of Chicago
Deaf Education in America: Voices of Children from Inclusion Settings provides a detailed examination of the complex issues surrounding the integration of deaf students into the general classroom. Author Janet Cerney begins her comprehensive work by stressing to parents, educators, and policymakers the importance of learning the circumstances in which mainstreaming and inclusion can be successful for deaf students. This process requires stakeholders to identify and evaluate the perceived benefits and risks before making placement and implementation decisions. The influences of the quality of communication and the relationships built by and with the students are of paramount importance in leading to success.
In conjunction with these principles, this thorough study examines the theory and history behind inclusion, including the effects of the No Child Left Behind education act. Cerney incorporates this knowledge with interviews of the deaf students themselves as well as with their interpreters and teachers. To ensure complete candidness, the students were surveyed in their homes, and the interpreters and educators were questioned separately. Through these exchanges, Cerney could determine what worked well for the deaf students, what barriers interfered with their access to communication, and what support structures were needed to eliminate those barriers. As a result, Deaf Education in America offers concrete information on steps that can be taken to ensure success in an inclusion setting, results that reverberate through the voices of the deaf students.
This timely, persuasive, and hopeful book reexamines John Dewey's idea of schools, specifically community schools, as the best places to grow a democratic society that is based on racial, social, and economic justice. The authors assert that American colleges and universities bear a responsibility for-and would benefit substantially from-working with schools to develop democratic schools and communities.
Dewey's Dream opens with a reappraisal of Dewey's philosophy and an argument for its continued relevance today. The authors-all well-known in education circles-use illustrations from over 20 years of experience working with public schools in the University of Pennsylvania's local ecological community of West Philadelphia, to demonstrate how their ideas can be put into action. By emphasizing problem-solving as the foundation of education, their work has awakened university students to their social responsibilities. And while the project is still young, it demonstrates that Dewey's "Utopian ends" of creating optimally participatory democratic societies can lead to practical, constructive school, higher education and community change, development, and improvement.
Jillian Ford and Nathalia E. Jaramillo edit a collection of writings by women that examine womanist worldviews in philosophy, theory, curriculum, public health, and education. Drawing on thinkers like bell hooks and Cynthia Dillard, the essayists challenge the colonizing hegemonies that raise and sustain patriarchal and male-centered systems of teaching and learning. Part One examines how womanist theorizing and creative activity offer a space to study the impact of conquest and colonization on the Black female body and spirit. In Part Two, the contributors look at ways of using text, philosophy, and research methodologies to challenge colonizing and colonial definitions of womanhood, enlightenment, and well-being. The essays in Part Three undo the colonial pedagogical project and share the insights they have gained by freeing themselves from its chokehold.
Powerful and interdisciplinary, Disrupting Colonial Pedagogies challenges colonialism and its influence on education to advance freer and more just forms of knowledge making.
Contributors: Silvia García Aguilár, Khalilah Ali, Angela Malone Cartwright, Adriana Diego, LeConté Dill, Sameena Eidoo, Genevieve Flores-Haro, Jillian Ford, Leena Her, Nathalia E. Jaramillo, Patricia Krueger-Henney, Claudia Lozáno, Liliana Manriquez, Alberta Salazár, León Salazár, and Lorri Santamaría
How teachers can help combat higher education’s mental health crisis.
Mental health challenges on college campuses were a huge problem before COVID-19, and now they are even more pronounced. But while much has been written about higher education’s mental health crisis, very little research focuses on the role played by those on campus whose influence on student well-being may well be greatest: teachers. Drawing from interviews with students and the scholarship of teaching and learning, this book helps correct the oversight, examining how faculty can—instead of adding to their own significant workloads or duplicating counselors’ efforts—combat student stress through adjustments to the work they already do as teachers.
Improving Learning and Mental Health in the College Classroom provides practical tips that reduce unnecessary discouragement. It demonstrates how small improvements in teaching can have great impacts in the lives of students with mental health challenges, while simultaneously boosting learning for all students.
The international bestseller that has helped millions of students, teachers, and lifelong learners use proven approaches to learn better and remember longer.
“We have made Make It Stick a touchstone for our instructors … to gain a real advantage for our learners as they tackle some of the toughest work in the world.” —Carl Czech, former Senior Instructional Systems Specialist/Advisor, US Navy SEALs
Are you tired of forgetting what you learn? This groundbreaking book, based on the latest research in cognitive science, offers powerful strategies to boost memory and learning.
To most of us, learning something “the hard way” means wasted time and effort. Good teaching, many believe, should be tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and a ten-year collaboration among some of the world’s leading experts on human learning and memory, the authors explain what really drives successful learning. With clear, real-world examples, they show how we can confidently hone our skills and learn more effectively.
Many common study habits simply don’t work. Underlining, highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. Science shows that more durable learning comes from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has occurred, and interleaving the practice of one skill or topic with another. Make It Stick breaks down these proven approaches in compelling ways and offers concrete techniques for becoming more productive learners.
Full of eye-opening and inspiring stories for students, educators, and parents, Make It Stick is an indispensable guide for all those interested in the challenge of lifelong learning and self-improvement.
A Chronicle of Higher Education “Top 10 Books on Teaching” Selection
To most of us, learning something “the hard way” implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.
“If you want to read a lively and engaging book on the science of learning, this is a must.”
—Hazel Christie, Times Higher Education
“Many educators are interested in making use of recent findings about the human brain and how we learn…Make It Stick [is] the single best work I have encountered on the subject. Anyone with an interest in teaching or learning will benefit from reading this book.”
—James M. Lang, Chronicle of Higher Education
“What a delight to read David Gooblar’s book on teaching and learning. He wraps important insights into a story of discovery and adventure.”
—Ken Bain, author of What the Best College Teachers Do
College is changing, but the way we train academics is not. Most professors are taught to be researchers first and teachers a distant second, even as scholars are increasingly expected to excel in the classroom. There has been a revolution in teaching and learning over the past generation, and we now have a whole new understanding of how the brain works and how students learn. The Missing Course offers a field guide to the state-of-the-art in teaching and learning and is packed with insights to help students learn in any discipline.
Wary of the folk wisdom of the faculty lounge, David Gooblar builds his lessons on the newest findings and years of experience. From active-learning strategies to ways of designing courses to get students talking, The Missing Course walks you through the fundamentals of the student-centered classroom, one in which the measure of success is not how well you lecture but how much your students actually learn.
“Warm and empirically based, comprehensive but accessible, student-centered and also scientific. We’re so lucky to have Gooblar as a guide.”
—Sarah Rose Cavanagh, author of The Spark of Learning
“Goes beyond critique, offering a series of activities, approaches, and strategies that instructors can implement. His wise and necessary book is a long defense of the idea that a university can be a site of the transformation of self and society.”
—Los Angeles Review of Books
“An invaluable source of insight and wisdom on what it means to work with students. We’ve needed this book for a long time.”
—John Warner, author of Why They Can’t Write
From the author of The Missing Course, an essential guide to pedagogy that serves all members of an ever more diverse undergraduate population.
A century ago, a typical US college campus was a sanctuary of privilege, with white men of means constituting nearly the entire student population. Today, half of US undergraduates live at or near the poverty line, and universities are more diverse than ever. But teaching and curricula have not caught up, resulting in stark inequities. Black and Hispanic students graduate at lower rates than their white and Asian counterparts, economically insecure and disabled students face persistent disadvantages, and in STEM disciplines gender imbalances remain the norm.
One Classroom at a Time provides practical, research-based recommendations for teachers and administrators who want to narrow such academic gaps. David Gooblar explains the psychological hardships facing many marginalized students—including stereotype threat and belonging uncertainty—and provides detailed remedies. This wide-ranging guide also offers advice for mitigating burdens of financial insecurity and designing classes that work for all students regardless of disabilities. The emphasis throughout is on helping instructors and administrators understand not just the principles of equitable pedagogy but also the reasoning; not just what works, but why it works.
In the twenty-first century, college courses shouldn’t be built for imaginary students of yesteryear. One Classroom at a Time shows how we can tailor pedagogy to the students of today, so that all of them can secure the education and the success they deserve.
Travis and DeSpain curate conversations on the value of project-based, collaborative learning; examples of real-world assignments where students combine close, collaborative, and computational reading; how digital humanities aids in the consideration of marginal texts; the ways in which an ethics of care can help students organize artifacts; and how an activist approach affects debates central to the study of difference in the nineteenth century.
A supplemental companion website with substantial appendixes of syllabi and assignments is now available for readers of Teaching with Digital Humanities.
Teaching with Tenderness follows in the tradition of bell hooks's Teaching to Transgress and Paulo Freire's Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offers a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care.
Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship.
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