Results by title
461 books match the query 'Teaching' and 53 start with c
CASE 2.1 Brenna Schneider at 99Degrees
Carole Carlson and Rachael Weiker
Brandeis University Press, 2024
CASE 2.2 The Kindness of Human Milk
The Founding of Mothers’ MilkBank NortheastNaomi Bromberg Bar-Yam and Mark I. Rosen
Brandeis University Press, 2024
CASE 3.1 Engage or Divest? Trillium Asset Management, Facebook Governance,and Shareholder Advocacy
Monique DeSimone, Jess Lynch-Foust, Douglass Guernsey, and Laura Burroughs
Brandeis University Press, 2024
CASE 3.2A SAMRIDH Blended Finance Facility
Accelerating Pandemic Responseand Building Equitable Health Systems in India (A)Archita Adlakha, Neeta Rao, Achin B. N. Biyani, Ritika Pandey, and Sudheer Nadipally
Brandeis University Press, 2024
CASE 3.2B SAMRIDH Blended Finance Facility
Accelerating Pandemic Responseand Building Equitable Health Systems in India (B)Archita Adlakha, Neeta Rao, Achin B. N. Biyani, Ritika Pandey, and Sudheer Nadipally
Brandeis University Press, 2024
CASE 4.1 HopeWell, Inc.
Della M. Hughes and Marji Erickson Warfield
Brandeis University Press, 2024
CASE 4.2A Tufts Medicine Health Care System
Merging Hospitals in a New Model (A)Maher Tabba and Jon Chilingerian
Brandeis University Press, 2024
CASE 4.2B Tufts Medicine Health Care System
Merging Hospitals in a New Model (B)Maher Tabba and Jon Chilingerian
Brandeis University Press, 2024
CASE 4.3 Aligning Transition Supports and Services for Students With Disabilities
Jennifer Stewart
Brandeis University Press, 2024
CASE 4.4 The Native Plant Ordinance Meeting
Elizabeth V. Sessions
Brandeis University Press, 2024
CASE 5.1 Boston MedFlight
Leveraging Data to Design a New Helicopter AlgorithmMatthew Kriegsman
Brandeis University Press, 2024
CASE 5.2 Ford Hall 2015
Avery Brien, Mónica García, Sonia Kikeri, and Miya Ward
Brandeis University Press, 2024
CASE 5.3 The Interfaith Worker Rights Council Call Center
Joel Cutcher-Gershenfeld
Brandeis University Press, 2024
CASE 6.1 JA Worldwide
Creating a Global BrandKeshia Engwenyi, Julia Robinson-Rosendorff, and Sean C. Rush
Brandeis University Press, 2024
CASE 7.1 Breaking Down Silos to Build Collaborative Systems
Lauren Hajjar, Jody Hoffer Gittell, Ninna Meier, and Bill Gunn
Brandeis University Press, 2024
CASE 7.2 The Unit-BasedTeam Meeting
Joel Cutcher-Gershenfeld
Brandeis University Press, 2024
COMPUGIRLS
How Girls of Color Find and Define Themselves in the Digital AgeKimberly A. Scott
University of Illinois Press, 2021
Kimberly A. Scott explores this question and others as she details the National Science Foundation-funded enrichment project COMPUGIRLS. This groundbreaking initiative teaches tech skills to adolescent girls of color but, as importantly, offers a setting that emphasizes empowerment, community advancement, and self-discovery. Scott draws on her experience as an architect of COMPUGIRLS to detail the difficulties of translating participants' lives into a digital context while tracing how the program evolved. The dramatic stories of the participants show them blending newly developed technical and communication skills in ways designed to spark effective action and bring about important change.
A compelling merger of theory and storytelling, COMPUGIRLS provides a much-needed roadmap for understanding how girls of color can find and define their selves in today's digital age.
Changing Conceptions, Changing Practices
Innovating Teaching across Disciplinesedited by Angela Glotfelter, Caitlin Martin, Mandy Olejnik, Ann Updike & Elizabeth Wardle
Utah State University Press, 2022
The authors draw on the threshold concepts framework, research in writing studies, and theories of learning, leadership, and change to deftly explore why faculty are often stymied in their efforts to design meaningful curricula for deep learning and how carefully scaffolded professional development for faculty teams can help make such change possible. This book is a powerful demonstration of how faculty members can be empowered when professional development leaders draw on a range of scholarship that is not typically connected.
In today’s climate, courses, programs, and institutions are often assessed by and rewarded for proxy metrics that have little to do with learning, with grave consequences for students. The stakes have never been higher, particularly for public higher education. Faculty members need opportunities to work together using their own expertise and to enact meaningful learning opportunities for students. Professional developers have an important role to play in such change efforts.
WAC scholars and practitioners, leaders of professional development and centers for teaching excellence, program administrators and curriculum committees from all disciplines, and faculty innovators from many fields will find not only hope but also a blueprint for action in Changing Conceptions, Changing Practices.
Contributors: Juan Carlos Albarrán, José Amador, Annie Dell'Aria, Kate de Medeiros, Keith Fennen, Jordan A. Fenton, Carrie E. Hall, Elena Jackson Albarrán, Erik N. Jensen, Vrinda Kalia, Janice Kinghorn, Jennifer Kinney, Sheri Leafgren, Elaine Maimon, Elaine Miller, Gaile Pohlhaus Jr., Jennifer J. Quinn, Barbara J. Rose, Scott Sander, Brian D. Schultz, Ling Shao, L. James Smart, Pepper Stetler
Chemical Demonstrations, Volume 1
A Handbook for Teachers of ChemistryBassam Z. Shakhashiri
University of Wisconsin Press, 1983
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references.
Chemical Demonstrations, Volume 2
A Handbook for Teachers of ChemistryBassam Z. Shakhashiri
University of Wisconsin Press, 1985
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references.
Chemical Demonstrations, Volume 3
A Handbook for Teachers of ChemistryBassam Z. Shakhashiri
University of Wisconsin Press, 1989
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references. You'll find safety emphasized throughout the book in each demonstration.
Chemical Demonstrations, Volume 4
A Handbook for Teachers of ChemistryBassam Z. Shakhashiri
University of Wisconsin Press, 1992
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references. You'll find safety emphasized throughout the book in each demonstration.
Chemical Demonstrations, Volume 5
A Handbook for Teachers of ChemistryBassam Z. Shakhashiri
University of Wisconsin Press, 2011
Color and light are the focus of this long-awaited fifth volume in the Chemical Demonstrations series, which describes demonstrations that effectively communicate science to both students and general audiences. Using full color illustrations, the book provides meticulous instructions for safely demonstrating colorful phenomena and illustrating scientific principles. A rich introductory section explores the science of color and light, outlines the chemical processes of vision, and explains what happens when visual information enters the human eye and is perceived by the brain. With more than fifty demonstrations and multiple procedures included, this volume offers abundant opportunities to arouse and sustain interest in science for both classroom and public presentations.
Each demonstration includes:
• a brief description of the demonstration
• a materials list
• a step-by-step account of procedures to be used
• an explanation of the potential hazards involved
• information on safely storing and disposing the chemicals used
• a full discussion of the phenomena displayed and principles illustrated
• a list of references.
Created by acclaimed chemists and science educators Bassam Shakhashiri and his collaborators Rodney Schreiner and Jerry Bell, these demonstrations make an impressive addition to the earlier volumes, which have been lauded for guiding teachers and scientists in effectively communicating science. Like all volumes in the series, Volume 5 communicates chemistry using pedagogical knowledge to enhance the effectiveness of demonstrations to all audiences.
Ciardi Himself
Fifteen Essays in the Reading, Writing, and Teaching of PoetryJohn Ciardi
University of Arkansas Press, 1989
Class Not Dismissed
Reflections on Undergraduate Education and Teaching the Liberal ArtsAnthony Aveni
University Press of Colorado, 2014
Although in recent years the lecture has come under fire as a pedagogical method, Aveni ardently defends lecturing to students. He shares his secrets on crafting an engaging lecture and creating productive dialogue in class discussions. He lays out his rules on classroom discipline and tells how he promotes the lost art of listening. He is a passionate proponent of the liberal arts and core course requirements as well as a believer in sound teaching promoted by active scholarship.
Aveni is known to his students as a consummate storyteller. In Class Not Dismissed he shares real stories about everyday college life that shed light on serious educational issues. The result is a humorous, reflective, inviting, and powerful inquiry into higher education that will be of interest to anyone invested in the current and future state of college and university education.
Classroom Commentaries
Teaching the Poetria nova across Medieval and Renaissance EuropeMarjorie Curry Woods
The Ohio State University Press, 2009
Classroom Management
Daniel Duke
University of Chicago Press, 1979
Coal in our Veins
A Personal JourneyErin Ann Thomas
Utah State University Press, 2012
In Coal in Our Veins, Erin Thomas employs historical research, autobiography, and journalism to intertwine the history of coal, her ancestors' lives mining coal, and the societal and environmental impacts of the United States' dependency on coal as an energy source. In the first part of her book, she visits Wales, native ground of British coal mining and of her emigrant ancestors. The Thomases' move to the coal region of Utah—where they witnessed the Winter Quarters and Castle Gate mine explosions, two of the worst mining disasters in American history—and the history of coal development in Utah form the second part.
Then Thomas investigates coal mining and communities in West Virginia, near her East Coast home, looking at the Sago Mine collapse and more widespread impacts of mining, including population displacement, mountain top removal, coal dust dispersal, and stream pollution, flooding, and decimation. The book's final part moves from Washington D.C.—and an examination of coal, CO2, and national energy policy—back to Utah, for a tour of a coal mine, and a consideration of the Crandall Canyon mine cave-in, back to Wales and the closing of the oldest operating deep mine in the world and then to a look at energy alternatives, especially wind power, in West Virginia and Pennsylvania.
Collaborating at the Trowel's Edge
Teaching and Learning in Indigenous ArchaeologyEdited by Stephen W. Silliman
University of Arizona Press, 2008
Eighteen contributors—many with tribal ties—cover the current state of collaborative indigenous archaeology in North America to show where the discipline is headed. Continent-wide cases, from the Northeast to the Southwest, demonstrate the situated nature of local practice alongside the global significance of further decolonizing archaeology. And by probing issues of indigenous participation with an eye toward method, theory, and pedagogy, many show how the archaeological field school can be retailored to address politics, ethics, and critical practice alongside traditional teaching and research methods.
These chapters reflect the strong link between politics and research, showing what can be achieved when indigenous values, perspectives, and knowledge are placed at the center of the research process. They not only draw on experiences at specific field schools but also examine advances in indigenous cultural resource management and in training Native American and non-native students.
Theoretically informed and practically grounded, Collaborating at the Trowel’s Edge is a virtual guide for rethinking field schools and is an essential volume for anyone involved in North American archaeology—professionals, students, tribal scholars, or avocationalists—as well as those working with indigenous peoples in other parts of the world. It both reflects the rapidly changing landscape of archaeology and charts new directions to ensure the ongoing vitality of the discipline.
College Writing and Beyond
A New Framework for University Writing InstructionAnne Beaufort
Utah State University Press, 2007
Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.
In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.
Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.
Colorado
A History of the Centennial State, Fifth EditionCarl Abbott
University Press of Colorado, 2013
The fifth edition tells of conflicts, shifting alliances, and changing ways of life as Hispanic, European, and African American settlers flooded into a region that was already home to Native Americans. Providing a balanced treatment of the entire state’s history—from Grand Junction to Lamar and from Trinidad to Craig—the authors also reveal how Denver and its surrounding communities developed and gained influence.
While continuing to elucidate the significant impact of mining, agriculture, manufacturing, and tourism on Colorado, this edition broadens and focuses its coverage by consolidating material on Native Americans into one chapter and adding a new chapter on sports history. The authors also expand their discussion of the twentieth century with updated sections on the environment, economy, politics, and recent cultural conflicts. New illustrations, updated statistics, and an extensive bibliography including Internet resources enhance this edition.
Coming of Age
Teaching and Learning Popular Music in AcademiaEdited by Carlos Rodriguez
Michigan Publishing Services, 2017
This book is a collection of essays originally presented at Ann Arbor Symposium IV, Teaching and Learning Popular Music, at the University of Michigan. Organized into four sections of similar-themed writings, the essays trace numerous discourses, principles, methods, and prospects for popular music education in academia. Additionally, the book contains several features that are useful for modern-day scholars and their institutions. First, it acknowledges the gradual liquidation of traditional disciplinary boundaries, signaling the likely future dominance of interdisciplinary research and collaborations. Second, it values international perspectives of music teaching and learning. Third, the selected topics, methodologies, and predictions provide a working agenda for the future development and success of popular music teaching and learning.
Communication, Pedagogy, and the Gospel of Mark
Elizabeth E. Shively
SBL Press, 2016
Using Mark as a test case, scholars address questions like: How should my research and my approach to the text play out in the classroom? What differences should my academic context and my students' expectations make? How should new approaches and innovations inform interpretation and teaching? This resource enables biblical studies instructors to explore various interpretative approaches and to begin to engage pedagogical issues in our changing world.
Features:
- Ideas that may be adapted for teaching any biblical text
- Diverse perspectives from nine experts in their fields
- Essays include tips, ideas, and lesson plans for the classroom
Composing Media Composing Embodiment
Kristin L. Arola and Anne Frances Wysocki
Utah State University Press, 2012
“What any body is—and is able to do—cannot be disentangled from the media we use to consume and produce texts.” ---from the Introduction.
Kristin Arola and Anne Wysocki argue that composing in new media is composing the body—is embodiment. In Composing (Media) = Composing (Embodiment), they havebrought together a powerful set of essays that agree on the need for compositionists—and their students—to engage with a wide range of new media texts. These chapters explore how texts of all varieties mediate and thereby contribute to the human experiences of communication, of self, the body, and composing. Sample assignments and activities exemplify how this exploration might proceed in the writing classroom.
Contributors here articulate ways to understand how writing enables the experience of our bodies as selves, and at the same time to see the work of (our) writing in mediating selves to make them accessible to institutional perceptions and constraints. These writers argue that what a body does, and can do, cannot be disentangled from the media we use, nor from the times and cultures and technologies with which we engage.
To the discipline of composition, this is an important discussion because it clarifies the impact/s of literacy on citizens, freedoms, and societies. To the classroom, it is important because it helps compositionists to support their students as they enact, learn, and reflect upon their own embodied and embodying writing.
Composition Studies As A Creative Art
Teaching, Writing, Scholarship, AdministrationLynn Z. Bloom
Utah State University Press, 1998
Conceptions of Literacy
Graduate Instructors and the Teaching of First-Year CompositionMeaghan Brewer
Utah State University Press, 2020
Brewer argues that conceptions of literacy undergird the work of writing instructors and that many of the anxieties around composition studies’ disciplinary status are related to the differences perceived between the field’s conceptions of literacy and those of the graduate instructors and adjuncts who teach the majority of composition courses. Conceptions of Literacy makes practical recommendations for how new graduate instructors can begin to perceive and interrogate their conceptions of literacy, which, while influential, are often too personal to recognize.
Conflict Resolution Training for the Classroom
What Every ESL Teacher Needs to KnowBarrie J. Roberts
University of Michigan Press, 2020
Connecting Reading & Writing in Second Language Writing Instruction, Second Edition
Alan R. Hirvela
University of Michigan Press, 2016
The new edition features two new chapters. The first is a chapter on assessment because students are now being asked to connect reading and writing in the classroom and on formal assessments like the TOEFL®. The second new chapter is an argument for accounting for transfer elements in the teaching and researching of reading-writing connections.
The goals of this revised volume are to provide: resources for those wishing to pursue reading-writing connections, summaries of the beliefs underlying those connections, ideas for teaching the connections in the classroom, and information about the work others have done to develop this domain of L2 writing.
Content-Based Instruction
What Every ESL Teacher Needs to KnowMarguerite Ann Snow and Donna M. Brinton
University of Michigan Press, 2019
This book introduces readers to the concept of Content-Based Instruction (CBI) through a brief history and countless examples of the many ways this approach can be applied across settings and programs. Whether readers want to deepen their understanding of CBI or get ideas for their own teaching situation, this book provides an overview of CBI and the process of implementing it. The book discusses the three prototype models (theme-based, sheltered, and adjunct), new models (sustained content language teaching, content and language-integrated learning, English-medium instruction, adjunct models, and other hybrid models), and a research-based rationale for using CBI in the classroom. Each section includes reflection questions designed to guide readers to consider how best to implement CBI in their course and program.
Continuing Cooperative Development
A Discourse Framework for Individuals as ColleaguesJulian Edge
University of Michigan Press, 2002
Controversies in Second Language Writing, Second Edition
Dilemmas and Decisions in Research and InstructionChristine Pearson Casanave
University of Michigan Press, 2017
The second edition is a thorough revision with all chapters updated to refer to works written since the first edition was published. A few chapters have been added: one devoted to writing in a digital era (Chapter 3); one devoted to the debates about English as a lingua franca, "translingual literacy practices," and other hybrid uses of English that have been ongoing in the last ten years (Chapter 4); and one giving special attention to issues related to writing from sources and plagiarism (Chapter 6).
As with the first edition, the second edition of Controversies is not a book that will teach readers how to do things. Rather, it is a book designed to help readers think and to wrestle with issues in L2 writing that are not easily resolved by how-to prescriptions.
Corrective Feedback for Oral Language Errors
What Every Second Language Teacher Needs to KnowHilal Ergül
University of Michigan Press, 2027
Speaking activities are where language comes alive, and where teachers face the constant question of whether to correct errors on the spot or let communication flow. Correct too much and learners may shut down; correct too little and persistent errors can fossilize. Taking this everyday dilemma seriously, this book explains what research actually shows about correcting spoken errors, why timing and feedback type matter, and how learner factors like anxiety and attention shape what students take in. Most importantly, the book helps teachers make practical, confident choices about oral corrective feedback without turning interaction into interruption.
Extending beyond a grammar-dominant focus, Ergül addresses pragmatics and discourse intonation as consequential but often neglected correction targets, and frames pronunciation feedback around intelligibility and functional load rather than native-likeness. The book also examines technology-mediated corrective feedback (including synchronous computer-mediated communication, speech visualization, and AI-based tools) as options that can expand feedback opportunities when aligned with instructional goals. With concrete classroom guidance, reproducible student handouts, and reflection tools, Corrective Feedback for Oral Language Errors supports teachers who want learners to speak more, speak more accurately, and build long-term confidence.
Course Design for TESOL
A Guide to Integrating Curriculum and TeachingFlorin M. Mihai and Kerry Purmensky
University of Michigan Press, 2016
Part I explores the basic language acquisition theories and their influences on current teaching practices in the field. Part II then moves on to the core elements of designing a curriculum or course: conducting the needs analysis, setting of course goals/objectives, designing the syllabus, and writing lesson plans.
Part III: Instructional Activities and Assessment Techniques features chapters on the teaching of listening, speaking, reading, writing, grammar, and culture. Within each of these chapters, the authors address the fundamental issues related to the teaching of each skill and then discuss the components of a good activity for that skill (and how to design one), and then offer four sample activities (one for each type of syllabus) and guidance on assessing that skill. The activities can be adapted for use in a variety of classrooms and settings.
Part IV addresses contemporary trends—curriculum issues in North America and Europe (standards and educational policy), practices in teaching in Asia (particularly China and Korea), and technology-enhanced learning.
Creating Contexts for Learning and Self-Authorship
Constructive-Developmental PedagogyMarcia B. Baxter Magolda
Vanderbilt University Press, 2000
This book is intended to help college faculty create conditions in which students learn to construct knowledge in their disciplines and achieve self-authorship. A significant, and often overlooked, dimension mediating learning and self-authorship centers on learners' ways of knowing, or their assumptions about the nature, limits, and certainty of knowledge. A learner who assumes that all knowledge is certain expects to hear answers from an authority figure; in contrast, a learner who views knowledge as relative expects to explore multiple viewpoints. By taking a constructive-developmental approach, Baxter Magolda demonstrates how students' ability to construct knowledge is intertwined with the development of their assumptions about knowledge itself and their role in creating it. She shows how the structure of constructive-developmental teaching hinges on three principles: validating students' ability to know, situating learning in students' experience, and defining learning as teachers and students mutually constructing meaning.
Unlike most of the literature on the subject, this book takes abstract pedagogical principles and translates them into practical methods. By observing four semester-length college courses in mathematics, zoology, human development, and education and intensively interviewing students and their instructors, Baxter Magolda provides much-needed, concrete principles that will lead to valuable improvements in the classroom environment. With an enhanced level of understanding of the teaching-learning relationship, professors will be able to teach better, and students will be able to learn better, thus preparing them to meet the demands inherent in adulthood and preparing them to take an active role in creating a better society.
Those actively involved in higher education, whether college faculty or students in graduate programs, as well as anyone focused on education in general will find much of interest in this book.
Creating Generative AI Policies
A Guide for Public and Academic LibrariesRobin Hastings
American Library Association, 2026
Though it’s challenging to set policies for a technology that is so young and still in flux, the need is urgent. Because usage of AI presents both opportunities and risks, libraries must be proactive. The WEF (World Economic Forum) predicts that while there may be a loss of 92 million jobs to various AI tools, they see 170 million new jobs and roles emerging from the use of this new technology. Whether or not this proves correct, there are already digital literacy skills, including a basic understanding of the technology around AI, that libraries can help their patrons master; and because of data privacy, security, and ethics issues, library workers require clear AI policies too. Technology expert Hastings highlights the first attempts of libraries across the country to set up policies for the use of AI in their organizations, as well as policies created by cities and other similar institutions, to guide stakeholders in creating their own smart, forward-thinking course of action. Succinct and pragmatic, this timely resource
- provides a short overview of Generative AI history, basic technical knowledge, and the key arguments put forth by those in favor and those opposed to this technology;
- offers advice on discovering how library staff encounter AI in their day-to-day work, both in their own usage and by patrons, to inform what policies the library needs and which policies to consider adjusting for particular use cases;
- includes separate chapters focusing on staff-side policy and patron/public-facing policy, delving into essential considerations like staff training, privacy and data protection, security, AI usage for reference, patron education and AI literacy, and setting limits and boundaries on patron AI use;
- suggests useful approaches to ensure that AI policies are easy to follow and understand by library workers, patrons, and the wider community;
- discusses how to craft flexible procedures that can be updated as AI continues to change, drawing on technology management best practices; and
- offers links to additional resources like sample policy documents and a curated reading list for understanding the environment around AI.
Creating Outdoor Classrooms
Schoolyard Habitats and Gardens for the SouthwestBy Lauri Macmillan Johnson, with Kim Duffek
University of Texas Press, 2008
Schoolyards have come a long way from the barren playgrounds that many people remember. Today's school campuses often feature gardens in which students can learn about native plants and wildlife, grow vegetables and fruit, explore cultural traditions, practice reading and math skills, and use their imaginations to create fun play spaces. And for a growing number of urban students, these schoolyard gardens offer the best, if not the only, opportunity to experience the natural world firsthand and enjoy its many benefits.
This book is a practical, hands-on guide for creating a variety of learning environments in the arid Southwest. Filled with clear, easy-to-use information and illustrated with photographs, drawings, and plans, the book covers everything necessary to create schoolyard gardens:
- An introduction to schoolyards as outdoor classrooms and several types of habitats, including art gardens, cultural history gardens, ecological gardens, literacy gardens, and vegetable gardens
- Design theory, including a history of garden styles, and design principles and design elements
- Beginning the design process, including identifying participants and writing a design program that sets out goals and requirements
- Conducting site research and synthesizing design elements to arrive at a final design
- Design essentials, including project funding and design features, maintenance, accessibility, safety, and project evaluation and revision
- Wildlife ecology, including elements needed for survival such as food and shelter
- Creating gardens for pollinators and other wildlife, including hummingbirds, butterflies, bees, moths, bats, and flies, as well as pest control
- Lists of native plants for various kinds of habitats and nurseries that sell native plants, as well as books, web sites, and other resources for learning more about native plants and wildlife
This guide will be essential for landscape architects, school personnel, parents, and students. Indeed, its principles can be used in designing schoolyard habitats across the country, while its information on gardening with native plants and wildlife will be useful to homeowners across the Southwest.
Critical Data Storytelling in the Composition Classroom
Angela Laflen
Utah State University Press, 2025
At the heart of Laflen’s approach is critical data storytelling—a practice that equips students with the skills to understand, interpret, and ethically communicate with and about data through various multimodal formats. By teaching students to make informed decisions as data storytellers, Laflen addresses the ethical implications of working with data while offering practical strategies for reading and analyzing data stories. This approach empowers both students and teachers to engage critically with data as a tool for learning and communication. It also highlights how multimodal composition has yet to fully account for the central role of data in shaping contemporary communication and argumentation.
By focusing on the ethical and rhetorical dimensions of data storytelling, Critical Data Storytelling in the Composition Classroompresents a pedagogical approach that prepares students for the challenges of working with data in a rapidly evolving digital landscape. This flexible, adaptable model for teaching critical data literacy is of great interest to writing instructors, scholars in rhetoric and composition, and educators who seek to prepare students for the demands of a data-driven world.
Critical Digital Humanities
The Search for a MethodologyJames E. Dobson
University of Illinois Press, 2019
Critical Teaching and Everyday Life
Ira Shor
University of Chicago Press, 1987
Crossing the Street in Hanoi
Teaching and Learning About VietnamCarol Wilder
Intellect Books, 2013