Previous Books
Discover the past readings that the OTL Teaching and Learning book club have explored since Fall 2020. This page includes the previous book titles and synopses that have enriched participants understanding as educators. We encourage you to explore these titles and visit our Book Club Resources page for discussion guides to supplement your reading.
Academia is not, by and large, a kind place. Individualism and competition are what count. But without kindness at its core, Catherine Denial suggests, higher education fails students and instructors—and its mission—in critical ways.
Part manifesto, part teaching memoir, part how-to guide, A Pedagogy of Kindness urges higher education to get aggressive about instituting kindness, which Denial distinguishes from niceness. Having suffered beneath the weight of just “getting along,” instructors need to shift every part of what they do to prioritizing care and compassion—for students as well as for themselves.
A Pedagogy of Kindness articulates a fresh vision for teaching, one that focuses on ensuring justice, believing people, and believing in people. Offering evidence-based insights and drawing from her own rich experiences as a professor, Denial offers practical tips for reshaping syllabi, assessing student performance, and creating trust and belonging in the classroom. Her suggestions for concrete, scalable actions outline nothing less than a transformational discipline—one in which, together, we create bright new spaces, rooted in compassion, in which all engaged in teaching and learning might thrive. (From the publisher’s description ©2024 University of Oklahoma Press)
During the Fall 2023 semester, the OTL Book Club will host a book club to discuss Relationship-Rich Education: How Human Connections Drive Success In College (Felten and Lambert, 2020). Book club discussions are open to all University of Guelph faculty and instructional staff (including sessionals and teaching assistants). At each meeting, book club members will take part in a facilitated discussion of one or two chapters of Relationship-Rich Education and discuss your thoughts, questions or share experiences from their own classes.
About What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching: This mentor, advisor, or even a friend? Making connections in university makes all the difference. What single factor makes for an excellent university education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich university experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions and all faculty and staff can learn to teach and work in ways that enable relationship-based education.
Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions, Relationship-Rich Education provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation—and a challenge—for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education.
(Adapted from the publisher’s description ©2020 Johns Hopkins University Press)
To learn more about the book you can visit this page which includes chapter summaries, media and related resources.
During the Spring 2023, the Office of Teaching and Learning hosted a book club to discuss What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching (Addy et al., 2021). Book club discussions are open to all University of Guelph faculty and instructional staff (including sessionals). At each meeting, book club members took part in a facilitated discussion of one or two chapters of What Inclusive Instructors Do and discuss your thoughts, questions or share experiences from their own classes.
About What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching: (Adapted from the publisher’s description). This book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into a thematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed. The authors asked the hundreds of instructors whom they surveyed as part of a national study to define what inclusive teaching meant to them and what inclusive teaching approaches they implemented in their courses. The book unfolds as an informal journey that allows the reader to see into other teachers' practices. With questions for reflection embedded throughout the book, the authors provide the reader with an inviting and thoughtful guide to develop their own inclusive teaching practices. By utilizing the concepts and principles in this book readers will be able to take steps to transform their courses into spaces that are equitable and welcoming, and adopt practical strategies to address the various inclusion issues that can arise. framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed.
To learn more about the book you can listen to one of the authors discuss What Inclusive Instructors Do on the Inside Higher Education podcast.
In Fall 2022, the OTL Book Club read and discussed Infusing Critical Thinking Into Your Course: A Concrete, Practical Approach (Nilson, 2021). The University of Guelph’s five Undergraduate Learning Outcomes include Critical and Creative Thinking, defined as “a concept in which one applies logical principles, after much inquiry and analysis, to solve problems with a high degree of innovation, divergent thinking and risk taking.” Critical thinking skills are important in all disciplines, but it can be difficult to teach and assess these skills. Infusing Critical Thinking Into Your Course provides actionable suggestions to help you write clear learning outcomes related to critical thinking, engage your students using effective teaching strategies, and accurately assess your students’ critical thinking skills.
As instructors begin a path towards Indigenizing and decolonizing their teaching, it can be tempting to seek out a list of teaching strategies that can be quickly and easily put into place in one’s classroom. However, as Sandra Styres (2019) describes in Pathways for Remembering and (Re)cognizing Indigenous Thought in Education: “indigenizing education is not a toolbox, a list of best practices, or a checklist of items that can be crossed off – it is an active process of engagement, activism, patience, and unwavering persistence” (p. 45).
"Drawing on treaties, international law, the work of other Indigenous scholars, and especially personal experiences, Marie Battiste documents the nature of Eurocentric models of education, and their devastating impacts on Indigenous knowledge. Chronicling the negative consequences of forced assimilation and the failure of current educational policies to bolster the social and economic conditions of Aboriginal populations, Battiste proposes a new model of education. She argues that the preservation of Aboriginal knowledge is an Aboriginal right and a right preserved by the many treaties with First Nations. Current educational policies must undergo substantive reform. Central to this process is the rejection of the racism inherent to colonial systems of education, and the repositioning of Indigenous humanities, sciences, and languages as vital fields of knowledge. Battiste suggests the urgency for this reform lies in the social, technological, and economic challenges facing society today, and the need for a revitalized knowledge system which incorporates both Indigenous and Eurocentric thinking. The new model she advocates is based on her experiences growing up in a Mi’kmaw community, and the decades she has spent as a teacher, activist, and university scholar."
During the Fall 2021 semester, the Office of Teaching and Learning hosted a virtual book club to discuss How Humans Learn: The Science and Stories behind Effective College Teaching (Eyler, 2018). Book club discussions are open to all University of Guelph faculty and instructional staff (including sessionals). At each meeting, book club members took part in a facilitated discussion of one or two chapters of How Humans Learn and discuss their thoughts or share experiences from their classes.
About How Humans Learn
Even on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning.
The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry-curiosity, sociality, emotion, authenticity, and failure-devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience
During the Summer 2021 semester, the Office of Teaching and Learning hosted a virtual book club to discuss Radical Hope: A Teaching Manifesto (Gannon, 2020). Book club discussions are open to all University of Guelph faculty and instructional staff (including sessionals). At each meeting, book club members took part in a facilitated discussion of one or two chapters of Radical Hope and discuss their thoughts or share experiences from their classes.
About Radical Hope
From the publisher: Higher education has seen better days. Harsh budget cuts, the precarious nature of employment in college teaching, and political hostility to the entire enterprise of education have made for an increasingly fraught landscape. Radical Hope is an ambitious response to this state of affairs, at once political and practical—the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice.
Kevin Gannon asks that the contemporary university’s manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. Considering individual pedagogical practice, the students who are the primary audience and beneficiaries of teaching, and the institutions and systems within which teaching occurs, Radical Hope surveys the field, tackling everything from impostor syndrome to cell phones in class to allegations of a campus “free speech crisis.” Throughout, Gannon translates ideals into tangible strategies and practices (including key takeaways at the conclusion of each chapter), with the goal of reclaiming teachers’ essential role in the discourse of higher education.
During the Winter 2021 semester, the Office of Teaching and Learning hosted a virtual book club to discuss The Spark of Learning: Energizing the College Classroom with the Science of Emotion (Cavanagh, S., 2016). Book club discussions are open to all University of Guelph faculty and instructional staff (including sessionals). At each meeting, book club members took part in a facilitated discussion of one or two chapters of The Sparking of Learning and discuss your thoughts, questions or share experiences from their own classes.
About The Spark of Learning
Historically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.
During the Fall 2020 semester, the Office of Teaching and Learning hosted a virtual book club to discuss Small Teaching Online: Applying Learning Science in Online Classes (Darby & Lang, 2019). Book club discussions are open to all University of Guelph faculty and instructional staff (including sessionals). At each meeting, book club members took part in a facilitated discussion of two chapters of Small Teaching Online and discuss approaches they might consider or share experiences from their own classes.
About Small Teaching Online
Small Teaching Online offers concrete strategies that instructors can implement in their classroom to improve student learning. The authors ground their suggestions in the learning sciences literature. The concept of “small teaching” encourages instructors to make small but effective changes to their courses that can improve student experience.
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