Faculty Development Resources: Higher Ed Books

American Higher Education since World War II by Roger L. Geiger

Creativity in Research by Nicola Ulibarri; Amanda E. Cravens; Anja Svetina Nabergoj; Adam Royalty

Education Abroad and the Undergraduate Experience by Elizabeth Brewer (Editor); Anthony C. Ogden (Editor); Brian Whalen (Foreword by)

Men and Masculinities by Daniel Tillapaugh (Editor); Brian L. McGowan (Editor)

Indebted by Caitlin Zaloom

Geeky Pedagog by Jessamyn Neuhaus

The Missing Course: Everything They Never Taught You About College Teaching by David Gooblar

Race on Campus by Julie J. Park

Learning to Be Latino by Daisy Verduzco Reyes

Excellence in Mentoring Undergraduate Research by Maureen Vandermaas-Peeler (Editor); Pamela W. Garner; Duhita Mahatmya; Rebecca M. Jones; Shannon N. Davis; Helen Walkington; Eric E. Hall; Elizabeth Ackley; Kearsley Stewart; Vicki L. Baker; Jane Greer; Paul C. Miller (Editor); Laura G. Lunsford; Dijana Ihas; Meghan J. Pifer; Caroline J. Ketcham; Susan J. Larson; Heather Fitz Gibbon; John Willison; James Hewlett; Jessie L. Moore (Editor, Afterword by); W. Brad Johnson (Foreword by); Ruth J. Palmer; Andrea N. Hunt; Michael R. Neal; Brad Wuetherick; Jenny Olin Shanahan

Leading a Diversity Culture Shift in Higher Education by Edna B. Chun; Alvin Evans

The Soul of a University by Chris Brink

Why They Can't Write by John Warner

Success after Tenure by Vicki L. Baker (Editor); Laura Gail Lunsford (Editor); Gretchen Neisler (Editor); Meghan J. Pifer (Editor); Aimee LaPointe Terosky (Editor)

How Humans Learn by Joshua R. Eyler

Reporting Qualitative Research in Psychology by Heidi M. Levitt

The Craft of University Teaching by Peter Lindsay

Academic Freedom by Jennifer Lackey

A Concise Guide to Teaching with Desirable Difficulties by Diane Cummings Persellin; Mary Blythe Daniels; Mary-Ann Winkelmes (Foreword by)

Making Global Learning Universal by Hilary Landorf; Stephanie Doscher; Jaffus Hardrick; Caryn McTighe Musil (Foreword by)

Out there learning: critical reflections on off-campus study programs by Deborah Curran (Editor), Cameron Owens (Editor), Helga Thorson (Editor), Elizabeth Vibert (Editor)

The Future of Academic Freedom by Henry Reichman; Joan Wallach Scott

Teaching STEM to First Generation College Students by Gail Horowitz

Teaching While White by Laura A. Roy; Drew Gingrich (Contribution by) This book endeavors to cultivate activism literacies in White teachers in order to disrupt the system of white supremacy and racial oppression in education. This book focuses primarily on White teachers' responsibility in becoming advocates for, and accomplices to communities of color. Through the lens of Critical Race Teacher Activism (CRTA), this book seeks to support teachers in critiquing and transforming pedagogy and curriculum in predominantly white spaces in order to interrupt the single story and amplify voices that are marginalized, silenced, or omitted from curriculum.

Inside the Faculty Union by Robert Engvall This book describes the many experiences of a university faculty union leader. Interactions with faculty members and administrators are examined in a variety of contexts ranging from discussions about such mundane topics as parking on campus, to such meaningful topics as the nature of the union/administration relationship. Individual chapters will address important occurrences in the life of a faculty union leader, including the process of negotiating a new contract and the on-going process of representing a diverse membership with disparate goals and differing levels of devotion to the notion of collectivism. Each chapter features a "lessons learned" section which attempts to offer guidance for those who might choose to become a union activist themselves, or who might choose to offer advice to those who might consider it. While the book centers upon higher education, the concepts advanced might be equally applicable to a variety of organizations in which the eternal struggle between management and labor in a function of the workplace.

Publish or Perish: Perceived Benefits Versus Unintended Consequences by Imad A. Moosa Imad Moosa's thought-provoking book explores the contemporary doctrine that plagues the academic sphere: the principle of publish or perish. This book identifies the pressures placed upon academics to either publish their work regularly, or suffer the consequences, including lack of promotion, or even redundancy.Imad Moosa argues that this concept is a result of globalisation and the neo-liberal idea of treating higher education as a private good. Providing one of the first extensive analyses of this doctrine, the author identifies the overwhelmingly negative unintended consequences stemming from the pressure to publish research. He explores the detrimental effects of this burden, which includes the impact of drawing away the focus from educating students, to the declining quality of published research. The hazardous activity of journal ranking and resource-wasting research evaluation programmes are also considered, with the author ultimately proposing that the solution to this controversial issue is to go back to days gone by, prior to the dominance of the free market ideology.Innovative, provocative, and timely, this book will be a stimulating read for academics worldwide, as well as non-university researchers, university administrators, policymakers and government officials operating within the fields of higher education, science, and technology.

Course-Based Undergraduate Research: Educational Equity and High-impact Practice by Nancy H. Hensel (Editor); Cathy N. Davidson (Foreword by) Co-published with the Council for Undergraduate Research Undergraduate research has long been recognized as a high-impact practice (HIP), but has unfortunately been offered only to juniors and seniors, and to very few of them (often in summer programs). This book shows how to engage students in authentic research experiences, built into the design of courses in the first two years, thus making the experience available to a much greater number of students. Research that is embedded in a course, especially general education courses, addresses the issue of how to expand undergraduate research to all students. Research has shown that students who have early experiences in undergraduate research are more likely to pursue further research prior to and after graduation. This is also an issue of social justice because it makes the benefits of undergraduate research available to students who must work during the academic year and in the summer. It is widely accepted that the skills developed through undergraduate research help prepare students for their future careers. The book addresses all aspects of the topic, including: - What are appropriate expectations for research in the first two years; - How to design appropriate course-based research for first- and second-year students; - How to mentor a class rather than individual students; - How students can disseminate the results of their research; - Possible citizen-science projects appropriate for the first and second years; - Providing additional resources available to support course-based research in the first two years. Designed for faculty at four-year and two-year colleges - and including examples from the sciences, the social sciences, and the humanities - the strategies and methods described can be adapted to disciplines not specifically mentioned in the book. Many faculty are hesitant to engage first and second year students in undergraduate research because they worry students don't know enough to conduct authentic research in their discipline, because they worry about the time it will take to develop activities for these students, and because they wonder how they can mentor a whole class of students doing research. The authors have successfully dealt with these issues, and provide examples of how it's done.

Straddling Class in the Academy by Sonja Ardoin (Editor); becky martinez (Editor); Jamie Washington (Foreword by) Why do we feel uncomfortable talking about class? Why is it taboo? Why do people often address class through coded terminology like trashy, classy, and snobby? How does discriminatory language, or how do conscious or unconscious derogatory attitudes, or the anticipation of such behaviors, impact those from poor and working class backgrounds when they straddle class? Through 26 narratives of individuals from poor and working class backgrounds - ranging from students, to multiple levels of administrators and faculty, both tenured and non-tenured - this book provides a vivid understanding of how people can experience and straddle class in the middle, upper, or even elitist class contexts of the academy. Through the powerful stories of individuals who hold many different identities--and naming a range of ways they identify in terms of race, ethnicity, gender, sexuality, age, ability, and religion, among others--this book shows how social class identity and classism impact people's experience in higher education and why we should focus more attention on this dimension of identity. The book opens by setting the foundation by examining definitions of class, discussing its impact on identity, and summarizing the literature on class and what it can tell us about the complexities of class identity, its fluidity, sometimes performative nature, and the sense of dissonance it can provoke. This book brings social class identity to the forefront of our consciousness, conversations, and behaviors and compels those in the academy to recognize classism and reimagine higher education to welcome and support those from poor and working class backgrounds. Its concluding chapter proposes means for both increasing social class consciousness and social class inclusivity in the academy. It is a compelling read for everyone in the academy, not least for those from poor or working class backgrounds who will find validation and recognition and draw strength from its vivid stories.

University Finances by Dean O. Smith In University Finances, higher education expert Dean O. Smith * demystifies basic accounting procedures, budgets, debt financing, and financial statements * explores more unusual financial topics, such as methods for calculating fringe benefit rates, bond refunding costs, and indirect cost allocations * shows that the use of university wealth is highly restricted by donors, bondholders, government regulators, and others * answers nuanced questions, like "How are USDA formula funds calculated?" and "Why does the university pursue more and more research funding when it loses money on every grant?" * illustrates financial calculations using realistic examples Some of these explanations are unavailable in print or online to anyone but a handful of professional accountants. Rigorous, detailed, and wide-ranging, University Finances is a unique and powerful resource.

Connected Teaching by Harriet L. Schwartz; Laurent A. Parks Daloz (Foreword by); Judith V. Jordan (Afterword by) At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning. This book explores teaching as a relational practice - a practice wherein connection and disconnection with students, power, identity, and emotion shape the teaching and learning endeavor. The author describes moments of energetic deep learning and what makes these powerful moments happen. She calls on readers to be open to and seek relationship, understand their own socio-cultural identity (and how this shapes internal experience and the ways in which they are met in the world), and vigilantly explore and recognize emotion in the teaching endeavor. Connected Teachingis informed and inspired by Relational Cultural Theory (RCT). The premise of RCT is that the experience of engaging in growth-fostering interactions and relationships is essential to human development. RCT's founding scholars believed the theory would be relevant in many different settings, but this is the first book to apply them to teaching and learning in higher education. In this book, the author shows that RCT has much to offer those devoted to student learning and development, providing a foundation from which to understand the transformative potential of teaching as a relational practice.

How to get started in arts and humanities research with undergraduates by Iain Crawford, Sara E. Orel, Jenny Olin Shanahan, eds.