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CAT’s faculty reading groups are cross-disciplinary gatherings, offering faculty, adjuncts, and faculty development partners an opportunity to meet and discuss books, on a variety of topics related to teaching and learning, in a relaxed and safe environment.

Reading groups typically last three weeks (one 2-hour meeting per week) and are limited to 10 participants. Faculty may participate in only one reading group per semester. Registration is on a first-come-first-served basis. Faculty who agree to participate in a reading group receive a complimentary copy of the book. Reading groups are facilitated by a member of the CAT staff, a faculty fellow or special guest.

We hope that you’ll consider joining a faculty reading group. It’s a great way to meet colleagues from across the university, and be inspired by their ideas and teaching experiences. You’ll find this semester’s list of reading group books below each with a link to register and instructions on how to get your complimentary copy of the book.

Please note: To ensure productive discussion, participants should be able to commit to all scheduled meetings; we ask that you review your calendar to confirm you can attend before signing up.

Book Cover: Online Teaching at its Best


Online Teaching at its Best 

How does what you know about teaching on campus apply to teaching online? What are some important additional considerations about teaching online? Online Teaching at its Best provides evidence-based practices for designing and teaching effective online courses and removing distance as a barrier to engagement and learning.

Facilitated by: Karla Kennedy
Assistant Teaching Professor, Journalism and Media

Theme(s): Learning Centered Teaching 

Wednesday, September 29th
Wednesday, October 13th
Wednesday, October 27th 
Wednesday, November 10th

2:00 p.m. to 3:30 p.m.


Book Cover: Grading for Equity


Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms

Feldman, Klamm, and Corwin challenge our inherited system of grading that is all too often complex, high-stakes, compliance-driven, and whose benefits are disproportionately weighted in favor of advantaged students.  In our faculty group, we will together explore Grading for Equity and discuss the author's arguments for an alternative grading system, one that promotes greater equity and pivots back to student learning. There will be opportunities to reflect, share, and provide/receive feedback on our own current grading and assessment practices.

Facilitated by: Jeremiah Hower
Associate Teaching Professor, Math and Statistical Sciences

Theme(s): Inclusive and Learning Centered Teaching

Thursday, September 30th
Thursday, October 14th
Thursday, October 28th
Thursday, November 18th

11:00 a.m. to 12:30 p.m.






Changemakers: Educating with Purpose

“Changemakers: Educating with Purpose: By Educators for Educators”… draws upon the teaching experience of Ashoka educators to prioritize empathy in action for the good of all. This book makes the case that knowledge alone is not enough in fluid environments. New realities require new rules, new openness, and new connectivity to keep up. It introduces the different skills that are needed in order for students to solve tomorrow’s problems by becoming changemakers through creative thinking, collaboration, and tailored problem-solving. If you’re ready to step into this new role of educating with purpose, please join us in the quest to discuss which catalytic environmental conditions can help educators spark changemaker thinking and illustrate the path forward for education and beyond.

Facilitated by: Jessie Abouarab
Visiting Assistant Professor, Women’s and Gender Studies.

Theme(s): Learning-Centered Teaching

Thursday, September 30th
Thursday, October 14
Thursday, October 28

3:00 p.m to 4:30 p.m.




The Inner Work of Racial Justice

"The work of racial justice begins with ourselves. When conflict and division are everyday realities, our instincts tell us to close ranks, to find the safety of our own tribe, and to blame others. The practice of embodied mindfulness--paying attention to our thoughts, feelings, and physical sensations in an open, nonjudgmental way--increases our emotional resilience, helps us to recognize our unconscious bias, and gives us the space to become less reactive and to choose how we respond to injustice." In this group, we'll discuss Magee's Colorinsight framework, explore mindfulness as a path toward racial healing and justice, and reflect on the implications for teaching and student learning.

Facilitated by: Rosario "Rosi" Lozada
Professor of Legal Skills & Values, College of Law

Theme(s): Inclusive Teaching 

Tuesday, October 5th
Tuesday, October 12th 
Tuesday, October 19th
Tuesday, October 26th 
Tuesday, November 2nd

11:00 a.m. to 1:00 p.m. 

*This book group is part of the Contemplative Practices in Education initiative, which aspires to promote an academic community that cultivates presence, belonging, compassion, and self-awareness. 


Collage of zines



Using Zines to Support Learner-Centered Pedagogy

In this faculty group, we will learn about how we can use zines to actively engage our students and promote student learning. As a group, we will read and discuss several articles that describe the ways in which faculty across disciplines use zines in their courses. Topics we will discuss include how zines can support student identities, promote personal awareness and critical analysis, and help students learn course concepts. Participants will also experience the zine-making process firsthand as we create one-page mini zines!

Theme(s): Inclusive Teaching 

Facilitated by: Christine Martorana
Assistant Teaching Professor, English

Theme: Learning-Centered Teaching 

Monday, October 11th
Monday, October 18th
Monday, October 25th

2:00 p.m. to 3:30 p.m.


Book Cover: Assessing and Improving Your Teaching

Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning

Our SPOTs results offer valuable insight on our students’ experiences in our courses; however, student feedback at the end of the semester is not enough to help us improve our teaching or student learning. In addition to student feedback, we need to know what, how and why we’re teaching what we’re teaching. This practical, evidence-based guide promotes excellence in teaching and improved student learning through reflection and assessment of our teaching. We’ll review several instructor evaluation approaches and a variety of self-assessment rubrics. 

Theme(s): Evidence-Based Teaching

Wednesday, October 27th
Wednesday, November 3rd
Wednesday, November 10th
Wednesday, November 17th

1:00 p.m to 2:30 p.m.

Below you will find a list of our previous books by year.

  • 2021

    Spring 2021

    • How Learning Works
    • Dare to Lead
    • Let's Talk About Diversity, Equity and Inclusion in Teaching Series  


    Summer 2021

    • Caste: The Origins of Our Discontents
    • Free Play: Improvisation in Life and Art
    • Using Zines to Support Learner-Centered Pedagogy
    • Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice
  • 2020

    Spring 2020

    • Deep Work
    • Assessing and Improving Your Teaching


    Summer 2020

    • Cheating Lessons
    • Teaching the Whole Student


  • 2019

    Spring 2019

    • Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization
    • A Whole New Mind: Why Right-Brainers Will Rule the Future
    • How Learning Works: 7 Research-Based Principles for Smart Teaching
    • The Spark of Learning: Energizing the College Classroom with the Science of Emotion 


    Fall 2019

    • Cheating Lessons: Learning from Academic Dishonesty 
    • Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning
    • Small Teaching: Everyday Lessons from the Science of Learning
    • The How of Happiness: A New Approach to Getting the Life You Want
    • Becoming a Critically Reflective Teacher
    • Mindset: The New Psychology of Success
    • Range: Why Generalists Triumph in a Specialized World
  • 2018

    Spring 2018

    • Creating self-regulated learners
    • The Spark of Learning
    • The Meaningful Writing Project
    • Intellectual Empathy
    • The Courage to Teach
    • Minds Online
    • A Whole New Mind

    Summer 2018

    • The Contemplative Mind in the Scholarship of Teaching and Learning
    • Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning

    Fall 2018 

    • Using Simulations to Promote Learning in Higher Education
    • The Power of Meaning: Finding Fulfillment in a World Obsessed with Happiness
    • Teaching at its Best: A Research-Based Resource for College Instructors
    • Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race
  • 2017

    Spring 2017

    • Mindset
    • Blind Spot
    • Minds Online
    • Teach Students How to Learn
    • What The Best College Teachers Do
    • My Word!: Plagiarism and College Culture
    • Collaborative Imagination

    Summer 2017

    • Spark of Learning
    • Creating self-regulated learners
    • Learner Centered Teaching

    Fall 2017

    • What the Best College Teachers Do
    • Teaching the Whole Student
    • The College Fear Factor Reading Group
    • Team based Learning
  • 2016

    Spring 2016

    • Why Don't Students Like School?
    • Mindset
    • Specifications Grading
    • Minds Online
    • The College Fear Factor
    • Blind Spot
    • The Shallows
    • Make it Stick Reading Group
    • Teaching First-Year College Students

    Summer 2016

    • Cheating Lessons

    Fall 2016

    • Engaging Ideas
    • Team Based Learning
    • How Learning Works
    • Becoming a Critically Reflective Teacher
    • Teaching to Transgress
    • Culturally Responsive Teaching & The Brain
    • Small Teaching Reading Group
    • Learner Centered Teaching
  • 2015

    Spring 2015

    • Online Teaching
    • The College Fear Factor
    • How Learning Works
    • How College Works
    • Drive
    • Getting Started With Team-Based Learning
    • Why Don't Students Like School?
    • What It Means for the Classroom
    • Student Engagement Techniques
    • Presumed Incompetent
    • Minds Online: Teaching Effectively with
    • Technology

    Fall 2015

    • What The Best College Teachers Do
    • Effective Instruction for STEM Disciplines
    • How Learning Works
    • Learner Centered Teaching
    • Engaging IDEAS
    • Cheating Lessons
    • Collaborative Learning Techniques
  • 2014

    Spring 2014

    • Paying for the Party
    • Cheating Lessons
    • Now You See It
    • Quiet
    • Blindspot
    • Team-Based Learning
    • Effective Instruction for STEM Disciplines

    Summer 2014

    • Made to Stick
    • Teaching First-Year Students

    Fall 2014

    • Mindset
    • The Online Teaching Survival Guide
    • Faculty Working Group: Teaching Hybrid
    • Classes
    • The Storytelling Animal
  • 2013

    Fall 2013

    • Mindset
    • Effective Instruction for STEM Disciplines
    • Stereotype Threat
    • Teaching First-Year Students
    • Engaging Ideas
    • Pedagogy of Freedom


Have you recently read something inspiring or thought-provoking?
Would you like CAT to bring back a title we haven't offered in a while?
We’d like to know… send us your suggestions.