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.
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.
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.
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.
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.
Suggestions
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.