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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.

 

scene-on-radio-podcast cover

  

Scene on Radio Podcast - Season 2: Seeing White 

In this Peabody-nominated podcast series season, host John Biewen, his collaborator Chenjerai Kumanyika, and a number of experts explore whiteness, how it came to be defined/determined, and how it continues to operate in our everyday lives (http://www.sceneonradio.org/about/). We will use the podcast as a basis for discussing what whiteness means for ourselves, our students, our colleagues, and the larger FIU community—and as a guide for becoming better educators, especially in working towards equity, social justice, and anti-racism.

Guest facilitator: Rebecca Christ, PhD
Assistant Professor, Teaching and Learning, CASE

Theme(s): Inclusive Teaching 

Tuesday, September 1st 
Tuesday, September 15th 
Tuesday, September 29th  
Tuesday, October 13th 

11:00 a.m. to 1:00 p.m.  

 

  

race-talk book cover

 

 

 

Race Talk and the Conspiracy of Silence

Sue offers readers the many reasons that race talk is difficult, the explicit and hidden rules that govern how race is discussed in U.S. society, and the detrimental consequences of our failure to engage in honest dialogue about race. We’ll explore and discuss the qualities and benefits of successful conversations on race, specifically looking at Sue’s proposed solutions in overcoming obstacles to honest race dialogue and what it all means for teaching and learning.
 
Theme(s): Inclusive Teaching

Monday, September 14th
Monday, September 21st
Monday, September 28th

11:00 a.m. to 1:00 p.m. 
Becoming book cover

Becoming a Critically Reflective Teacher

What assumptions do we have about how best to help students learn? How do we identify and check “the accuracy and validity of our teaching assumptions”? Brookfield shows how to uncover and assess our assumptions by using four distinctive and complementary lenses: students’ eyes, colleagues’ perceptions, relevant theory and research, and personal experience.  In this faculty book group, we will examine the beliefs that shape our practices and identify ways to incorporate deliberate and regular reflection to increase the accuracy of our assumptions and achieve the results we want. 

Theme(s): Evidence-Based and Inclusive Teaching 

Thursday, October 1st
Thursday, October 15th 
Thursday, October 29th 
Thursday, November 12th  

2:00 p.m. to 4:00 p.m.  

 

 

wicked students book cover

Creating Wicked Students

A course design book centered on the idea that the goal in the college classroom—in all classrooms, all the time—is to develop students who are not just loaded with content, but capable of using that content in thoughtful, deliberate ways to make the world a better place. Achieving this goal requires a top-to-bottom reconsideration of courses, including student learning goals, text selection and course structure, day-to-day pedagogies, and assignment and project design. This book takes readers through each step of the process, providing multiple examples at each stage, while always encouraging instructors to consider concepts and exercises in light of their own courses and students.

*Special feature: This book group has an inter-institutional component in which faculty members from the University of Miami, Miami Dade College, and Florida International University will meet together once in a workshop setting. There will also be an optional author talk with Paul Hanstedt, hosted by Miami Dade College, FIU faculty are invited and encouraged to attend.

Theme(s): Learning-Centered Teaching 

Thursday, October 8th
Thursday, October 22nd 
Thursday, November 12th 
(Workshop with UM and MDC*)
Thursday, December 3rd 
(Optional Author Talk with UM and MDC*)

1:30 p.m. to 3:30 p.m.

 

 

Inner Work book cover

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.

Guest facilitator: Rosario "Rosi" Lozada, JD
Associate Professor of Legal Skills & Values, College of Law


Theme(s): Inclusive Teaching 

Monday, October 12th
Monday, October 19th 
Monday, October 26th
Monday, November 2nd 
Monday, November 9th

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. 

 

 

Online teaching book cover

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.

Theme(s): Learning-Centered Teaching 

Wednesday, October 14th
Wednesday, October 21st
Wednesday, October 28th

10:00 a.m. to Noon 

 

 

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

  • 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

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.