Faculty Reading Groups

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.

inclusive teachers book jacket

What Inclusive Teachers Do: Principles and Practices for Excellence in College Teaching

What Inclusive Instructors Do 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.  Inclusive teaching is a vital teaching competency as our classrooms fill with racially diverse, first generation, and low income and working class students who need a sense of belonging and recognition to thrive and contribute to the construction of knowledge. 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. 

Facilitated by: Dr. Heather Blatt
Associate Professor, English, College of Arts, Sciences, and Education


Theme(s): Inclusive Teaching

Tuesday, September 20th
Tuesday, October 11th
Tuesday, October 18th
Tuesday, October 25th

12:00 p.m. to 1:15 p.m. Virtual on Zoom

 

atomic habits book jacket

Atomic Habits: An Easy and Proven Way to Build Good Habits and Break Bad Ones

Are you having difficulty eliminating an existing habit or implementing a new one? According to James Clear, the author of Atomic Habits and leading expert on habit formation, “if you’re having trouble changing your habits, the problem isn’t you”; you simply have the wrong system for change. In this reading group, you will learn practical tools and techniques to make “good habits inevitable and bad habits impossible.” The strategies can be applied to daily life and work. The reading group meetings are scheduled 4 weeks apart to allow time for reading, reflection, and experimenting with the strategies! 

Theme(s): Learning Centered

Wednesday, September 14th
Wednesday, October 12th
Wednesday, November 9th

11:00 a.m. to 12:30 p.m. Virtual on Zoom

 

Aims of Higher Ed book jacket

The Aims of Higher Education: Problems of Morality and Justice

 

For the most part, when we talk about pedagogy, we tend to focus exclusively on how we teach. We think about course design, assignments, and discussion exercises; we ask ourselves how we can do a better job of pursuing our learning objectives. Less time is usually spent asking why we teach and what we hope to accomplish in our classrooms. What do we think is the point of higher education and why do we think our learning outcomes matter to students? Those are the questions we will address as we read The Aims of Higher Education: Problems of Morality and Justice. By thinking critically about the purpose of higher education, we will reflect on the content and methodology of our courses. We will come to a better understanding of what we are trying to do and how we can accomplish those goals. 

Facilitated by: Dr. Timothy Aylsworth
Assistant Professor, Philosophy, College of Arts, Sciences and Education


Theme(s): Learning Centered

Thursday, September 15th
Thursday, September 29th
Thursday, October 6th
Thursday, October 20th

1:00 p.m. to 2:30 p.m. On-Campus - MMC

 

difficult-moments book jacket

Navigating Difficult Moments in Teaching Diversity and Social Justice 

When tensions, emotions, or conflicts arise in the classroom, do you struggle to figure out the right thing to say or do? In Navigating Difficult Conversations in Teaching Social Justice, editors Kite, Case and Williams bring together educators from across disciplines to share their experiences and strategies for managing “hot moments” in the classroom. Join colleagues from across the institution to explore the different ways you can create learning spaces that support deep, meaningful exchange between you and your students. 

Theme(s): Inclusive Teaching

Friday, September 16th
Friday, September 23rd
Friday, September 30th
Friday, October 7th

12:00 p.m. to 1:30 p.m. Virtual on Zoom

  

reach-everyone book jacket

Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education

What is Universal Design for Learning (UDL), and how does it impact student access in the higher ed classroom? How did it come to be, and how is it implemented? Why is it so important, and how can it make us more informed about our own teaching practices? Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education aims to answer all these questions by advocating “for a new way of framing our interactions with our learners across all of their experiences at our institutions.” If you have ever been interested in access and inclusion and how these two intersect with technology in the classroom, then you may be interested in participating in this book group.

Theme(s): Inclusive Teaching

Thursday, October 13th
Thursday, October 20th
Thursday, October 27th
Thursday, November 3rd

1:30 p.m. to 3:00 p.m. Virtual on Zoom

 

 

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

     

    Fall 2021

    • Grading for Equity
    • Changemakers: Educating with Purpose 
    • Inner Work of Racial Justice
    • Online Teaching at its Best

     

  • 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.