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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.

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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: Learning-Centered Teaching 

Facilitated by: Christine Martorana
Assistant Teaching Professor, English

Wednesday, June 16th 
Wednesday, June 23rd
Wednesday, June 30th  

2:00 p.m. to 3:30 p.m.  

 

 

 

 

 

Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice

From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice “…meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education….This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner.” If you’re ready to walk the walk, please join us in the quest to cultivate an equity-minded campus culture by learning how to overcome obstacles that we may not even realize exist. To put it bluntly, we must acknowledge the “whiteness” that pervades our policies, practices, pedagogy, and yes, even our personal comfort levels which ultimately not only harms our students but also has the potential to bar them from success.  

Theme(s): Inclusive Teaching 

Facilitated by: Kacee Belcher
Assistant Teaching Professor, English

Thursday, June 24th
Thursday, July 1st  
Thursday, July 8th

3:00 p.m to 4:30 p.m.

 

 

 

Free Play: Improvisation in Life and Art

Free Play weaves improvisation into consilience with the arts, sciences, and spiritual traditions of humanity to make heavy work light. The pandemic and lockdown abruptly and involuntarily immersed us into a world that demanded we pivot at a moment’s notice - an unexpectedly draining form of labor. In this reading group, we will explore how to continue tapping into that space as a state of ‘play’ - joyful improvisation. In addition to the book, the content will emerge from sharing our experiences and praxis. 

Theme(s): Learning-Centered Teaching

Facilitated by: Pioneer Winter
Assistant Teaching Professor, Honors College

Tuesday, July 13th
Tuesday, July 20th
Tuesday, July 27th

10:30 a.m. to Noon 

 

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Caste: The Origins of Our Discontents

In her bestselling book, Caste: The Origins of Our Discontents, Wilkerson posits that America has a hidden caste system, which uses race as the trait upon which to base the hierarchical structure. This unseen infrastructure impacts how people behave and live in this country today and historically. In this discussion, she compares and contrasts caste systems in Nazi Germany, India, and the United States and identifies the underlying pillars of these structures. During this book group, we will discuss our thoughts regarding viewing the United States in terms of a caste system and how that might apply to our own community and lives. We will reflect on how we might use this framework in our teaching to develop classrooms that do not reflect this hierarchical structure and, instead, work towards dismantling it.

Theme(s): Inclusive Teaching 

Facilitated by: Jennifer Abeloff
Clinical Assistant Professor, Social Work

Thursday, July 15th
Thursday, July 22nd 
Thursday, July 29th

11:00 a.m to 12:30 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  

     

  • 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?
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