Archive for the 'Learning College Collection' Category

The Learning Paradigm College

Wednesday, December 3, 2008

By John Tagg, Peter T. Ewell

In The Learning Paradigm College, John Tagg builds on the ground-breaking Change magazine article he coauthored with Robert Barr in 1995, “From Teaching to Learning; A New Paradigm for Undergraduate Education.” That piece defined a paradigm shift happening in American higher education, placing more importance on learning outcomes and less on the quantity of instruction. As Tagg defines it, “Where the Instruction Paradigm highlights formal processes, the Learning Paradigm emphasizes results or outcomes. Where the Instruction Paradigm attends to classes, the Learning Paradigm attends to students.”

The Learning Paradigm College presents a new lens through which faculty and administrators can see their own institutions and their own work. The book examines existing functional frameworks and offers a way to reenvision and recast many familiar aspects of college work and college life, so that readers may better understand their learners and move toward a framework that focuses on learning outcomes.

Divided into five parts, the book introduces the Learning Paradigm, concentrates on understanding our learners, provides a framework for producing learning, discusses the six essential features of the Learning Paradigm college, and focuses on how to become a Learning Paradigm college.

Eminently clear and accessible descriptions of the features of the Learning Paradigm are paired with examples of how institutions of higher education around the country are transforming themselves into Learning Paradigm colleges. The Learning Paradigm College is both hopeful and realistic about what all those involved in highereducation can achieve. Call number: LB2331 .T24 2003

Source Barnes&

Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom

Thursday, July 24, 2008

by Stephen D. Brookfield

Call Number: LCC LB2331 .B68 2006

In this second edition of the book that has become a classic in the field, award-winning author Stephen D. Brookfield offers inspiration and down-to-earth advice to new and seasoned teachers. The Skillful Teacher is a comprehensive guide that shows how to thrive on the unpredictability and diversity of classroom life and includes insights developed from the hundreds of workshops conducted by the author. This new edition also reflects the many changes that have come about in the decade since the book was first published and includes new chapters that deal with emerging topics such as classroom diversity and teaching in online learning environments. (Description by

Effective Teaching with Technology in Higher Education: Foundations for Success

Thursday, July 24, 2008

by A.W. Bates and Gary Poole

Call Number: LCC LB2331 .B378 2003

Bates (continuing studies, U. of British Columbia) and Poole (teaching and academic growth, U. of British Columbia) offer advice on integrating technology into college-level instruction. They provide a theoretical overview and pedagogical foundation for making decisions concerning the use of technology in the curriculum. They identify the criteria for selecting technology and discuss the necessary organizational and technical support structures for its use. (Description by

New Directions for Community Colleges Issue #142: Gendered Perspectives on Community College

Thursday, July 24, 2008

Call Number: LCC LB2328 .N4 L4 2008

This volume explores and begins to unravel the complexities of gender issues confronting men and women in two-year institutions. The authors address a wide range of questions that frame the current challenges facing community colleges, and provide thoughtful discussions of the gender-related experiences of female and male students, staff, faculty and administrators.
The chapters blend evidence from personal narratives and survey results and offer recommendations that will help community colleges across the board, from serving students struggling with identity issues to institutionalizing fairness in hiring and promotion.
Topics include

  1. Community Colleges as Gender-Equitable Institutions
  2. Factors Promoting Academic Success Among African American and White Male Community College Students
  3. Masculinities Go to Community College: Understanding Male Identity Socialization and Gender Role Conflict
  4. Broadening Female Participation in Science, Technology, Engineering, and Mathematics: Experiences at Community Colleges
  5. Noninstructional Staff Perceptions of the College Climate
  6. The Actors Behind the Curtain: Representation of Women Faculty in Community College Institutional Decision Making
  7. Gendered Leadership: An Organizational Perspective
  8. Work and Family Balance: How Community College Faculty Cope
  9. Meeting the Challenge of Gender Equity in Community College Athletics
  10. Strategizing for the Future

Gender-related conundrums lurk in every aspect of our society and culture, and higher education is noexception. Readers of this volume will come away with a better sense of how to assist those who teach, learn, and lead in our nation’s democratic colleges.
This is the 142nd volume of the Jossey Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today’s open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission. (Description by

New Directions for Teaching and Learning, No. 114: Information Literacy: One Key to Education

Wednesday, July 23, 2008

Call Number: LCC ZA3075 .I536 2008

This issue draws on the expertise of librarians and faculty to highlight the central role of information literacy in higher education. The authors show how approaches to information literacy can be used to engage undergraduates in research and creative scholarship. The articles clarify definitions of information literacy and illustrate various means of curricular integration:

  1. Reforming the Undergraduate Experience
  2. Librarians as Agents of Change: Working with Curriculum Committees Using Change Agency Theory
  3. Global Educational Goals, Technology, and Information Literacy in Higher Education
  4. Information Literacy and Its Relationship to Cognitive Development and Reflective Judgment
  5. Information Literacy and First-Year Students
  6. Effective Librarian and Discipline Faculty Collaboration Models for Integrating Information Literacy into the Fabric of an Academic Institution
  7. Dynamic Purposeful Learning in Information Literacy
  8. College Student Engagement Surveys: Implications for Information Literacy

Students regularly miss the relationship between the information-seeking process and the actual creation of knowledge. The authors in this issue support infusing the undergraduate curriculum with research-based learning to facilitate students’ ability to define research for themselves. Most importantly, this volume argues, students’ information literacy leads beyond finding information — it actually involves their creating knowledge.

This is the 114th volumes of the Jossey-Bass quarterly higher education report series New Directions for Teaching and Learning, which continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers. (Description by

101 Activities for Teaching Creativity and Problem Solving

Tuesday, July 22, 2008

by Arthur B. VanGundy

Call Number: LCC HD53 .V357 2005

Employees who possess problem-solving skills are highly valued in todays competitive business environment. The question is how can employees learn to deal in innovative ways with new data, methods, people, and technologies? In this groundbreaking book, Arthur VanGundy — a pioneer in the field of idea generation and problem solving — has compiled 101 group activities that combine to make a unique resource for trainers, facilitators, and human resource professionals. The book is filled with idea-generation activities that simultaneously teach the underlying problem-solving and creativity techniques involved. Each of the books 101 engaging and thought-provoking activities includes facilitator notes and advice on when and how to use the activity. Using 101 Activities for Teaching Creativity and Problem Solving will give you the information and tools you need to:

  • Generate creative ideas to solve problems.
  • Avoid patterned and negative thinking.
  • Engage in activities that are guaranteed to spark ideas.
  • Use proven techniques for brainstorming with groups.

(Description by

Teaching & Learning in College

Friday, July 18, 2008

By Gary Wheeler (Editor)

Call Number: LCC LB2331 .T32 2002

Gary Wheeler of Miami University has assembled six leading educators to present a collection of essays that offer valuable insight into the state of teaching and learning today, specifically targeting an audience of graduate students and relatively new higher education faculty. The co-authors speak authoritatively on these topics but take the time to personalize the information they share. Their narratives will help readers recognize themselves in the presented topics and in the day-to-day struggle of becoming an effective teacher in today’s diverse higher education environment.

Handbook for Adjunct and Part-Time Faculty and Teachers of Adults

Wednesday, July 16, 2008

by Donald Grieve

Call Number: LCC LB2331 .G72 2005

Description not available

Handbook II-Advanced Teaching Strategies for Adjunct Faculty

Wednesday, July 16, 2008

by Donald E. Greive

Call Number: LCC LB2844.1 .P3 H35 2006

Higher education expert Donald Greive takes experienced and long-term adjunct faculty beyond his best selling Handbook for Adjunct/Part-Time Faculty and Teachers of Adults to Handbook II: Advanced Teaching Strategies for Adjunct and Part-Time Faculty. In this book, adjuncts and their managers offer their own insights into a variety of topics, like…

-The Syllabus and the Lesson Plan
-101 different strategies and tips to use the first week of class
-Preparing for a Distance Education Assignment
-What is Critical Thinking?
-Large class teaching tips
-Testing and Grading

From one of the most well know names in faculty training comes another tool for adjunct and part-time faculty, whether teaching for the first semester or the fiftieth. (Description by

Going the Distance: A Handbook for Part-Time & Adjunct Faculty Who Teach Online

Tuesday, July 15, 2008

by Evelyn Beck and Donald Greive

Call Number: LCC LB2395.7 .B43 2005

Whether you’re just thinking about teaching online, a first-time online course facilitator, or you are an experienced distance educator, Going the Distance: A Handbook for Part-Time & Adjunct Faculty Who Teach Online will help you sharpen your online teaching skills, develop and deliver more richly-structured distance education courses. This book was authored by Evelyn Beck, an educator who has been developing and teaching distance education courses for almost a decade. Going the Distance co-author, Dr. Donald Greive, is the writer of the much-used and trusted Handbook series A Handbook for Adjunct/Part-Time Faculty and Teachers of Adults, as well as Handbook II: Advanced Teaching Strategies , which together have sold more than 165,000 copies. This is more than just a teacher’s manual! This little powerhouse helps adjuncts tackle the day-to-day challenges associated with teaching online courses. From technological preparation to course design to planning and virtual classroom techniques, this book offers model materials, practical suggestions and successful strategies. Going the Distance: A Handbook for Part-Time & Adjunct Faculty Who Teach Online provides adjuncts who teach in distance education programs with the contents of a first-rate teaching workshop for a fraction of the price. (Description by