Busy College & University Professors - The Best Books Reviews

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"The College Instructor’s Guide to Writing Test Items" offers practical guidance for educators on creating effective assessments, particularly multiple-choice questions, to accurately measure student learning. The book emphasizes aligning test items with learning objectives and provides a framework for developing test blueprints to ensure a balanced evaluation of content and cognitive skills. It explores various test item formats, offering insights into their strengths and weaknesses, and details specific guidelines for constructing high-quality multiple-choice items, including avoiding common flaws and assessing higher-order thinking. Furthermore, the guide discusses the use of learning management systems and resources like Proola for item development and peer review, concluding with methods for analyzing test results to improve both assessment practices and instructional strategies.

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"The Discussion Book: 50 Great Ways to Get People Talking" by Stephen D. Brookfield and Stephen Preskill is a practical guide offering numerous techniques to stimulate and manage discussions in various settings. Each technique is presented with its purpose, methodology, ideal application scenarios, user benefits, potential pitfalls, and relevant questions. The book emphasizes active participation, thoughtful engagement, and the creation of productive dialogues through diverse approaches, ranging from structured activities to creative exercises. It serves as a manual for educators, facilitators, and leaders seeking to foster more dynamic and inclusive conversations within their groups.

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This book, The Undergraduate Experience: Focusing Institutions on What Matters Most, examines key aspects crucial for effective higher education. Authored by experienced educators, it highlights six core themes: what matters most, learning, relationships, expectations, alignment, and improvement. The text uses case studies and research to illustrate these themes and provides action principles and reflective questions for institutional leaders, faculty, and staff. Ultimately, the authors advocate for a student-centered, mission-driven institutional culture characterized by continuous improvement and a focus on creating meaningful undergraduate experiences for all students. The book offers a framework for enhancing undergraduate education by emphasizing intentionality and collaboration across various campus stakeholders.

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L. Dee Fink's "Creating Significant Learning Experiences" (2013) offers a comprehensive framework for designing college courses that move beyond traditional content delivery. The book emphasizes a learner-centered approach, advocating for the creation of "significant learning experiences" encompassing foundational knowledge, application, integration, human dimension, caring, and learning how to learn. Fink introduces a model of integrated course design, stressing the interconnectedness of learning goals, teaching activities, and assessment methods. The text argues for a paradigm shift in higher education, urging instructors and institutions to prioritize student learning outcomes and provide better support for faculty professional development in effective teaching practices. Ultimately, the book aims to empower educators to create courses that lead to deeper and more lasting learning that positively impacts students' lives.

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The provided text excerpts from "Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning" explore methods to enhance higher education by strategically reducing in-class technology use and focusing on active learning and meaningful student-faculty interaction. Bowen argues that universities should re-evaluate their teaching approaches and curriculum design in light of readily available online content and evolving student expectations. He examines how technology can be used outside the classroom for information delivery and preparation, freeing up valuable class time for application, integration, and community building. The author draws parallels to the transformation of other industries like music and journalism to emphasize the need for universities to adapt their educational product and delivery models. Ultimately, the text advocates for a hybrid approach that leverages technology thoughtfully while prioritizing engaging classroom experiences and strong pedagogical practices to improve student learning outcomes and ensure the relevance of physical campuses.

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Debbie Zacarian's "Teaching to Strengths" (2017) advocates for educators to shift from a deficit-based to a strengths-based approach when working with students impacted by trauma, violence, and chronic stress. The book emphasizes identifying and nurturing students' inherent assets and the "funds of knowledge" that families bring. It provides practical strategies for creating inclusive classroom environments, fostering positive student-teacher and peer relationships, and engaging families as valuable partners. Furthermore, the text stresses the importance of building school-wide collaborative teams and community partnerships grounded in recognizing and valuing the strengths of all stakeholders to better support these students. Ultimately, the work champions a positive and empowering perspective that focuses on students' capabilities and resilience.

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This source, "Dynamic Lecturing: Research-Based Strategies to Enhance Lecture Effectiveness," authored by Christine Harrington and Todd Zakrajsek, examines various methods to improve the impact of lectures in educational settings. The authors challenge the notion that lecturing is inherently ineffective, arguing instead that thoughtful strategies can make it a powerful teaching tool. They explore different types of lectures and offer evidence-based techniques for enhancing student engagement, comprehension, and long-term retention. The book emphasizes incorporating active learning, leveraging technology effectively, understanding memory processes, and utilizing questioning and reflection to create more dynamic and successful lectures.

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The provided text is largely composed of excerpts from "Teaching in the Digital Age for Preschool and Kindergarten: Enhancing Curriculum with Technology" by Brian Puerling. The book, published by Redleaf Press in 2018, explores practical ways to integrate technology into early childhood education across various subject areas such as literacy, mathematics, science, art, music, social studies, health, and physical education. It offers numerous examples and strategies for teachers to effectively use digital tools to support children's learning, sharing, and creative expression, while also emphasizing the importance of developmentally appropriate practices and integrated curriculum approaches. The author, drawing on his experience as a director of education technology, aims to bridge the gap between theoretical recommendations and the practical application of technology in preschool and kindergarten classrooms, encouraging educators to build upon their existing pedagogical knowledge.

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Ann Marie Mealey's "The Lecturer’s Survival Guide" serves as an introductory text for new educators in higher education. It explores current pedagogical approaches and the broad responsibilities inherent in university teaching. The guide offers advice on navigating the role, including personal tutoring and supporting diverse students, while emphasizing values like respect and inclusive learning environments. Furthermore, it highlights the multifaceted challenges faced by new academics and aims to equip them with foundational pedagogical knowledge to foster ethical and effective teaching practices.

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James E. Zull's "The Art of Changing the Brain" explores the neurological basis of learning and how understanding the brain's functions can enrich teaching practices. The book synthesizes biology and educational theory, emphasizing how teachers can facilitate the physical changes in neuronal networks necessary for learning to occur. Zull outlines a learning cycle based on sensing, integrating, acting, and reflecting, connecting these stages to specific areas of the brain. He discusses the critical roles of prior knowledge, emotion, sensory experience, and active testing in the learning process. Ultimately, the text advocates for a teaching approach that considers the learner's brain, fostering intrinsic motivation and deeper understanding.