Faculty Guide to the Library

The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning. Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one's culture programs the brain to process data and affects learning relationships; Ten "key moves" to build students' learner operating systems and prepare them to become independent learners; Prompts for action and valuable self-reflection. With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

Promoting learning among college students is an elusive challenge, and all the more so when faculty and students come from differing cultures. This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning; and offers an empirically-based framework and model, together with practical strategies, to assist faculty in transforming college teaching for all their students through an understanding of and teaching to their strengths. Recognizing that each student learns in culturally influenced ways, and that each instructor's teaching is equally influenced by her or his background and experiences, the authors offer an approach by which teachers can progressively learn about culture while they transform their teaching through reflection and the application of new practices that enrich student learning. This guide is intended for all faculty, faculty developers or administrators in higher education concerned with equitable outcomes in higher education and with ensuring that all student cultural groups learn and graduate at the same rates.

How can I apply learning and social justice theory to become a better facilitator? Should I prepare differently for workshops around specific identities? How do I effectively respond when things aren't going as planned? This book is intended for the increasing number of faculty and student affairs administrators - at whatever their level of experience -- who are being are asked to become social justice educators to prepare students to live successfully within, and contribute to, an equitable multicultural society. It will enable facilitators to create programs that go beyond superficial discussion of the issues to fundamentally address the structural and cultural causes of inequity, and provide students with the knowledge and skills to work for a more just society. Beyond theory, design, techniques and advice on practice, the book concludes with a section on supporting student social action. The authors illuminate the art and complexity of facilitation, describe multiple approaches, and discuss the necessary and ongoing reflection process.

Higher education institutions continue to address an increasingly complex set of issues regarding equity, diversity and inclusion. Many institutions face mounting pressure to find innovative solutions to eliminate access, participation, and achievement barriers as well as practices that impede retention and graduation rates in higher education. This volume provides educators with a global understanding of the challenges associated with the growing diversity of student identities in higher education and provides evidence-based strategies for addressing the challenges associated with implementing equity and inclusion at different higher education institutions around the world.

By the end of this decade, the U.S. economy will annually create hundreds of thousands of new jobs requiring a bachelor's degree in STEM fields, particularly computer science. This increasing need for computer scientists, coupled with an inconsistent agenda for managing dramatic shifts in the demographic landscape of higher education, compromises our competitiveness in scientific discovery and innovation. As higher education seeks to address this issue, the need for more culturally responsive approaches to undergraduate STEM teaching also increases. This book uses the power of reflection, storytelling, and data to holistically demonstrate the effectiveness of a novel professional development intervention for STEM faculty - Teaching to Increase Diversity and Equity in STEM, or TIDES - that significantly increased faculty self-efficacy in implementing culturally responsive pedagogies. This practical guide provides a durable platform for building capacity in understanding of the cultural complexities and institutional realities of recruiting and retaining diverse students in STEM, particularly the computer sciences.

The perceived lack of understanding of cultural diversity in the American learning community has led instructors to challenge assumptions and stereotypes while addressing misconceptions. Teachers of foreign languages and cultural studies, in particular, feel the need to redesign curricula and lesson plans to better serve the learning community of the twenty-first century. The common starting point resides in the paradox that exists in today's connected world; while global access to information makes learners aware of the infinite variety of cultural diversity, it does not, however, make them critical thinkers. For this reason, there is opportunity to reshape critical thinking within a more global perspective, while enhancing the tools to identify, interpret, and compare the different cultural models that learners encounter. The book demonstrates the theories and practical applications by which instructors use contemporary film to provide insightful readings on diverse local communities, communities that form the basis of global culture. This work will encourage a dialogue and long-lasting conversation on methodologies and teaching strategies rethought, reapplied, and remolded to the new learning environments.

In Learning to Be Latino, sociologist Daisy Verduzco Reyes paints a vivid picture of Latino student life at a liberal arts college, a research university, and a regional public university, outlining students' interactions with one another, with non-Latino peers, and with faculty, administrators, and the outside community. Reyes identifies the normative institutional arrangements that shape the social relationships relevant to Latino students' lives, including school size, the demographic profile of the student body, residential arrangements, the relationship between students and administrators, and how well diversity programs integrate students through cultural centers and retention centers. Together these characteristics create an environment for Latino students that influences how they interact, identify, and come to understand their place on campus.   Drawing on extensive ethnographic observations, Reyes shows how college campuses shape much more than students' academic and occupational trajectories; they mold students' ideas about inequality and opportunity in America, their identities, and even how they intend to practice politics.  

This exciting new text examines one of the most important and yet elusive terms in higher education and society: What do we mean when we talk in a serious way about "diversity"? A distinguished group of diversity scholars explore the latest discourse on diversity and how it is reflected in research and practice. The chapters trace how the discourse on diversity is newly shaped after many of the 20th century concepts of race, ethnicity, gender and class have lost authority. In the academic disciplines and in public discourse, perspectives about diversity have been rapidly shifting in recent years. This is especially true in the United States where demographic changes and political attitudes have prompted new observations--some which will clash with traditional frameworks. This text brings together scholars whose research has opened up new ways to understand the complexities of diversity in higher education. Because the essential topic under consideration is changing so quickly, the editors of this volume also have asked the contributors to reflect on the paths their own scholarship has taken in their careers, and to see how they would relate their current conceptualization of diversity to one or more of three identified themes (demography, democracy and discourse).

This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males.

We live in a global society, wherein our dependence on our neighbors is growing more intensely each year. Technology, travel, and interdependent economic systems require that nations know more and share more of their natural resources. Among the most precious of these resources is the intellectual talent that resides in their countries. This edited volume sheds light on the unique challenges, trends, and intersecting issues related to identifying intellectual potential of children of color around the world, providing access to appropriate curriculum and instructional opportunities, addressing the professional capacities of teachers working with these students, and the role of diverse families and communities in the talent development process in these communities. To achieve the volume 'EUROs' objectives, the editors bring together expert scholars from around the world who have a vested interest in gifted children of color.

Overall, nearly half of all incoming community college students "drop-out" within twelve months of enrolling, with students of color and the economically disadvantaged faring far worse. Given the high proportion of underserved students these colleges enroll, the detrimental impact on their communities, and for the national economy as a whole at a time of diversifying demographics, is enormous. This book addresses this urgent issue by bringing together nationally recognized researchers whose work throws light on the structural and systemic causes of student attrition, as well as college presidents and leaders who have successfully implemented strategies to improve student outcomes. The book is divided into five sections, each devoted to a demographic group: African Americans, Native Americans/American Indians, Latino Americans, Asian Americans and Pacific Islanders, and Caucasian students in poverty. Each section in turn comprises three chapters, the first providing an up-to-date summary of research findings about barriers and attainments pertaining to the corresponding population, the second the views of a community college president, and the final chapter offering a range of models and best practices for achieving student success.

Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success.

The history of presidential politics reached a new and significant milestone with the election of Barack Obama in 2008. It sparked great hope in America for greater racial equity and social justice. A Paradise to Regain: Post-Obama Insights from Women Educators of the Black Diaspora seeks to avert the likelihood of erasure of President Obama's legacy of hope and possibility that every child, regardless of race, faith, and gender affiliation, can dream big and live to see his/her dream turn into reality. As women educators of color, we all agree that the socio-political climate prevailing in the United States of America, since the aftermath of the 2016 election, requires unprecedented agency. The book provides space for Black women educators-African Americans, Naturalized Black Americans, and Foreign-born Blacks from Africa, the Caribbean Islands and South America (e.g., Guyana)-to have a candid conversation with their young children--sons and daughters, nephews and nieces--about the roadblocks they are likely to face as minority youth of color in their pursuit of greatness and the reminder that they have a role model in President Obama to look up to in moments of extreme frustration and exasperation.

Winner of the 2019 AERA Division J Outstanding Publication Award and the 2019 ASHE Outstanding Book Award On April 22, 2015, Boston University professor Saida Grundy set off a Twitter storm with her provocative question: "Why is white America so reluctant to identify white college males as a problem population?" White Guys on Campus is a critical examination of race in higher education, centering Whiteness, in an effort to unveil the frequently unconscious habits of racism among White male undergraduates. Nolan L. Cabrera moves beyond the "few bad apples" frame of contemporary racism, and explores the structures, policies, ideologies, and experiences that allow racism to flourish. This book details many of the contours of contemporary, systemic racism, while engaging the possibility of White students to participate in anti-racism. Ultimately, White Guys on Campus calls upon institutions of higher education to be sites of social transformation instead of reinforcing systemic racism, while creating a platform to engage and challenge the public discourse of "post- racialism." 

We've heard plenty from politicians and experts on affirmative action and higher education, about how universities should intervene--if at all--to ensure a diverse but deserving student population. In this book, Natasha K. Warikoo deeply explores how students themselves think about merit and race at a uniquely pivotal moment: after they have just won the most competitive game of their lives and gained admittance to one of the world's top universities. What Warikoo uncovers--talking with both white students and students of color at Harvard, Brown, and Oxford--is absolutely illuminating; and some of it is positively shocking. As she shows, many elite white students understand the value of diversity abstractly, but they ignore the real problems that racial inequality causes and that diversity programs are meant to solve. They stand in fear of being labeled a racist, but they are quick to call foul should a diversity program appear at all to hamper their own chances for advancement. The most troubling result of this ambivalence is what she calls the "diversity bargain," in which white students reluctantly agree with affirmative action as long as it benefits them by providing a diverse learning environment--racial diversity, in this way, is a commodity, a selling point on a brochure.

Discover the components of proactive classroom management. With this practical, step-by-step guide, teachers and school administrators will uncover five components that help improve student achievement and decrease classroom problems. Create clear expectations and rules, establish procedures and structure, reinforce expectations, actively engage students, and manage misbehavior. Learn how to develop individualized behavior plans to help students who continue to struggle.

This resource provides teachers with tips, suggestions, and strategies for classroom management and maintaining a positive learning environment. This book offers creative ideas and current research-based techniques for topics like observing the physical and social classroom environment, handling classroom disruptions, keeping students engaged, communicating with families, and more.

This book focuses on classroom management in primary and secondary schools. It offers ideas, practical advices, theories, frameworks for teachers to manage teaching, learning and students' behaviour in effective and efficient manners. Approaches to behaviour management and promotion of positive interpersonal relationships among school members are provided.

Educators need to balance discipline theory with its practice in the classroom. This is especially important in today’s educational arena where increased demands for teacher accountability exist. Classroom Management: Sound Theory and Effective Practice is designed for those who are new to teaching or who have had little course work in discipline and do not have the time to read numerous theory­based articles and books.

How does classroom management affect student achievement? What techniques do teachers find most effective? How important are schoolwide policies and practices in setting the tone for individual classroom management? In this follow-up to What Works in Schools, Robert J. Marzano analyzes research from more than 100 studies on classroom management to discover the answers to these questions and more. He then applies these findings to a series of "Action Steps"--specific strategies that educators can use to * Get the classroom management effort off to a good start, * Establish effective rules and procedures, * Implement appropriate disciplinary interventions, * Foster productive student-teacher relationships, * Develop a positive "mental set," * Help students contribute to a positive learning environment, and * Activate schoolwide measures for effective classroom management. Marzano and his coauthors Jana S. Marzano and Debra Pickering provide real stories of teachers and students in classroom situations to help illustrate how the action steps can be used successfully in different situations. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development. Each chapter addresses a key component of the assessment process, beginning with the creation of a learning-centered culture and the development and articulation of shared outcomes goals and priorities. Subsequent chapters lead the reader through the development of a plan, the selection of assessment methods, and the analysis of results. The book concludes by discussing the communication of results and their use in decision making; integrating the conclusions in program review as well as to inform budgeting; and, finally, evaluating the process for continuous improvement, as well as engaging in reflection.

Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references--all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.

The book targets instructors, instructional designers, and educational leaders who are interested in understanding and implementing either summative or formative assessment in online and blended learning environments. This book will assist the relevant audience in the theory and practice of assessment in online and blended learning environments. Providing both a research and practice perspective, this book can help instructors make the connection between pedagogy and technology tools to maximize their teaching and student learning. Among the questions addressed in this book are: What assessment strategies can be used in online or blended learning? How can instructors design effective assessment strategies? What methods or technology tools can be used for assessment in online or blended learning? How does peer-assessment work in online or blended learning environments?"

Rely on Letting Data Lead by Eileen Depka to help you build a culture of school data analysis and interpretation, data-driven instruction and assessment techniques, and student achievement. This practical resource clearly outlines a systematic approach for meaningful student data collection through quality classroom assessment methods. The included assessment techniques, tools, templates, and specific examples are designed to empower educators to turn gathered information into immediate, thoughtful action. Develop data-collection and analysis methods for effectively tracking student progress and fostering student success: Obtain templates and methods for collecting, interpreting, and responding to assessment data. Define the purpose of assessments to distinguish between when a response is needed and when a response is not essential. Design classroom assessment for student learning in a way that creates actionable insights and pinpoints where students are struggling. Consider practices that support the systematic approach to responding to student results with data-driven instruction. Build a classroom culture where students react to their personal data, set goals, and engage in critical thinking.

Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - "What if" scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.

In her latest book Linda Nilson puts forward an innovative but practical and tested approach to grading that can demonstrably raise academic standards, motivate students, tie their achievement of learning outcomes to their course grades, save faculty time and stress, and provide the reliable gauge of student learning that the public and employers are looking for. She argues that the grading system most commonly in use now is unwieldy, imprecise and unnecessarily complex, involving too many rating levels for too many individual assignments and tests, and based on a hairsplitting point structure that obscures the underlying criteria and encourages students to challenge their grades. This new specifications grading paradigm restructures assessments to streamline the grading process and greatly reduce grading time, empower students to choose the level of attainment they want to achieve, reduce antagonism between the evaluator and the evaluated, and increase student receptivity to meaningful feedback, thus facilitating the learning process - all while upholding rigor. This book features many examples of courses that faculty have adapted to spec grading and lays out the surprisingly simple transition process. It is intended for all members of higher education who teach, whatever the discipline and regardless of rank, as well as those who oversee, train, and advise those who teach.

In order to make appropriate changes to improve your teaching and your students' learning, first you need to know how you're teaching now. Figure it out for yourself and invigorate your teaching on your own terms! This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one's teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. She then presents a new model of assessing teaching that builds upon a broader base of evidence and sources of support. This new model leads to self-assessment rubrics, which are available for download, and the book will guide you in how to use them. The book includes case studies of completed critical reflection rubrics from a variety of disciplines, including the performing and visual arts and the hard sciences, to show how they can be used in different ways and how to explore the richness of the data you'll uncover.

Writing a rubric that can accurately evaluate student work can be tricky. Rather than a single right or wrong answer, rubrics leave room for interpretation and thus subjectivity. How does a teacher who wants to use performance-based assessment in this day and age of educational data and SMART goals find a way to reliably assess student work? The solution is to write clear rubrics that allow the evaluator to objectively assess student work. This book will show classroom teachers not only how to create their own objective rubrics, which can be used to evaluate performance assessments, but also how to develop rubrics that measure hard-to-assess skills, such as leadership and grit, and how to empower their own students to create rubrics that are tailored to their work.

Essential reading for online instructors, updated to cover new and emerging issues and technologies. Covering all aspects of online teaching, this book reviews the latest research in cognitive processing and related learning outcomes while retaining a focus on the practical. A simple framework of instructional strategies mapped across a four-phase timeline provides a concrete starting point for both new online teachers and experienced teachers designing or revamping an online course. Essential technologies are explored in their basic and expanded forms, and traditional pedagogy serves as the foundation for tips and practices customized for online learning. The tips cover course management, social presence, community building, integration of new technologies, discussion and questioning techniques, assessment, and debriefing, along with new coverage of intensive or accelerated courses, customizing learning strategies, developing expertise, advanced course design, and assessment techniques exclusive to this new second edition. The theory and techniques of successful online teaching can be significantly different from those used face-to-face. With more and more classes being offered online, this book provides a valuable resource for taking your course to the next level.

Lessons from the Virtual Classroom is filled with illustrative examples from actual online courses as well as helpful insights from teachers and students. This essential guide offers targeted suggestions for dealing with such critical issues as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community.

To meet the dynamic academic demands of twenty-first century digital learners, many institutions of higher learning are offering more online classes than ever before that are accessible to both traditional and non-traditional learners. As such, a growing demand for online courses implies that participating institutions provide faculty with appropriate professional development programs to ensure the design and delivery of quality online courses. The Handbook of Research on Virtual Training and Mentoring of Online Instructors is a critical scholarly resource that highlights the issues, challenges, and online engagement experiences to enhance effective teaching and learning in this learning environment. Featuring coverage on a broad range of topics such as media literacy, professional development, and virtual learning environments, this book is geared towards educational administrators, educators, and instructional designers interested in quality online instruction.

The Excellent Online Instructor is a guide for new and seasoned faculty who teach online, those responsible for training and developing online instructors, and administrators who must evaluate online faculty performance. This comprehensive resource describes the qualities of and explains how one can become an excellent online instructor. The book Includes models based in adult learning principles and best practices. Offers guidelines to test instructors' readiness to teach online. Contains ideas for overcoming faculty resistance. Reveals how to develop an effective mentoring program. Shows how to establish a long-term faculty development effort.

Designed for instructors and instructional designers, Motivating and Retaining Online Students is filled with empirical research from the authors study of motivation and retention strategies that can reduce online learner dropout. Focusing on the most important issues instructors face, such as course design; student engagement and motivation; and institutional, instructional, and informal student support strategies, the book provides effective online strategies that help minimize student dropout, increase student retention, and support student learning. While helping to improve the overall retention rates for educational institutions, the strategies outlined in the book also allow for student diversity and individual learner differences.

As interaction in higher education among faculty, staff, students, and others becomes ever more digital, the welter of new online communication technologies have provided many unintentional opportunities for indiscipline and misconduct. As a result of this unfortunate increase is misbehavior, administrators and instructors in higher education are increasingly being called upon to remedy and forestall such actions. Misbehavior Online in Higher Education is rich in contemporary case studies, analytical reports, and up-to-date research providing detailed overviews of various misbehavior, including cyberbullying, cyberstaling, cyberslacking, and privacy invasion, hacking, cheating, teasing, and enhanced prejudicial attitudes. The development of approaches to addressing these problems is discussed and examples are provided. The book also anticipates emerging problematic behaviors and explores the creation of new policies, programs, facilities, and technologies to tackle such problems.

With guidance on incorporating learning theory into online course content, as well as a host of templates, learning guides, and sample files, this book furnishes instructors and instructional designers with the information and tools they need to design and develop their course content to better serve online students. Because the book is designed to focus on online teaching pedagogy, it won't go out of date as specific tools change. Nearly one-third of all students in higher education are taking at least one online class, and online hybrid classes are becoming more widespread. Distance learning is becoming the norm, but creating an online class is more complex than just posting course content on a website. Conquering the Content demonstrates how instructors can best revamp their course content to suit the online learning environment and provides the tools and resources instructors need to transfer their effectiveness from the classroom to the online environment.