CETL Archives
Book Talks Archive - Spring 2002
We Can't Teach What We Don't Know: White Teachers, Multiracial Schools
Author: Gary R. Howard
Date: Mon., February 11, 2002
Time: 1:00 - 3:00 p.m.
Location: MC - 114/115
Facilitators: Tami Spry (FA&H); Frank Kazemek
(COE); and Hedy Tripp (COSS)
Gary R. Howard is president and founder of the REACH Center for Multicultural Education in Seattle, Washington. He will be on campus with the College of Education on February 25 (rescheduled for April 30).
Rationale for this Book Talk: American classrooms are experiencing a large influx of immigrant students. And, a large but undetermined number of undocumented immigrants also enter the United States each year. In some of the nation's largest cities and metropolitan areas, half or more of the public school students are students of color. Most teachers now in the classroom (as well as those currently in teacher education programs) are likely to have students from diverse ethnic, cultural, and racial groups in their classrooms during their careers; this is true for both innercity and suburban schools, K-12 and higher education.
An important goal of multicultural education is to improve race relations and to help all students acquire the knowledge, attitudes, and skills needed to participate in cross-cultural interactions and in personal, social, and civic action that will help make our nation more democratic and just.
This book (through its author) speaks to White teachers. He describes the changes and growth which must take place within White educators in order for them to help create caring and humane schools. Teachers from all racial, cultural, and ethnic groups will find his message significant.
The Work of Writing: Insights and Strategies for Academics and Professionals
Author: Elizabeth Rankin
Date: Wed., Feb. 27, 2002
Time: 12:00 noon. - 2:00 p.m.
Location: Miller Center -18 (basement, east
wing)
Facilitators: Donna Gorrell, SCSU English
Department
Description: Regardless of the writing assignment
(journal article, executive summary, grant proposal), The
Work of Writing .
. . will serve as an invaluable aid for faculty and professionals
who need to hone their writing skills. Author Elizabeth Rankin
draws on her years of experience as a leader of academic writing
groups and shares a wealth of scenarios from actual writing experiences.
The stories speak to complex issues of audience, purpose, genre,
and voice that writers routinely address. Using Rankin's strategies
will make the job of the writer more manageable, more productive,
and more rewarding. The book is an imaginative, sensible, and
practical guide to strategizing, organizing, addressing audiences,
and combining creativity with convention. (taken from the book's
jacket)
Author: Elizabeth (Libby) Rankin teaches English
and serves as director of the Office of Instructional Development
program at the University of North Dakota, where she leads writing
seminars and teaching workshops for faculty of all disciplines.
She is a consultant-evaluator for the National Council of Writing
Program Administrators.
Facilitator: The Book Talk's facilitator is
Donna Gorrell, professor of English at SCSU. She is an experienced
editor of journals, has a publishing track record, and teaches
courses in academic and professional writing. Donna will combine
Rankin's philosophies and guidelines with those of her own to
give the Book Talk participant valuable writing/publishing tips.
Serving on Promotion, Tenure, and Faculty Review Committees: A Faculty Guide, 2nd ed. (2002)
Author: Dr. Robert M. Diamond
Date: Wed., March 20, 2002
Time: 10:00 a.m. - 12:00 noon.
Location: Atwood - N. Glacier Room
Facilitators: Marlene DeVoe (PSY)
Description of Book: Those people involved
in the promotion and tenure process (provosts, deans, department
chairs, and committee members) have found Diamond's 1994 book
rich in valuable suggestions. His 2nd edition has "added to" the
information in the 1st edition. Issues addressed include the
differences among the disciplines; interdisciplinary or collaborative
work; special assignments; documenting scholarly, professional,
and creative work; the teaching portfolio; technology and the
changing roles of faculty; the importance of assessing faculty
collegiality; documenting an instructional innovation or use
of technology; the narrative portions of the teaching portfolio;
two new disciplinary statements; documenting effectiveness
and impact as a member of a team; and a characteristics model
for describing faculty scholarship.
About the Author: Robert Diamond is Research
Professor at Syracuse University, Visiting Professor at the
University of South Florida St. Petersburg, and President
of the National Academy for Academic Leadership. He was Assistant
Vice Chancellor, Director of the Center for Instructional
Development, and Professor of Instructional Design, Development & Evaluation,
and Higher Education at Syracuse University. He has directed
a number of national projects involving teaching and learning
and has published extensively. His recent publications include:
Aligning Faculty Rewards with Institutional Mission: Statements,
Policies, Guidelines (1999); Designing and Assessing Course
Curricula: A Practical Guide (1998); Designing and Improving
Course Curricula in Higher Education: A Systematic Approach
(1989); The Disciplines Speak II: More Statements on Rewarding
the Scholarly, Professional, and Creative Work of Faculty
(2000) (co-editor); Recognizing Faculty Work: Reward Systems
for the Year 2000 (1993) (co-editor); and Serving on Promotion
and Tenure Committees: A Faculty Guide (1994). He also serves
as a consultant to colleges and universities throughout the
world.
Better Teaching, More Learning: Strategies for Success in Postsecondary Settings
Author: James R. Davis
Date: Monday, April 29, 2002
Time: 2:00 p.m. - 4:00 p.m.
Location: Atwood - N. Glacier Room
Facilitators: Susan Haller (MATH) and Roger
Lewis (ACCT)
Description of Book: Author J. Davis argues that postsecondary instructors have to improve their performance in the classroom not only by better understanding how teachers teach, but also how learners learn. The author points out that most postsecondary teachers are well trained in their discisplines, but often feel hindered by the lack of a conceptual framework for thinking and talking about their profession, that being teaching. Few educators receive formal training in how to teach or acquire an understanding of how learning occurs. Frequently they fall back on only one teaching strategy.
Rather than focus on technique, Dr. Davis makes a departure by putting student learning at the center of his discussion. He translates research on learning into a form useful for college teachers. He integrates it with thinking on teaching to construct a framework or model for effective classroom communication.
Davis begins with an examination of the perspectives at work in any teaching situation: subject, setting, and students. He then explores the relationship of learning to teaching as it applies to specific strategies, such as training and coaching, lectures and explaining, inquiry and discovery, groups and teams, and experience and reflection.
About the Author: James R. Davis.
James R. Davis is special assistant to the provost at the
Center for Academic Quality and professor of higher education
at the University of Denver. Formerly, he was director
of the School of Education at the University of Denver
and academic dean at Wilberforce University (Ohio). Dr.
Davis has been a reviewer for the Journal of Higher Education
and is a member of AAHE and the Professional and Organizational
Development (POD) Network in Higher Education. He has also
authored Interdisciplinary Courses and Team Teaching: New
Arrangements for Learning (Oryx Press).
Teaching Online: A Practical Guide (2001, Houghton-Mifflin)
Note: If you are attending the ITeach Conference, you will receive a copy of this book. Register for the Book Talk, but indicate you have a copy.
Author: Susan Ko and Steve Rossen
Date: Thursday, May 2, 2002
Time: 1:00 p.m. - 3:00 p.m.
Location: Atwood - N. Glacier Room
Facilitators: Eungmin Kang (ECON);
Renee Wittenberg (LR&TS); Judith Rodgers (CIM);
and Patty Kallevig (Cont.Studies)
Description of Book: College faculty at all levels of technical expertise can use this informal, practical guide to developing and delivering web instruction with ease from distance learning courses to supplementary materials for traditional classrooms. Suitable for courses in online teaching, web-based instruction, teaching with the Internet, or the online classroom, this book answers the most common questions and concerns of instructors who want to create electronic educational environments. Topics covered include choosing software and technology tools, building an online classroom, creating an online syllabus, course conversion, online classroom management, integrating online and face-to-face activities, and student support issues. The text is supported by a web site that provides new strategies, tips, and information on emergent technologies. The text explores a variety of online situations, using real-world illustrations to provide information on skills, training, and support. An expert authoring team brings together pedagogical know-how with technology savvy a unique combination that delivers effective instruction. Pedagogy includes "Important" points that highlight key topics; "Definition" boxes that feature key terms with brief definitions; and "Sidebars," which focus attention on important points.
About the Authors:
Susan Schor Ko. Susan Ko has a Ph.D.
from Yale University and over ten years' experience
teaching and developing courses in humanities, interdisciplinary
studies, Asian Studies, and world literature in the
California State University system as well as at numerous
private institutions. She has expertise working in
adult education and with non-traditional student populations
and has been involved with nearly every form of distance
education in the last decade. Since first teaching
online for the New School's DIAL program in 1997, she
has created numerous courses for online delivery and
has assisted hundreds of instructors in adapting and
converting their own courses. She has taught in UCLA's
Online Teaching Program since its inception in 1997,
contributing to the design of several of the core courses
and has trained educators from all over the world to
teach online. As Director of Online Curriculum and
Instructor Development for OnlineLearning.net since
1997, she has designed customized online instructor
training programs, oversees curriculum conversion and
online course creation for institutions affiliated
with OnlineLearning.net.
Steve Rossen. Steve Rossen manages UCLA's Faculty New Media Center where he assists, supports, trains, and cajoles faculty (tenured, non-tenured, and TA's) to use new media to teach both in a traditional classroom setting as well as on the web. To accomplish this he organizes workshops, teaches online, consults, creates customized applications, organizes campus-wide forums, edits a webzine, and writes articles and books. Recently, he produced a CD, "The Workshop on a Disk," containing a number of narrated tutorials covering a wide range of computer-based skills (e.g., PowerPoint, scanning, integrating the web), which was distributed at no cost to all UCLA undergraduate faculty. The webzine he edits uses new media to focus on topics dealing with teaching and technology. In addition to his work at UCLA, he teaches an online course for UCLA Extension, "Creating and Using Multimedia for Use in Online Instruction." This course trains potential online instructors to incorporate new media into their curriculum using personalized "lectures" (narrated slideshows) contained on a course CD. Prior to his involvement with new media in education, he had several half-lives as a writer (novels, TV plays, and scripts) and as an associate producer doing documentaries for ABC-TV.
