The CEILS office in Hershey Hall Room 122 offers a library of books available for checkout. If any of the titles below interest you, please stop by!
*Click on the book icon to reserve or check-out a hard copy through the UCLA Library
*Click on the arrow icon to download an electronic copy or preview the book online.
(Creative Commons Image: Book by Arthur Shlain from the Noun Project; Download by Ali Coşkun from the Noun Project)
Scientific Teaching
Transformations: Approaches to College Science Teaching
Discipline-Based Science Education Research: A Scientist’s Guide
Assessment in the College Classroom
Entering Research: A Facilitator’s Manual – Workshops for Students Beginning Research in Science
Entering Mentoring – A Seminar to Train a New Generation of Scientists
This book describes the design and implementation of a discipline-specific model of professional development: the disciplinary Teaching and Learning Center (TLC). TLC was born from a strong commitment to improving undergraduate science education through supporting the front-line educators who play an essential role in this mission. The TLC’s comprehensive approach encompasses consultation, seminars and workshops, acculturation activities for new faculty members, and teaching preparatory courses as well as a certificate program for graduate students. At the University of Maryland, TLC serves biology and chemistry faculty members, postdoctoral associates, and graduate students.
A Discipline-Based Teaching and Learning Center: A Model for Professional Development
This book provides an introduction to ALCs, briefly covering their history and then synthesizing the research on these spaces to provide faculty with empirically based, practical guidance on how to use these unfamiliar spaces effectively.
A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice
Embodying advances in cognitive psychology since the publication of Bloom’s taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculum as well as facilitate constructing and analyzing their own.
A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives
Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor’s degree and more than two-thirds intending to earn a STEM associate’s degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be “stemmed” and greater efficiencies realized? These questions and others are at the heart of this study.
Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students’ Diverse Pathways
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including:
– What classroom assessment entails and how it works.
– How to plan, implement, and analyze assessment projects.
– Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.
– Fifty classroom assessment techniques
– Step-by-step procedures for administering the techniques
– Practical advice on how to analyze your data
Classroom Assessment Techniques: A Handbook for College Faculty (2nd Edition)
Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion.
Completing College: Rethinking Institutional Action
Developing and Sustaining Successful First-Year Programs: A Guide for Practitioners
Scott Page redefines the way we understand ourselves in relation to one another. The Difference is about how we think in groups–and how our collective wisdom exceeds the sum of its parts. Why can teams of people find better solutions than brilliant individuals working alone? And why are the best group decisions and predictions those that draw upon the very qualities that make each of us unique? The answers lie in diversity–not what we look like outside, but what we look like within, our distinct tools and abilities.
The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies
The price of college tuition has increased more than any other major good or service for the last twenty years. Nine out of ten American high school seniors aspire to go to college, yet the United States has fallen from world leader to only the tenth most educated nation. Almost half of college students don’t graduate; those who do have unprecedented levels of federal and private student loan debt, which constitutes a credit bubble similar to the mortgage crisis.
DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education
Learn to design interest-provoking writing and critical thinking activities and incorporate them into your courses in a way that encourages inquiry, exploration, discussion, and debate, with Engaging Ideas, a practical nuts-and-bolts guide for teachers from any discipline. Integrating critical thinking with writing-across-the-curriculum approaches, the book shows how teachers from any discipline can incorporate these activities into their courses. This edition features new material dealing with genre and discourse community theory, quantitative/scientific literacy, blended and online learning, and other current issues.
Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom
Five Easy Lessons: Strategies for Successful Physics Teaching is a paperback book packed with creative tips on how instructors can enhance and improve their physics class instruction techniques.
Five Easy Lessons: Strategies for Successful Physics Teaching
A supplement for General K—12 Methods courses and courses in Tests and Measurements.
Whatever his/her feeling about grades, nearly every teacher must give them. That’s the rationale behind this straightforward text–helping prospective teachers understand grading and learn to do it well.
Grading, Second Edition
In this must-read for anyone seeking to succeed, pioneering psychologist Angela Duckworth takes us on an eye-opening journey to discover the true qualities that lead to outstanding achievement. Winningly personal, insightful and powerful, Grit is a book about what goes through your head when you fall down, and how that – not talent or luck – makes all the difference.
Grit: The Power of Passion and Perseverance
Helping Sophomores Succeed offers an in-depth, comprehensive understanding of the common challenges that arise in a student’s second year of college. Sponsored by the University of South Carolina’s National Resource Center for The First-Year Experience® and Students in Transition, this groundbreaking book offers an examination of second-year student success and satisfaction using both quantitative and qualitative measures from national research findings. Helping Sophomores Succeed serves as a foundation for designing programs and services for the second-year student population that will help to promote retention, academic and career development, and personal transition and growth.
Helping Sophomores Succeed: Understanding and Improving the Second-Year Experience
Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation.
How Learning Works: 7 Research-Based Principles for Smart Teaching
In How We Learn, award-winning science reporter Benedict Carey sifts through decades of education research and landmark studies to uncover the truth about how our brains absorb and retain information. What he discovers is that, from the moment we are born, we are all learning quickly, efficiently, and automatically; but in our zeal to systematize the process we have ignored valuable, naturally enjoyable learning tools like forgetting, sleeping, and daydreaming.
How We Learn: The Surprising Truth About When, Where, and Why It Happens
College faculty are our best resource for improving the quality of undergraduate education. This book offers a path forward based on faculty perspectives nationwide:
A culmination of over two years of efforts by faculty and association leaders from six disciplines, this book distills the national conversation into a delineated set of fundamental ideas and practices, and advocates for the development and use of rigorous assessment tools that are valued by faculty, students, and society. Improving Quality in American Higher Education brings faculty voices to the fore of the conversation and offers an insightful look at the state of higher education, and a realistic strategy for better serving our students.
Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century
This publication is for faculty, administrators, and other academic leaders who are poised to mount comprehensive STEM reforms to improve student learning and success, particularly for students from underrepresented minority groups. Based on the experiences of eleven colleges and universities in the Keck/PKAL STEM Education Effectiveness Framework project, the Guide contains advice on getting started, team and leader development, project management, and sustaining change. It also includes benchmarks, key questions for analysis, timeline information, challenge alerts to help anticipate common roadblocks, and a rubric to help campus teams gauge their progress. Examples from case studies developed by campus teams who participated in the project provide real-world illustrations.
Increasing Student Success in STEM: A Guide to Systematic Institutional Change
Inquiry-based learning (IBL) is a learner-centered active learning environment where deep learning is cultivated by a process of inquiry owned by the learner. It has roots in a constructivist educational philosophy and is oriented around three components: 1) exploration and discovery (e.g. problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g. field studies, case studies), and 3) research-based approach (e.g. research-based learning, project-based learning). IBL begins with an authentic and contextualized problem scenario where learners identify their own issues and questions and the teacher serves as guide in the learning process. It encourages self-regulated learning because the responsibility is on learners to determine issues and research questions and the resources they need to address them. This way learning occurs across all learning domains. This volume covers many issues and concepts of how IBL can be applied to STEM programs. It serves as a conceptual and practical resource and guide for educators, offering practical examples of IBL in action and diverse strategies on how to implement IBL in different contexts.
Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators
Colleges and universities silo diversity and inclusion by creating specific courses to address them, or programs to welcome and support people with a range of identities, whereas in reality students, faculty and staff do not encounter diversity in the fractured ways that match the organizational structures of our institutions. We all simultaneously embody a variety of identities with different saliency in different circumstances and times.
Intersectionality in Action A Guide for Faculty and Campus Leaders for Creating Inclusive Classrooms and Institutions
Rubrics can be used to grade any assignment or task: research papers, book reviews, participation in discussions, laboratory work, portfolios, oral presentations, group work, and more.
This book defines what rubrics are, and how to construct and use them. It provides a complete introduction for anyone starting out to integrate rubrics in their teaching.
The authors go on to describe a variety of processes to construct rubrics, including some which involve student participation.They demonstrate how interactive rubrics–a process involving assessors and the assessed in defining the criteria for an assignment or objective–can be effective, not only in involving students more actively in their learning, but in establishing consistent standards of assessment at the program, department and campus level.
Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning
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.
Learning Assessment Techniques: A Handbook for College Faculty
Made to Stick is a book that will transform the way you communicate ideas. It’s a fast-paced tour of success stories (and failures)–the Nobel Prize-winning scientist who drank a glass of bacteria to prove a point about stomach ulcers; the charities who make use of “the Mother Teresa Effect”; the elementary-school teacher whose simulation actually prevented racial prejudice. Provocative, eye-opening, and often surprisingly funny, Made to Stick shows us the vital principles of winning ideas–and tells us how we can apply these rules to making our own messages stick.
Made To Stick: Why Some Ideas Survive and Others Die
Drawing on cognitive psychology and other fields, Make It Stick offers techniques for becoming more productive learners, and cautions against study habits and practice routines that turn out to be counterproductive. The book speaks to students, teachers, trainers, athletes, and all those interested in lifelong learning and self-improvement.
Make It Stick: The Science of Successful Learning
Achievement behavior in schools can be understood best in terms of students’ attempts to maintain a positive self-image. For many students, expending effort is frightening because a combination of effort and failure implies low ability. They have a variety of techniques for avoiding failure, ranging from cheating to setting goals that are so easily achieved that no risk is involved. Although teachers usually reward achievement and punish lack of effort, for many students risking the sense of defeat that comes from trying hard and not succeeding is too daunting. In Making the Grade, Martin Covington extracts powerful educational implications from self-worth theory and other contemporary views that will be useful for educators, parents, and all people concerned with the educational dilemmas we face.
Making the Grade: A Self-Worth Perspective on Motivation and School Reform
Gregory Light and Marina Micari reject the view that science, technology, engineering, and mathematics are elite disciplines restricted to a small number with innate talent. Rich in concrete advice, Making Scientists offers a new paradigm of how scientific subjects can be taught at the college level to underrepresented groups.
Making Scientists: Six Principles for Effective College Teaching
This action-oriented book presents the revolutionary J Curve model, which tracks people’s performance, thoughts, and emotions at each of the five stages of the change process, from resistance through positive acceptance-key knowledge you need to lead your team and speed implementation. Used by leading companies such as IBM, Chevron, Toyota-Lexus, and 3M, the J Curve gives you proven tactics and tools for quickly getting employees to a positive stage on the curve.
Managing the Dynamics of Change: The Fastest Path to Creating an Engaged and Productive Workplace
Peer Instruction: A User’s Manual is a step-by-step guide for instructors on how to plan and implement Peer Instruction lectures. The teaching methodology is applicable to a variety of introductory science courses (including biology and chemistry). However, the additional material—class-tested, ready-to-use resources, in print and on CD-ROM (so professors can reproduce them as handouts or transparencies)—is intended for calculus-based physics courses.
Peer Instruction: A User’s Manual
In this book, the authors engage the dream of better, both in fields and endeavors where participants know they should practice and also in those where many do not yet recognize the transformative power of practice. And it’s not just whether you practice. How you practice may be a true competitive advantage. Deliberately engineered and designed practice can revolutionize our most important endeavors. The clear set of rules presented in Practice Perfect will make us better in virtually every performance of life. The “how-to” rules of practice cover such topics as rethinking practice, modeling excellent practice, using feedback, creating a culture of practice, making new skills stick, and hiring for practice.
Practice Perfect: 42 Rules for Getting Better at Getting Better
PDQ Statistics, Third Edition, offers an expert overview of all major statistical methods, giving the reader a thorough understanding of statistics and how they are used in research articles. The book covers the major categories variable and descriptive statistics, parametric statistics, non-parametric statistics, and multivariate statistics. The explanations are clear, succinct, and loaded with practical examples.
Pretty Darned Quick – Statistics
Third Edition
Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.
Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering
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. In addition, specs grading increases students’ motivation to do well by making expectations clear, lowering their stress and giving them agency in determining their course goals.
Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time
“This book is a ‘must’ for every new faculty orientation program; it not only emphasizes the importance of concentrating on what students learn but provides clear steps to prepare and execute an engagement technique. Faculty looking for ideas to heighten student engagement in their courses will find useful techniques that can be adopted, adapted, extended, or modified.”
Student Engagement Techniques: A Handbook for College Faculty
Landing a tenure-track position is no easy task. Achieving tenure is even more difficult. Under what policies and practices do faculty find greater clarity about tenure and experience higher levels of job satisfaction? And what makes an institution a great place to work?
Success on the Tenure Track: Five Keys to Faculty Job Satisfaction
This intriguing book explores the reasons that lead undergraduates of above-average ability to switch from science, mathematics, and engineering majors into non-science majors. Based on a three-year, seven-campus study, the volume takes up the ongoing national debate about the quality of undergraduate education in these fields, offering explanations for net losses of students to non-science majors.
Talking About Leaving: Why Undergraduates Leave the Sciences
Teach Like a Champion 2.0 is a complete update to the international bestseller. This teaching guide is a must-have for new and experienced teachers alike. Over 700,000 teachers around the world already know how the techniques in this book turn educators into classroom champions. With ideas for everything from classroom management to inspiring student engagement, you will be able to perfect your teaching practice right away.
Teach Like a Champion 2.0: 62 Techniques that put Students on the Path to College
What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance.
For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.
The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning.
Teach Students How to Learn: Strategies You can Incorporate into any Course to Improve Student Metacognition, Study Skills, and Motivation
Teaching and Learning STEM presents a trove of practical research-based strategies for designing and teaching courses and assessing students’ learning. The book draws on the authors’ extensive backgrounds and decades of experience in STEM education and faculty development. Its engaging and well-illustrated descriptions will equip you to implement the strategies in your courses and to deal effectively with problems (including student resistance) that might occur in the implementation.
Teaching and Learning STEM: A Practical Guide
This book is a valuable resource for any college teacher, adjunct or full-time, facing a large class. It will also be useful for college administrators who might want to issue it to teachers, especially adjuncts, assigned to large classes for the first time. A distillation of years of experience by the author who started his college teaching career in 1969 in teaching large classes and in coaching other professors to do the same, this guide is concise and user-friendly. It employs teaching-as-acting as a common theme, with many practical examples covering all of the major aspects of organizing, managing, and teaching a large lecture course in any field.
Teaching the Large Class: A Guidebook for Instructors with Multitudes
This book is written for all science or engineering faculty who have ever found themselves baffled and frustrated by their undergraduate students’ lack of engagement and learning. The author, an experienced scientist, faculty member, and educational consultant, addresses these issues with the knowledge of faculty interests, constraints, and day-to-day concerns in mind. Drawing from the research on learning, she offers faculty new ways to think about the struggles their science students face. She then provides a range of evidence-based teaching strategies that can make the time faculty spend in the classroom more productive and satisfying
Teaching Undergraduate Science: A Guide to Overcoming Obstacles to Student Learning
In 2011-2012, some of the world’s most famous universities and technology entrepreneurs began a revolution in higher education. College courses that had been kept from all but an elite few were released to students around the world — for free. And thanks to exploding tuition prices, a volatile global economy and some high-tech innovations, we’re now poised for a total rethinking of what college is and should be. In the NEW YORK TIMES-bestselling THE END OF COLLEGE, Kevin Carey draws on new research to paint an exciting portrait of the near future of education. He explains how the college experience is being radically altered now and how it will emancipate millions of people around the world. Insightful and readable, THE END OF COLLEGE is an innovative roadmap to understanding tomorrow’s higher education today.
The End of College: Creating the Future of Learning and the University of Everywhere
The Hidden Curriculum in Higher Education is a daring look at the way colleges and universities produce race, class, and gender hierarchies and reproduce conservative ideology. These original and provocative essays shed light on all that remains hidden in higher education.
The End of College: Creating the Future of Learning and the University of Everywhere
In the international bestseller, Thinking, Fast and Slow, Daniel Kahneman, the renowned psychologist and winner of the Nobel Prize in Economics, takes us on a groundbreaking tour of the mind and explains the two systems that drive the way we think. System 1 is fast, intuitive, and emotional; System 2 is slower, more deliberative, and more logical. The impact of overconfidence on corporate strategies, the difficulties of predicting what will make us happy in the future, the profound effect of cognitive biases on everything from playing the stock market to planning our next vacation―each of these can be understood only by knowing how the two systems shape our judgments and decisions.
Thinking, Fast and Slow
Higher education is coming under increasing scrutiny, both publically and within academia, with respect to its ability to appropriately prepare students for the careers that will make them competitive in the 21st-century workplace. At the same time, there is a growing awareness that many global issues will require creative and critical thinking deeply rooted in the technical STEM (science, technology, engineering, and mathematics) disciplines. However, the existing and ingrained structures of higher education, particularly in the STEM fields, are not set up to provide students with extensive skill development in communication, teamwork, and divergent thinking, which is needed for success in the knowledge economy.
Transforming Institutions: Undergraduate STEM Education for the 21st Century
Understanding by Design, 2nd Edition
This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is–it’s not what teachers do, it’s what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out–but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn.
What the Best College Teachers Do
Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs.
Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities
The importance of higher education has never been clearer. Educational attainment—the number of years a person spends in school—strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success.
Supporting Students’ College Success: The Role of Assessment of Intrapersonal Competencies
The importance of higher education has never been clearer. Educational attainment—the number of years a person spends in school—strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success.
The Scientist’s Guide to Writing: How to Write More Easily and Effectively throughout Your Scientific Career
The importance of higher education has never been clearer. Educational attainment—the number of years a person spends in school—strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success.
Composing Science: A Facilitator’s Guide to Writing in the Science Classroom