CEILS Lending Library

The CEILS office in Hershey Hall Room 122 offers a library of books available for reservation. If any of the titles below interest you, please stop by to check them out!

CEILS Lending Library

Barriers and OpportunitiesBarriers and Opportunities for 2-Year and 4-Year STEM Degrees

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.


teaching-the-large-college-classTeaching the Large Class: A Guidebook for Instructors with Multitudes

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.


understanding-by-designUnderstanding by Design, Expanded 2nd Edition

Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks.


teaching-undergraduate-scienceTeaching Undergraduate Science: A Guide to Overcoming Obstacles to Student Learning

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


classroom-assessment-techniques

Classroom Assessment Techniques: A Handbook for College Faculty 2nd Edition

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


collaborative-learning-techniquesCollaborative Learning Techniques: A Handbook for College Faculty 2nd Edition

Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks.


learning-assessment-techniquesLearning Assessment Techniques: A Handbook for College Faculty 1st Edition

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.


practice-perfectPerfect Practice: 42 Rules for Getting Better at Getting Better

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.


made-to-stickMade to Stick: Why Some Ideas Survive and Others Die

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.


reaching-studentsReaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering

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.


student-engagement-techniquesEngaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom 2nd Edition

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-studentsStudent Engagement Techniques: A Handbook for College Faculty 2nd Edition

“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.”


How-Learning-WorksHow Learning Works: Seven Research-Based Principles for Smart Teaching 1st Edition

“How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students’ learning.”

—Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching


what-the-best-college-professors-doWhat the Best College Teachers Do 1st Edition

What makes a great teacher great? Who are the professors students remember long after graduation? 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.

In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students’ discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators


creating-significant-learningCreating Significant Learning Experiences: An Integrated Approach to Designing College Courses 2nd Edition

This edition addresses new research on how people learn, active learning, and student engagement; includes illustrative examples from online teaching; and reports on the effectiveness of Fink’s time-tested model. Fink also explores recent changes in higher education nationally and internationally and offers more proven strategies for dealing with student resistance to innovative teaching.

Tapping into the knowledge, tools, and strategies in Creating Significant Learning Experiences empowers educators to creatively design courses that will result in significant learning for their students.


transforming-institutions

Transforming Institutions: Undergraduate STEM Education for the 21st Century

Transforming Institutions brings together chapters from the scholars and leaders who were part of the 2011 and 2014 conferences. It provides an overview of the context and challenges in STEM higher education, contributed chapters describing programs and research in this area, and a reflection and summary of the lessons from the many authors’ viewpoints, leading to suggested next steps in the path toward transformation.


a-dber-based-tlcA Discipline-Based Teaching and Learning Center: A Model for Professional Development 2015

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.


the-hidden-curriculum
The Hidden Curriculum in Higher Education

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.

UCLA Reports on Teaching and Learning

The CEILS office in Hershey Hall Room 122 offers a library of books available for reservation. If any of the titles below interest you, please stop by to check them out!

CEILS lending library collection

National Reports on STEM Teaching and Learning

The CEILS office in Hershey Hall Room 122 offers a library of books available for reservation. If any of the titles below interest you, please stop by to check them out!

National Reports

Influential reports and papers published about curricular reform in undergraduate education.

Barriers and Opportunities

National Academies Press (2016)

Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systematic Change to Support Student’s Diverse Pathways
Washington, DC: National Academies Press.


building-a-better-future
Connolly, Savoy, Lee, and Hill (2016)

Building a Better Future STEM Faculty – How Teaching Development Programs Can Improve Undergraduate Education
Wisconsin Center for Education Research, University of Wisconsin, Madison


transforming-institutions

Weaver, Burgess, Childress, and Slakey (Eds.) (2016)

Transforming Institutions: Undergraduate STEM Education for the 21st Century
West Lafayette, Indiana: Purdue University Press



JTUPP Report Cover

American Physical Society (2016)

Phys21: Preparing Physics Students for 21st Century Careers


18687-0309300436-covers450

National Research Council (2012)

Reaching Students: What Research Says about Effective Instruction in Undergraduate Science and Engineering
Washington, DC: National Academies Press.


disciplinebasedNational Research Council (2012)

Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering
Washington, DC: National Academies Press.


reporttothepresidentPresident’s Council of Advisors on Science and Technology (2012)

Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics
Washington, DC.


minorityparticipationCommittee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline (2011)

Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads
National Academies Press: Washington, DC.


visionchangeAmerican Association for the Advancement of Science (2011)

Vision and Change: A Call to Action in Undergraduate Biology Education
Washington, DC: AAAS.


hhmiAmerican Association of Medical Colleges and Howard Hughes Medical Institute (2009)

Scientific Foundations for Future Physicians
Report of the AAMC-HHMI Committee: Washington, DC.


newbiologyNational Research Council (2009)

A New Biology for the 21st Century: Ensuring the United States Leads the Coming Biology Revolution
Washington, DC: National Academies Press.


risingaboveCommittee on Prospering in the Global Economy of the 21st Century (2007)

Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future
National Academies Press: Washington, DC.


howstudentslearnNational Research Council (2005)

How Students Learn: History, Mathematics, and Science in the Classroom
Washington, DC: National Academies Press.


mathbio2010Steen LA (ed.) (2005)

Math and Bio 2010: Linking Undergraduate Disciplines
Washington, DC: Mathematical Association of America.


bio2010National Research Council (2003)

Bio 2010: Transforming Undergraduate Biology Education for Future Research Biologists
Washington, DC: National Academies Press.


transformingNational Research Council (1999)

Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology
Washington, DC: National Academies Press.


boyer-reportBoyer Commission (1998)

Reinventing Undergraduate Education: A Blueprint for America’s Research Institutions
Stony Brook, NY.


talkingaboutleavingSeymour E and Hewitt NM (1997)

Talking About Leaving: Why Undergraduates Leave the Sciences
Westview Press: Boulder, CO.


beyondbio101Jarmul D, Olson S, and HHMI (1996)

Beyond BIO 101 : The transformation of undergraduate biology education
A report from the Howard Hughes Medical Institute (HHMI): Chevy Chase, MD.