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Online CETL Book Club starting October 1!

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Do you ever wish you could engage with other faculty on topics related to teaching and learning but you don’t have time to attend another meeting or go to a conference? Do you want to improve your teaching but you’re not quite sure how to begin? If you answered yes to either of these questions, you should consider joining CETL for the first online CETL Book Club starting October 1!


What is it?

The CETL Book Club is an online book club that will provide faculty an opportunity to read books about teaching and learning and engage in online discussions about teaching and learning during the semester.


When will it start?

The book club for Fall 2019 will begin on October 1.


How will it be structured?

The CETL Book Club will be housed in a course shell in MyCourses. Online discussions based on the text we are reading will be offered. There will also be two, optional, face-to-face discussion opportunities to explore topics from the book in more detail and give all participants an opportunity to learn from each other and get to know faculty from across the college.


What will the book club read?

For the Fall 2019 semester, we will read Small Teaching by James M. Lang. A description of the book is below. For future semesters, books will focus on either teaching practice or teaching theory as it applies to practice.


Who is eligible to participate?

All faculty are eligible to participate. Please complete the survey to join the book club: https://web.spcollege.edu/survey/29189


How can I get a book?

The first 10 faculty to register for the book club will receive a copy of the book courtesy of CETL. The book can be purchased from Amazon for about $17 in hardback or $15 as an e-book. Click this link to purchase the book: Small Teaching by James M. Lang


Who will facilitate the book club?

The book club will be facilitated by CETL Associates, Dr. Erika Johnson-Lewis and Dr. Melissa McAllister.


Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that’s easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example:

  • How does one become good at retrieving knowledge from memory?
  • How does making predictions now help us learn in the future?
  • How do instructors instill fixed or growth mindsets in their students?

Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.

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