Send an email to CTE@xavier.edu to register for one of the following sessions and we will buy you a book!
Beginning Tuesday, January 21, 2020 1:00-2:00
On Being Included: Racism and Diversity in Institutional Life
Beginning Thursday, January 23, 2020 2:00-3:00
Minds Online-Teaching Effectively with Technology
Beginning Wednesday, January 22, 2020 3:00-4:00
Beginning Monday, January 27, 2020 12:00-1:00
The Years that Matter Most: How College Makes or Breaks us
edited by Philathia Bolton et al. (Northwestern University Press 2019) Tuesdays, 2:30-3:30
The original essays in this newly published volume critically examine the effects of current politics and the emergence of the neoliberal university on our students, classrooms, and teaching, and offer strategies for conceptualizing, talking about, and teaching race.
by Cathy N. Davidson ( Basic Books 2017) Wednesdays, 1:00-2:00
“What would it mean to redesign higher education for the intellectual space travel students need to thrive in the world we living in now? What would it mean to reorient educational paradigms that, at present, overly standardize, test, diagnose (from disability to giftedness and all points in between), specialize, and discipline students in one-way transmission models inspired by the hierarchy of the factory and the assembly line, not the interactive internet?” These are some of the provocative and critically important questions raised by higher education scholar and innovator, Cathy Davidson. Join us for a lively discussion of the implications of her argument for what we do at Xavier, no matter what our role.
In this compact, elegantly written text in the form of an autobiography, Descartes criticizes his own Jesuit education as he seeks certain and useful knowledge that he can discover independently of authority, tradition, and fallible sensations. He promises that through the modern, mathematical approach to natural science, human beings can become “the masters and possessors of nature.” Join Philosophy professor and E/RS Director Richard Polt in discussion of this text which virtually every Xavier undergraduate encounters in Philosophical Perspectives and which offers ideas that are relevant to nearly every course taught on campus. No previous knowledge of the text is assumed.
by Sarah Rose Cavanagh (West Virginia University Press 2016) Fridays, 12:00-1:00
In this engaging and provocative work, Sara Rose Cavanagh challenges the assumption that logic, rationality, and objectivity are the necessary hallmarks of college classrooms. She states, “...if you want to grab the attention of your students, mobilize their efforts, prolong their persistence, permanently change how they see the world, and maximize the changes that they will retain the material you’re teaching them over the long term, then there is no better approach than to target their emotions.” Cavanagh supports her perspective with research on emotions, neuroscience, and education, and offers specific techniques and activities for implementing these insights in our classrooms.
translated by C.D.C. Reeve, 2004, Hackett Publishing
Virtually every Xavier undergraduate encounters the philosophical dialogue of Plato’s Republic in our Core Curriculum. Offering ideas that are relevant to nearly every course taught on campus, the Republic’s main theme is the nature of justice in a society and in an individual. The characters’ conversation on justice leads to topics such as democracy, communism, feminism, law, money, family, tyranny, mental health and illness, ambition, desire, physical training, cultural and intellectual education, literature, music, myth, mathematics, ultimate truth, and the afterlife. Facilitated by Richard Polt, Professor of Philosophy and E/RS Director, this group is unlikely to run out of topics for discussion.
Just when you thought you might understand the Millennials, along comes another generation! Born between approximately 1995 and 2012, iGen has begun to hit college classrooms, bringing new challenges and opportunities with them. In this recently published book, professor of psychology, Jean Twenge, identifies ten trends, including In No Hurry, Internet, Irreligious, and Inclusive, that have significantly shaped iGen’ers, and discusses the implications for those of us who teach them. Niamh O’Leary, English Department, will facilitate this book discussion group.
edited by Dawn Prince-Huges, 2002, Swallow Press
Edited by anthropologist, Dawn Prince Hughes, who herself has Asperger’s Syndrome, this short but powerful book includes writings by college students who are on the autism spectrum. In their own words, these students recount the challenges they face, but also speak to their unique ways of looking at and solving problems, and the potential contributions they can make to diverse classrooms, when given the opportunity. This discussion will be facilitated by Kandi Stinson, Sociology Department and CTE, and Cindy Stieby, LAC.
Patrick Finn, 2015, Wilfrid Laurier University Press
In this provocative book, Patrick Finn begins with what he calls a foolish question—”Isn’t it time we replaced critical thinking?” Arguing that the world around us is dramatically and fundamentally changing, Finn argues that so is the kind of thinking we should be cultivating in our students. His proposal? To replace critical thinking with creative, loving, open-source thought. Miti von Weissenberg, History Department, will facilitate this discussion.
Are you smart enough? : how colleges' obsession with smartness shortchanges students / Alexander W. Astin
A concise guide to improving student learning : six evidence-based principles and how to apply them / Diane Cummings Persellin and Mary Blythe Daniels
Seltzer, R. (2015, July 24). To Find Happiness in Academe, Women Should Just Say No. Chronicle of Higher Education. pp. B12-B13.
Hope J. Get your campus ready for Generation Z. Enrollment Management Report. July 2016;20(4):1-5.
Kingston, A. (2014). Get ready for Generation Z. Maclean's, 127(28), 42.
Loveland, E. (2017). Instant Generation. Journal of College Admission, (234), 34-38.
Improving How Universities Teach Science: Lessons from the Science Education Initiative, by Carl Wieman