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Staff Development and Skills

Title: "But I
Author: Tricia Bertram Gallant
Status: Available


Title: #Open Textbook Tweet: Driving the Awareness and Adoption of Open Textbooks
Author: Sharyn Fitzpatrick
APA: Fitzpatrick, S. (2010). #Open Textbook Tweet: Driving the Awareness and Adoption of Open Textbooks. Cupertino, CA: THINKaha.
Status: Available

Desc: N/A

Title: 15 Survival Strategies for New College Instructors
Author: Magna Publications
Status: Available

Desc: A Magna Publications Online Seminar presented September 12, 2007 by Dr. Peter M. Saunders, director of Oregon State University's Center for Teaching and Learning.

By participating in this seminar, you will:

Set learner expectations through a well-crafted syllabus

Create a safe environment and emphasize time on tasks

Identify when technology should be used and when it should be avoided

Motivate learners with the power of peer pressure and peer admiration

Integrate teams into small and large classes

Provide feedback on your students' learning without burdening you with time-consuming grading

Title: A Hidden Wholeness: The Journey Toward An Undivided Life
Author: Parker J. Palmer
APA: Palmer, P.J. (2004). A hidden wholeness: The journey toward an undivided life. San Francisco, CA: Jossey-Bass.
Status: Available

Desc: At a time when many of us seek ways of working and living that are more resonant with our souls, A Hidden Wholeness offers insight into our condition and guidance for finding what we seek—within ourselves and with each other.

'The soul is generous: it takes in the needs of the world. The soul is wise: it suffers without shutting down. The soul is hopeful: it engages the world in ways that keep opening our hearts. The soul is creative: it finds its way between realities that might defeat us and fantasies that are mere escapes. All we need to do is bring down the wall that separates us from our own souls and deprives the world of the soul's regenerative powers'.

Title: A New Vision For Staff Development
Author: Dennis Sparks and Stephanie Hirsh
APA: Sparks, D., & Hirsh, S. (1997). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
Status: Available

Desc: Staff development is undergoing profound change as traditional approaches fall short of current needs and educators face new challenges. Gone are the days when teachers were the primary and passive recipients of 'sit and get' training. Today, say Dennis Sparks and Stephanie Hirsh, effective staff development is targeting everyone who affects student learning, and the total organization—not just the individual—is improving through multiple forms of learning. In addition, teachers and administrators throughout school systems are taking on staff development responsibilities that once were handled by a single department.

Sparks and Hirsh tell how 'three powerful ideas'—results - driven education, systems thinking, and constructivism—are shaping the new staff development, and they describe how the focus has shifted from the district to the school, from fragmented efforts to comprehensive plans, from adult needs to student needs, from off-site training to job-embedded learning, and from generic skills to a combination that includes content-specific skills as well.

At the heart of their discussion are examples of districts and schools throughout the nation that are at the forefront of the new staff development. Quoting extensively from practicing educators who are leading the way, Sparks and Hirsh provide firsthand accounts of how these people are handling the transition, overcoming roadblocks, devising solutions, and creating staff development that works. The goal is clear, they say: improved performance—by students, staff, and the organization

Title: Academic Advising: A Comprehensive Handbook
Author: Virginia N. Gordon and Wesley R. Habley
APA: Gordon, V.N., & Habley, W.R. (2000). Academic advising: A comprehensive handbook. San Francisco, CA: Jossey-Bass, Inc.
Status: Available

Desc: One of the greatest challenges in higher education is helping students to achieve academic success while ensuring that their personal and vocational needs are fulfilled. For the academic advisor, there are as many hurdles as there are opportunities for growth and change. The explosive rate of enrollment, the emergence of new curricula, and the advent of technology are just some of the developments that have profoundly affected academic advising. This handbook not only clarifies the current status of academic advising but also envisions its role and practice for the future.

More than thirty experts offer their knowledge and advice in this comprehensive reference. They explore all the critical aspects of academic advising and provide rich insights for faculty and full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. Topics include:

The history and philosophy of academic advising

The influence of theory in contemporary practice

Ethical considerations and legal obligations

Advising multicultural students and students with special needs

Integrating advising with career and life planning

Advising students on-to-one and in groups

Organizational models for effective advising

Technological resources that support advising

Strategies for training and evaluating advisors

Anticipating and adapting to changes in academic advising

Title: Academic Values, Market Values: The Shifting Balance
Author: American Academic
APA: Academic Values, Market Values: The Shifting Balance. (2004). American Academic, 1(1).
Status: Available

Desc: Welcome! It is our hope that this inaugural issue of American Academic will make a constructive contribution to the lively and often contentious debates taking place in academic and policy-making circles about the major issues facing higher education in today's changing world.

This year, American Academic focuses on an issue that is arousing a great deal of discussion, controversy and concern—the growing influence of market forces and commercial considerations in shaping what happens in our colleges and universities. Many, if not most of the faculty we represent tell us there is a trend at their institutions toward expanding job-oriented coursework and cutting back on courses that have academic value but may not attract the largest numbers of students and outside support. Faculty members see their institutions expanding externally funded, applied research and diminishing support for research that lacks commercial value.

Title: Adult Education, The Next 50 Years: Our Future Continues Through An Investment in Research
Author: Priscilla Gandy, Sarah Tieszen, Carragh Taylor-Hunt, Doris Flowers, and Vanessa Sheared
Status: Available

Desc: N/A

Title: Basic Skills Handbook: Constructing a Framework for Success: A Holistic Approach to Basic Skills
Status: Available

Desc: Welcome to Constructing A Framework for Success: A Holistic Approach to Basic Skills, a handbook for faculty, student services personnel and administrators working with students that have basic skills needs. Because research in California tells us that 70-85% of our entering students assess into basic skills courses in one or more areas, we know that helping them to achieve collegiate level is a task for everyone. Each of us are contributors to the college framework that houses those students' academic dreams. This handbook is for those of you with construction tools in your hands, the ones who are actively working to help these particular students succeed. You are the important folks striving to provide students with the skills needed to reach the penthouse suite of their academic goals. Some of you may be teaching basic skills courses or teaching transfer courses that include students with basic skills needs, staffing tutoring labs, providing student services, helping to develop Basic Skills Action Plans or acting as a Basic Skills Coordinator. Our goal is to honor your hard work and to excite you with new building techniques to try.

Title: Blackboard for Dummies: Get all the steps for faculty, teachers, and trainers
Author: Howie Southworth, Kemal Cakici, Yianna Vovides, and Susan Zvacek
APA: Southworth, H., Cakici, K., Vovides, Y., & Zvacek, S. (2006). Blackboard for dummies. Hoboken, NJ: Wiley Publishing, Inc.
Status: Available

Desc: You're an educator, not a psychic, so how would you know how to use Blackboard with no instructions? These step-by-step examples show you how to set up a Blackboard classroom, put your materials on the Internet, communicate online with students, and even evaluate their performance.

Title: Changing College Classrooms: New Teaching And Learning Strategies For An Increasingly Complex World
Author: Diane F. Halpern
APA: Halpern, D.F. (1994). Changing college classrooms: New teaching and learning strategies for an increasingly complex world. San Francisco, CA: Jossey-Bass, Inc.
Status: Available

Desc: This book is an exciting and highly useful addition to the literature on higher education and teaching. It provides concrete information and suggestions for the improvement of teaching, student learning, and the whole educational process.

Providing college students with the knowledge, skills, and abilities that will prepare them for today's complex world demands a major transformation in college classrooms—from passive to active learning, from traditional textbooks to hands-on use of technology, from restrictive ways of thinking to diverse multicultural perspectives.

Title: College Students in Distress: A Resource Guide for Faculty, Staff, and Campus Community
Author: Bruce S. Sharkin, PhD
APA: Sharkin, B.S. (2006). College students in distress: A resource guide for faculty, staff, and campus community. Binghamton, NY: The Haworth Press, Inc.
Status: Available

College Students in Distress provides college personnel with invaluable information on how to identify and refer emotionally troubled students for professional counseling. Dr. Bruce S. Sharkin, a staff psychologist at Kutztown University in Pennsylvania addresses general warning signs of student distress, symptoms of specific psychological problems such as anxiety and depression, guidelines for interventions, and methods of making a referral for counseling. The book also examines current mental health issues for college students and provides an overview of common campus policies and procedures, such as psychological emergencies, withdrawal and readmission, and mandatory counseling.

Title: Communication In Our Lives (3rd Edition)
Author: Wood, J. T.
APA: Wood, J.T. (2003) Communication In Our Lives (3rd ed.). Belmont, CA: Thomson Wadsworth

Desc: When I was an undergraduate student, I fell in love with the field of communication. My first communication course convinced me that communication was more central to my life than anything else I had studied or could study. That feeling grew stronger with each communication course I took during my undergraduate and graduate studies. I wrote Communication in Our Lives to share with students my love of communication and my belief that it is critically important in our everyday lives. Because I want this book to engage students, I've tried to make it as interesting and substantive as communication itself is. I use a conversational style of writing and weave into the chapters examples, reflections from students, and applications that invite students to become engaged personally with the ideas presented. Because I want this book to help students develop their competence as communicators, I emphasize concrete skills and hands-on applications.

Title: Communication for Teachers
Author: Joseph L. Chesebro and James C. McCroskey
APA: Chesebro, J.L., & McCroskey, J.C. (2002). Communication for teachers. Boston, MA: Allyn & Bacon.
Status: Available

Desc: We created this book with one goal in mind: to take much of the research on teacher communication, synthesize it, and translate it into practical suggestions that can help new teachers communicate more effectively with their students. Specifically, Communication for Teachers is aimed at graduate teaching assistants and new faculty members, in both communication and other fields. These two groups may find themselves in short orientation courses or workshops or semester-long practicum courses in which they are taught 'the basics' of teaching. We consider this book ideal for use in such courses.

Title: Creating a Mentoring Culture: The Organization’s Guide
Author: Lois J. Zachary
APA: Zachary, L.J. (2005). Creating a mentoring culture: The organization’s guide. San Francisco, CA: Jossey-Bass.
Status: Available

In order to succeed in today's competitive environment, corporate and nonprofit institutions must create a workplace climate that encourages employees to continue to learn and grow. From the author of the best-selling The Mentor's Guide comes the next-step mentoring resource to ensure personnel at all levels of an organization will teach and learn from each other. Written for anyone who wants to embed mentoring within their organization, Creating a Mentoring Culture is filled with step-by-step guidance, practical advice, engaging stories, and includes a wealth of reproducible forms and tools.

Title: Dealing with Conflict & Confrontation – How to keep your cool, stand your ground and reach a positive solution.
Author: Rhodes, Helga, Psy. D.
APA: Rhodes, Helga. (2005) Dealing with Conflict & Confrontation – How to keep your cool, stand your ground and reach a positive solution. [DVD] Overland Parks, KS: CareerTrack
Status: Available

Conflicts are inevitable. Anger, grudges, hurt and blame are not.

In fact, most of your conflicts can be resolved fairly easily. Even better, you can do it in a way that actually benefits all concerned. This insight-packed audio program, facilitated by communications expert Helga Rhodes, Psy. D., will show you how. You'll learn psychologically sound techniques proven to work on a variety of conflicts. Even in situations charged with potentially destructive behavior, such as temper tantrums...tensions, anxiety and fear... one-upmanship...and out-and-out lying.

As a result of this program...

- You'll be able to focus more on your work, instead of your anger.

- Your relationship with your team, boss, and other business associates will improve dramatically.

- You'll strengthen your personal relationships, too.

- You'll feel less stressed and your overall sense of well-being will be stronger, because you'll see that things really can be worked out.

Title: Designing Brain-Compatible Learning
Author: Gayle H. Gregory and Terence Parry
APA: Gregory, G.H., & Parry, T. (2006). Designing brain-compatible learning (3rd ed.). Thousand Oaks, CA: A Sage Publications Company.
Status: Available

This revised, updated edition of Designing Brain-Compatible Learning synthesizes the latest brain research into a powerful set of teaching tools and strategies for integrating thinking skills, cooperative learning, graphic organizers, and authentic assessment into any classroom. The new edition features:

Step-by-step strategies for teaching concepts, skills, and content to all age groups and learning styles

A newly expanded section on standards-based lesson design and lesson planning

Charts, diagrams, and other visual tools reinforce learning

A collection of new planning templates and graphic organizers

Title: Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms
Author: Stephen D. Brookfield and Stephen Preskill
APA: Brookfield S. D. and Preskill, S. (1999). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco, CA: Jossey-Bass
Status: Available

In this guide to planning, conducting, and evaluating lively discussions, authors Stephen Brookfield and Stephen Preskill offer a variety of practical ideas, tools, and techniques for creating democratic classrooms. They suggest exercises to get discussion started, strategies for maintaining its momentum, ways to elicit a diversity of views and voices, ideas for creative groupings and formats, and processes to encourage student participation. In exploring the role of the teacher in discussion, they address the tensions and possibilities arising from ethnic, cultural, social class, and gender differences. Throughout the book, the authors emphasize how discussion fosters democratic participation and enhances learning. Additionally, they review how to balance the voices of students and teachers, while still preserving the moral, political, and pedagogic integrity of discussion.

From the early stages of preparing students to participate in discussion to the final stages of evaluating its meaning and effects, the authors provide a comprehensive guide to realizing the promises – and avoiding the pitfalls – of this way of teaching. Each chapter contains numerous techniques, suggestions, and applications that can be adapted to a wide range of discussion settings. Sample exercises and formats are provided throughout, including case studies of successful practices. Discussion as a Way of Teaching is an accessible, practical resource for teachers, trainers, faculty, administrators, professional developers, facilitators, and other educational leaders. It will be useful to anyone who uses discussion to help people learn.

Title: Educating by Design: Creating Campus Learning Environments That Work
Author: C. Carney Strange and James H. Banning
APA: Strange, C.C., & Banning, J.H. (2001). Educating by design: Creating campus learning environments that work. San Francisco, CA: Jossey-Bass, Inc.
Status: Available

Just as faculty and curriculum are critical concerns for any college or university, other components of the campus environment hold equal significance for student learning and satisfaction. While there have been many books about the effects of environments on people, there have been few that focus on the many complexities of campus settings and how they contribute to student success and the quality of learning experiences. Educating by Design fills the information gap by providing a comprehensive model for creating student-friendly and learning-supportive campus environments.

Authors C. Carney Strange and James H. Banning are nationally recognized experts on campus environments. They draw from decades of research and experience to present an integrated framework for assessing and understanding academic environments. They describe the principles and concepts that define effective person-environment interactions and examine how these principles work through four different environmental components: physical, aggregate, organizational, and socially constructed. They also discuss the four conditions for successful learning: inclusion, safety, involvement, and community. Filled with engaging anecdotes and practical examples, this long-waited volume helps academic administrators and student services professionals to plan effective programs and build supportive learning communities.

Title: Educational Leadership for Organisational Learning and Improved Student Outcomes
Author: William Mulford, Halia Silins, and Kenneth Leith wood
APA: Mulford, W., Silins, H., & Leithwood, K. (2004). Educational leadership for organisational learning and improved student outcomes. Studies in Educational Leadership, 3.
Status: Available

The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues.

How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.

The book is made up of four sections:

An introductory rational in which the case for using only quality evidence in school reform efforts is argued. Results from a quality research project are then presented. These results are organised around six questions:

-how is the concept of OL defined in schools ('teacher voice')?

-what leadership practices promote OL in schools ('teacher voice')?

-what are some outcomes of schooling other than academic achievement ('pupil voice')?

-what are the relationships between the non-academic and academic outcomes of schooling?

-does school leadership and/or organisational learning contribute to student outcomes? And,

-what other factors contribute to student outcomes?

The section concludes with a plea that given the accumulation and consistent quality of the evidence from across systems and countries, we no longer need to involve ourselves with just impressions of effective leadership. We have a way forward that links leadership to organisational learning and improved student outcomes.

Advice using the book.

The reasons for the choice of problem-based learning as the vehicle for the professional development materials that form the major part of this book are detailed. Suggestions are then made for use of the book, including a one-day and two-day workshop, and advice on group development and warm-up activities for such group development before moving on to the problem-based learning package in Section 3;

A problem based-learning, evidence informed, professional development package for aspiring and actual school leaders based on real schools and their leadersA challenge.

The final section provides refined versions of the diagnostic instruments used in the research and challenges readers to use them in their own schools. The book concludes with the references used and a list of other readings.

Title: Evaluating Professional Development
Author: Thomas R. Guskey
APA: Guskey, T.R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press, Inc.
Status: Available

Staff development has value only if it improves student learning. So how can an educator absorb emerging knowledge and educational reforms to produce greater learning? Thomas R. Guskey, nationally recognized author and lecturer in the areas of assessment, evaluation, and professional development, contends that the answer is more effective methods of evaluating professional development.

Evaluating Professional Development illustrates how to:

Ask the right questions to effectively measure professional development

Understand the dynamic nature of professional development

Identify what contributes to improved student learning

Demonstrate results and accountability

Dennis Sparks, Executive Director of NSDC, provides keen insights on evaluating professional development in the Foreword of this provocative book.

Explore increasing levels of sophistication in evaluating professional development—from the participants' reaction to professional development to how to evaluate organizational support and change. Reflective questions at the end of each chapter along with sample evaluation forms, checklists, and helpful hints make this a comprehensive resource for district and site administrators, program evaluators, staff developers, and university faculty.

Title: Facilitating With Ease! Core Skills for Facilitators, Team Leaders, and Members, Managers, Consultants, and Trainers
Author: Ingrid Bens
APA: Bens, I. (2005). Facilitating with ease: Core skills for facilitators, team leaders, and members, managers, consultants, and trainers. San Francisco, CA: John Wiley & Sons, Inc.
Status: Available

Facilitating with Ease! is an updated version of the best-selling resource that offers easy-to-follow instructions, techniques, and hands-on tools that team leaders, consultants, supervisors, and managers have used to learn the basics of facilitation. Complete with worksheets on CD-ROM that can be customized to fit your personal needs, it's a complete facilitation workshop in a take-home format.

Facilitating with Ease! Shows you how to run productive meetings with skill and authority and includes the information needed to train others in your organization to become confident facilitators as well. The book is filled with dozens of exercises, surveys, and checklists that can be used to transform anyone into an effective facilitator. This revised edition features extensive updates and a wealth of new material, and includes

The core beliefs and practices of facilitation

Best and worst practices of facilitators

A four-level competency assessment

A description of all the steps in the facilitation process: assessment, design, feedback, refinement, and final preparation

Information on high-participation techniques

Six methods for reaching decisions

Ideas for giving and receiving feedback

Strategies for handling conflict and resistance

Ideas for effective meeting management

The tools that are fundamental to all facilitation activities, such as visioning, brainstorming, gap analysis, decision grids, priority setting, systematic problem solving, and more

Ten sample process designs, complete with facilitator notes

Title: Fish Tales – Real Life Stories to Help You Transform Your Workplace and Your Life
Author: Lunding, Stephen C., Christensen, John, Paul Harry and Strand Philip
APA: Lunding et al., (2002). Fish Tales- Real Life Stories to Help You Transform Your Workplace and Your Life. NY: ChartHouse Learning.
Status: Available

The phenomenal international bestseller FISH! told the story of a fictional company that transformed itself by applying lessons learned from Seattle's Pike Place Fish market. Now, with FISH! Tales, readers can learn how people in real-life businesses boosted morale and improved results by implementing these same principles. Here are specific and tested techniques that can be put to use right away in any kind of business or organization-even at home. And this book stands on its own, so newcomers to the "FISH! Philosophy" will be just as inspired by its examples as the millions who have already read or experienced FISH!

"Putting the FISH! Philosophy into 'play' has been an exciting adventure. It shows in our low employee turnover and has greatly enhanced the quality of our patient care and customer service." Vickie Lee Brown, The Specialty Hospital

"The FISH! Philosophy captures in a simple but powerful way what leaders today need to hear." – Larry Wilson, founder, Wilson Learning

"The FISH! Philosophy is really about life, not just work, and being wholehearted in all that we do." – Mike Troy, Eau Claire School District

"The FISH! Philosophy has spread across our organization like an electric shock, leaving people tingling with the energy it leaves behind." – William Hope, Arrow Electronics UK Limited

FISH! Has more than one million copies in print worldwide and has appeared on the New York Times business, Wall Street Journal, USA Today, and Business Week bestseller lists. The FISH! Philosophy has been featured in People, Fast Company, and on CBS Television's Sunday Morning. Thousands of organizations are using the FISH! Philosophy to bring more energy and passion to their work, including Southwest Airlines, Ford, Nordstrom, Sprint, the U.S. Army, Harley-Davidson, the Mayo Clinic, the National Weather Service, Nabisco, and Bristol-Myers Squibb.

Title: Fish Tales – Real Life Stories to Help You Transform Your Workplace and Your Life
Author: Lunding, Stephen C., Christensen, John, Paul Harry and Strand Philip
APA: Lunding et al., (2002). Fish Tales- Real Life Stories to Help You Transform Your Workplace and Your Life. NY: ChartHouse Learning.
Status: Available

The phenomenal international bestseller FISH! told the story of a fictional company that transformed itself by applying lessons learned from Seattle's Pike Place Fish market. Now, with FISH! Tales, readers can learn how people in real-life businesses boosted morale and improved results by implementing these same principles. Here are specific and tested techniques that can be put to use right away in any kind of business or organization-even at home. And this book stands on its own, so newcomers to the "FISH! Philosophy" will be just as inspired by its examples as the millions who have already read or experienced FISH!

"Putting the FISH! Philosophy into 'play' has been an exciting adventure. It shows in our low employee turnover and has greatly enhanced the quality of our patient care and customer service." Vickie Lee Brown, The Specialty Hospital

"The FISH! Philosophy captures in a simple but powerful way what leaders today need to hear." – Larry Wilson, founder, Wilson Learning

"The FISH! Philosophy is really about life, not just work, and being wholehearted in all that we do." – Mike Troy, Eau Claire School District

"The FISH! Philosophy has spread across our organization like an electric shock, leaving people tingling with the energy it leaves behind." – William Hope, Arrow Electronics UK Limited

FISH! Has more than one million copies in print worldwide and has appeared on the New York Times business, Wall Street Journal, USA Today, and Business Week bestseller lists. The FISH! Philosophy has been featured in People, Fast Company, and on CBS Television's Sunday Morning. Thousands of organizations are using the FISH! Philosophy to bring more energy and passion to their work, including Southwest Airlines, Ford, Nordstrom, Sprint, the U.S. Army, Harley-Davidson, the Mayo Clinic, the National Weather Service, Nabisco, and Bristol-Myers Squibb.

Title: Fostering Civility on Campus
Author: Judy Rookstool
APA: Rookstool, J. (2007). Fostering civility on campus. Washington, DC: Community College Press.
Status: Available

Civility has become a major topic of discussion on college campuses throughout the country, attracting media attention nationwide. In this illuminating book, civility scholar Judy Bookstool tackles the issue for the community college audience, bringing both her research and classroom experience to bear. She offers a definition of civility, which encompasses not only good manners or polite behavior but also academic integrity, citizenship, civil discourse, tolerance, and the like. Drawing on her own work and that of others, she provides common-sense approaches that instructors and administrators can use to foster and maintain a civil environment in the classroom and on campus, providing a model for civil attitudes and behaviors expected from students in the college setting and in their communities.

Title: Fostering Student Success In The Campus Community
Author: Gary L. Kramer
APA: Kramer, G.L. (2007). Fostering student success in the campus community. San Francisco, CA: Jossey-Bass.
Status: Available

Fostering Student Success in the Campus Community presents and examines key issues not only on addressing changing student demographics and needs but also on aligning institutional and student expectations, connecting student-oriented services systematically, organizing and fostering student services for learning, and creating and delivering services for students to achieve success on campus. While the essential supportive role student services plays in student retention and success is generally understood, this book is about the requisite internal conditions, processes, and support mechanisms for collegiate student success. Hence, this book is as much for faculty as for student services professionals. While this book does not define what student success is for all institutions or suggest that one size fits all institutions, it does emphasize that student learning and achieving student success on campus is everyone's business. Involving the campus community in this strategic and systemic endeavor is essential and can make a positive difference in the lives of students by offering services that matter.

The chapter contributors share their wisdom on and experience in creating a student-centered culture and emphasize student services as the primary approach for putting students first in the campus community. Written for student service providers, academic departments, and others responsible for the support, direction, and coordination of services to students—vice presidents, deans, directors, and department chairs—readers will learn how to encourage a variety of desired outcomes, including student persistence, satisfaction, learning and personal development.

This book is organized into four parts:

Communicating expectations

Connecting services

Fostering student development

Achieving success

Title: GETTING TO YES – Negotiating Agreement Without Giving In – 2nd Edition with Answers to Ten Questions people Ask
Author: Fisher, Roger, Ury, Williams, Patton, Bruce
APAP: Fisher, Roger, Ury, Williams, Patton, Bruce (1981) GETTING TO YES – Negotiating Agreement Without Giving In – 2nd Edition with Answers to Ten Questions people Ask. NY: Penguin Books USA Inc. ,
Status: Available

A straightforward, universally applicable method for negotiating personal and professional disputes without getting taken-and without getting angry.

Getting to YES offers a concise, step-by-step, proven strategy for coming to mutually acceptable agreements in every sort of conflict-whether it involves parents and children, neighbors, bosses and employees, customers or corporations, tenants or diplomats. Based on the work of the Harvard Negotiation Project, a group that deals continually with all levels of negotiation and conflict resolution from domestic to business to international, Getting to YES tells you how to:

Separate the people from the problem;Focus on interests, not positions;Work together to create options that will satisfy both parties; and Negotiate successfully with people who are more powerful, refuse to play by the rules, or resort to "dirty tricks."

"This is by far the best thing I've ever read about negotiation. It is equally relevant for the individual who would like to keep his friends, property, and income and the statesman who would like to keep the peace." - John Kenneth Galbraith

"The authors have packed a lot of commonsensical observation and advice into a concise, clearly written little book." – Business Week.

"A coherent brief for 'win-win- negotiations which, if it takes hold, may help convert the Age of Me to the Era of We." - Newsweek

Title: Getting Things Done: The Art of Stress-Free Productivity
Author: Allen, David
APA: Allen, David. (2001) Getting Things Done: The Art of Stress-Free Productivity. USA: Viking Penguin
Status: Available

Discover David Allen's powerful methods and vastly increase your personal organization, efficiency, and creative results – at work and in life.

I n today's world of exponentially increased communication and responsibility, yesterdays' methods for staying on top of it all just don't work. Veteran management consultant and trainer David Allen recognizes that "time management" is useless the minute your schedule is interrupted; "setting priorities" isn't relevant when your e-mail is down; "procrastination solutions" won't help if your goals aren't clear. Instead, Allen shares with readers the proven strategies he has introduced in seminars across the country and at top organizations including Microsoft, Lockheed, and the U.S. Department of Justice. The key to Getting Things Done? Relaxation.

Allen's premise is simple: our ability to be productive is directly proportional to our ability to relax. Only when our minds are clear and our thoughts are organized can we achieve stress-free productivity and unleash our creative potential. He teaches us how to: - Apply the "do it, delegate it, defer it, drop it" rule to get your in-box to empty. – Handle e-mail, paperwork, and the unexpected demands in a seamless system of self-management. – Plan and unstuck projects and get things moving efficiently and effectively. – Reassess goals and stay focused in changing situations.

Title: Handbook of Adult and Continuing Education
Author: Arthur L. Wilson and Elisabeth R. Hayes
APA: Wilson, A.L., & Hayes, E.R. (2000). Handbook of adult and continuing education. San Francisco, CA: Jossey-Bass.
Status: Available

For nearly seventy years, the handbooks of adult and continuing education have been definitive references on the best practices, programs, and institutions in the field. Adult education scholars, program administrators, and teachers have depended on these rich handbooks to develop or refine their own understanding and approaches to everyday practice. In this new edition, over sixty leading authorities share their diverse perspectives in a single volume—exploring significant issues that affect the study and practice of adult and continuing education today.

Using a critically reflective approach, this edition differs from its predecessors by combining the results of formal investigation with the wisdom of practical experience. The authors present multiple insights and observations to help adult educators make informed choices in a profession that has become enormously challenging and complex. The chapters cover a wealth of topics, including:

The role of critical reflection in professional practice

Linking adult learning to contextLearning from experience

Adult learning for self-developmentRace and culture in adult learning

Perspectives on teaching adults

Planning and administering adult educational programs

Technology and distance learning

Adult literacy and English-as-a-second language

Adult education and human resource development

Learning in the workplace

Adult education for community action and development

Adult education in corrections, the military, cooperative extension, higher education, community colleges, religious settings and other contexts

Adult education for older adults, adults in urban contexts, formal mentoring programs, prior learning assessment for experienced adults, and other audiences

Policies, politics, and philosophies in adult education

Constructing knowledge for and about adult education

The professionalization of adult education and its role in 'learning societies'

It has been over ten years since the last Handbook of Adult and Continuing Education investigated the practical and academic dimensions of the field. Much more than a catalogue of theory and historical facts, this new edition strongly reflects the values of a field dedicated to promoting social and educational opportunity for learners and to sustaining fair and ethical practices. It is a long-awaited resource that brings fresh advice and strategies to thoughtful adult educators, administrators and scholars.

Title: Information Literacy Competency Standards for Higher Education
Author: Association of College & Research Libraries
APA: Information literacy competency standards for higher education. (2000). [Brochure]. Chicago: Association of College & Research Libraries.
Status: Available


Title: Inspiring Students: Case Studies in Motivating the Learner
Author: Stephen Fallows and Kemal Ahmet
APA: Fallows, S. and Ahmet, K. (1999). Inspiring Students: Case Studies in Motivating the Learner. London: Kogan Page Limited.
Status: Available

Many teachers, tutors and lecturers face the task of teaching their subject to students whose main learning interest lies elsewhere. Indeed, this is a situation that arises wherever it is deemed necessary that students gain an understanding of subjects which underpin their primary disciplines.

The issues associated with teaching required courses or, put more bluntly, teaching students with little or no interest in the subject in question, are traditionally linked with courses in mathematics, statistics and quantitative methods. However, with increasing modularity and the implementation of key skills into higher education courses, these problems are now an issue for large numbers of staff, in all disciplines and in all institutions.

This practical and stimulating book explores in detail the issues and approaches to inspiring and motivating students on required courses. Using a wide range of case studies from around the world, it presents the ideas, approaches and proven solutions to the problems faced by many, with the goal of enabling readers to develop approaches to inspiring their own students to become independent and well-motivated learners.

Inspiring Students covers a wide-range of approaches and subjects, including:

Experiential learning;

Problem-based learning;

Science for non-scientists;

Mathematics and statistics;

Computing and IT;

Communication skills;

Research and information skills;

Interdisciplinary studies.

Title: Learning and Development: Making Connections to Enhance Teaching
Author: Sharon L. Silverman and Martha E. Casazza
APA: Silverman, S.L., & Casazza, M.E. (2000). Learning and development: Making connections to enhance teaching. San Francisco, CA: Jossey-Bass, Inc.
Status: Available

Comprehensive yet easy to follow, Learning and Development is designed to help faculty, student affairs professionals, and other educators understand how students learn and what they can do to foster student achievement. Sharon Silverman and Martha Casazza reveal how diverse developmental needs—such as lack of self-esteem or cultural alienation—can be at the root of a student's learning difficulties. They draw from the latest theory and research to explore the critical connection between learning and development in six key areas:

Self and identity

MotivationInteraction with the environment

Ways of knowing

Learning styles and preferences

Self-regulation and goal setting

The authors also present six case studies to show how educators can assess and resolve learning problems while enriching and advancing their own teaching expertise. Written in clear, nontechnical language, Learning and Development provides useful, systematic approaches for making connections between teaching and learning.

Title: Management Fads in Higher Education: Where They Come From, What They Do, Why They Fail
Author: Robert Birnbaum
APA: Birnbaum, R. (2000). Management fads in higher education: Where they come from, what they do, why they fail. San Francisco, CA: Jossey-Bass, Inc.
Status: Available

When is a management innovation truly a good idea, and when is it only a fad? In this thoughtful and engaging book, Robert Birnbaum takes a critical look at the rise and fall of management fads in higher education since the 1960s. He shows higher education administrators and faculty how to move beyond the hype of new fads to make wise, informed decisions and adopt sound management policies.

Birnbaum first introduces some novel ideas about fads and carefully analyzes the historical development of seven major management systems in higher education: Planning Programming Budgeting System, Management by Objectives, zero-base budgeting, strategic planning, benchmarking, Total Quality Management, and Business Process Reengineering. From these detailed histories, he develops a model for understanding the life cycle of management innovations, including their creation, development, and eventual adoption or abandonment. The author also explains the social and environmental factors that make educational institutions vulnerable to fads, plus the psychological processes that may lead managers to support failing fads.

Finally, Birnbaum explores both the negative and the positive consequences of management fads. Fads often create significant educational and organizational problems, but they are an essential source of good ideas that may be of great value to colleges and universities. He suggests what academic managers can do to maximize the organizational benefits of new management techniques while minimizing their institutional costs. This comprehensive resource can help administrators and faculty become effective academic leaders who understand how management innovations can be used to strengthen the educational and social purposes of higher education.

Title: Measuring Up 2000: The state-by-state report card for Higher Education
Author: The National Center for Public Policy and Higher Education
Status: Available

Measuring Up 2000 grades the states on their performance in higher education. States are responsible for preparing students for higher education through sound K-12 systems. The states provide most of the public financial support—more than $57 billion in 1999—for colleges and universities. Through their oversight, or governance, of public colleges and universities, state leaders shape the number and kinds of education programs in the state. They determine the limits of financial support and often 9influence tuition and fees for public colleges and universities. They decide how much state-based financial aid to make available to students and their families, and they determine the eligibility requirements for aid—which affect students attending both public and private colleges and universities. And state economic development policies influence the income advantage that resident receive from holding a college degree.

Many other publications offer ratings and rakings of colleges around the country. Measuring Up grades states—not individual colleges and universities—on their performance in higher education because it is the states that establish basic guidelines for education and training beyond high school.

Title: My Freshman Year: What A Professor Learned By Becoming A Student
Author: Rebekah Nathan
APA: Nathan, R. (2005). My freshman year: What a professor learned by becoming a student. New York, NY: Penguin Books.
Status: Available

After fifteen years of teaching anthropology at a large university, Rebekah Nathan had become baffled by her own students. Their strange behavior—eating meals at their desks, not completing reading assignments, remaining silent through class discussions—made her feel as if she were dealing with a completely foreign culture. So Nathan decided to do what anthropologists do when confused by a different culture: Go live with them. She enrolled as a freshman, moved into the dorm, ate in the dining hall, and took a full load of courses. And she came to understand that being a student is a pretty difficult job, too. Her discoveries about the contemporary undergraduate culture are surprising and her observations are invaluable, making My Freshman Year essential reading for students, parents, and faculty alike.

Title: Non Violent Communication
Author: Rosenberg, Marshall
APA: Rosenberg, Marshal . (2004). Non Violent Communication. [DVD] USA: Sounds True
Status: Available

Enrich Your Relationships through the Art of Compassionate Communication.

What if you could defuse tension and create accord in even the most volatile situations – just by changing the way you speak? Over the past 35 years, Marshall Rosenberg has done just that, peacefully resolving conflicts in families, schools, businesses, and governments in 30 countries on 5 continents. On Nonviolent Communication, this renowned peacemaker presents his complete system for voicing our deepest truths ... addressing our unrecognized needs and emotions ... and honoring those same concerns in others. With this adaptation of his bestselling book, Marshall Rosenberg teaches in his own words:

- Observations, feelings, needs, and requests: how to apply the four-step process of Nonviolent Communication in every dialogue we engage in.

- Overcoming the blocks to compassion-and opening to our natural desire to enrich the lives those around us.

- How to use empathy to safely confront anger, fear, and other powerful emotions, and much more

Here is a definitive audio training workshop on Marshall Rosenberg's proven methods for "resolving the unresolvable" through Nonviolent Communication.

Title: Planning Programs For Adult Learners: A Practical Guide For Educators, Trainers, And Staff Developers
Author: Rosemary S. Caffarella
APA: Caffarella, R.S. (2002). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (2nd ed.). San Francisco, CA: Jossey-Bass.
Status: Available

This second edition of Rosemary Caffarella's classic book, Planning Programs for Adult Learners, offers a concrete how-to guide and resource book for planning educational and training programs for adults in a variety of settings, from the corporate sector to educational organizations. This thoroughly revised and expanded resource includes a wealth of new material and fresh examples including the significance of discerning the planning context, the importance of addressing power dynamics and ethical issues encountered in the planning process, and current information about incorporating technology into the development and practice of adult education and training programs.

Title: Practically Speaking: A Sourcebook for Instructional Consultants in Higher Education
Author: Kathleen T. Brinko and Robert J. Menges
APA: Brinko, K.T., & Menges, R.J. (Eds.). (1997). Practically speaking: A sourcebook for instructional consultants in higher education. Stillwater, OK: New Forums Press, Inc.
Status: Available

Many community colleges, four-year colleges, universities, and professional schools offer consultation to enhance instruction. Instructional consultation is widely regarded as a powerful intervention for improving teaching and learning. No service provided by teaching centers has greater potential for producing deep and enduring effects on teachers and their teaching.

The National Center on Postsecondary Teaching, Learning, and Assessment sponsored the Project on Instructional Consultation to develop materials for training and evaluating consultation. Over a three-year period, project team members reviewed the literature to determine skills and attributes needed by an instructional consultant, gathered information from practicing consultants through structured telephone interviews and a written survey, and assembled a think tank of experts in instructional consultation to analyze data and give direction to the project. This sourcebook is the result of the think tank's work.

Practically Speaking constitutes a uniquely comprehensive resource about instructional consultation in higher education:

Eleven chapters address the skills and techniques of instructional consultation,

Seven chapters describe programmatic approaches to instructional consultation,

Eight chapters discuss the context of instructional consultation,

Three chapters address the evaluation of instructional consultation, and

Eight chapters describe the training programs for both novice and experienced instructional consultants

The activities discussed in these chapters and the internationally recognized experts who write about them reflect the institutional diversity of postsecondary education in the United States and Canada, including community and technical colleges, four-year colleges, universities, and professional schools.

Practically Speaking contains state-of-the-art information about instructional consultation, written specifically for practicing instructional consultants, prospective consultants, and those who wish to train others to provide consultation. In a thoughtful blend of research-based principles and practical advice, it 'speaks practically' to all who are interested in improving the quality of postsecondary teaching.

Title: SUCCESSFUL SELF-MANAGEMENT: A Psychologically Sound Approach To Personal Effectiveness
Author: Paul R. Timm, Ph.D.
APA: Timm, P. R. (1987) SUCCESSFUL SELF-MANAGEMENT A Psychologically Sound Approach To Personal Effectiveness. Los Altos, CA: Crisp Publications, Inc.
Status: Available

Paul R. Timm is author of eleven best selling books on management, communications, human relations, and supervision. SUCCESFUL SELF-MANAGEMENT is based on his experience in the military, the business world, and the college classroom.

A strong believer in knowledge that can be immediately applied, Timm also serves as president of The Paul R. Timm Group, a firm that provides success coaching to thousands of people via seminars and related materials. Dr. Timm practices what he writes and enjoys watching others use the principles presented in SUCCESSFUL SELF-MANAGEMENT to enrich their lives.

Title: Speak Peace in a World of Conflict: What You say next will change your world.
Author: Rosenberg, Marshall B.
APA: Rosenberg, Marshall B. (2005). Speak Peace in a World of Conflict: What You say next will change your world. Encinitas, CA: Puddle Dancer Press.
Status: Available

Bestselling Author of the Internationally Acclaimed Nonviolent Communication: A Language of Life. International peacemaker, mediator, and healer Dr. Marshall B. Rosenberg shows you how to develop an internal consciousness of peace rooted in the language you use each day.

Speak Peace is filled with inspiring stories, lessons, and ideas drawn from more than forty years of mediating conflicts and healing relationships in some of the most violent corners of the world. Find complete chapters on conflict resolution, transforming business culture and authoritarian structures, transforming enemy images, addressing terrorism, expressing and receiving gratitude, and effective social change.

Title: Stop Unethical, Uncooperative, or Unpleasant People from Running and Ruining Your Life – Take the Bully by the Horns
Author: Horn, Sam
APA: Horn, Sam. (2002). Stop Unethical, Uncooperative, or Unpleasant People from Running and Ruining Your Life – Take the Bully by the Horns. NY: St. Martin’s Press
Status: Checked Out

"What a clear, useful book! It's loaded with excellent strategies and communication skills to help anyone who is tired of being controlled and emotionally blackmailed by fear, intimidation, or guilt." - Susan Forward, Ph.D., author of Toxic Parents and Toxic In-Laws

How often have you wished you knew how to defuse the difficult people who wreak havoc on your life? Whether it's a neighbor who keeps disturbing your peace, an employer who manipulates you into unpaid overtime, a spouse who criticizes and controls your every move, a colleague who uses scare tactics to intimidate you, or a student who teases your child without mercy, Take the Bully by the Horns will give you real-life strategies to stop people from taking advantage of you, including how to:

Adopt a "don't you dare" attitudeRefuse to play the Blame-Shame GameBeat'Em to the Punch....LineStop paying the price of nicePut all kidding asideAct on your anger instead of suffering in silenceSaviour Self from martyrs and guilt-mongersNot be victimized by crazy-making Jekyll/Hyde personalitiesAdopt the Clarity Rules and Rights

With these tools you can take back your peace of mind and your sanity. The bold suggestions in Take the Bully by the Horns will show you once and for all how to convince unfair or unkind relatives, co-workers, customers, or strangers to either behave cooperatively or leave you alone.

Title: Strategies for Staff Development: Personal and Professional Education in the 21st Century
Author: William A. Bryan and Robert A. Schwartz
APA: Bryan, W.A., & Schwartz, R.A. (Eds.). Strategies for staff development: Personal and professional education in the 21st century. New Directions for Student Services, 84.
Status: Available

With the increasing demands from numerous higher education constituencies, student affairs educators can let their minds run wild as they ponder potential changes to the campus culture in the twenty-first century. Central to the delivery of quality learning opportunities and services for students in the next century is an educated, energetic, motivated management and support staff in tune with their campus milieu and committed to their institution's mission. In turn, campus environments must be supportive of the development of the human capital recruited to carry out the mission of the university. Educators can bemoan the many challenges in higher education and how they inhibit commitment to staff development; however, we must be creative in identifying strategies to overcome the barriers that at times seem so impassable. This volume is meant to generate discussion, thought, and questions regarding staff development. It explores the nature of staff development and emphasizes the fact that staff development takes place on different levels, in different settings, from individuals to national associations. Its success depends on the development of positive relationships among many elements in higher education. The diverse nature of the profession of student affairs, the vast array of institutions, and the incredible variety of student affairs professionals demand a wide range of opportunities and possibilities for personal and professional development.

Title: Successful Beginnings for College Teaching: Engaging your students from the first day
Author: Angela Provitera McGlynn
APA: McGlynn, A.P. (2001). Successful beginnings for college teaching: Engaging your students from the first day. Madison, WI: Atwood Publishing.
Status: Available

If you're a college teacher, the first days of each course you teach are the most critical of the term. The tone you set in your classroom in the beginning will either grab your students or 'lose' them—whether 'lose' means losing students physically (they drop the course) or psychologically (they simply 'tune out' for the duration of the term).

In Successful Beginnings for College Teaching, veteran instructor Angela Provitera McGlynn shows you the many tools and strategies you can employ to get your classes off to a positive, fruitful start—right from the very first day. You'll learn how to make your expectations clear, create a welcoming classroom atmosphere, motivate your students for the long haul, and keep your students involved through the inevitable 'midsemester blahs' and on to the end of the term. You'll also explore how to deal with an increasingly common and disturbing classroom problem—student incivility—so that all of your students can learn in an inclusive, safe environment that is free from frustrating distractions.

Whether you're a full-time professor, an adjunct instructor, or a graduate teaching assistant, Successful Beginnings for College Teaching will help you engage your students—particularly if you're new to the field—so that they 'stick around' (physically and psychologically!) and gain the most they can from your course.

Title: Taking Learning to Task: Creative Strategies for Teaching Adults
Author: Jane Vella
APA: Vella, J. (2000). Taking learning to task: Creative strategies for teaching adults. San Francisco, CA: Jossey-Bass, Inc.
Status: Available

Known for her work in popular education and her worldwide teaching experience, Jane Vella has significantly changed the way we view adult learning. In Learning to Listen, Learning to Teach, she introduced twelve principles of learning-centered education; in Training Through Dialogue, she presented a step-by-step approach to training the trainer; and in How Do They Know They Know? Vella and her colleagues showed how to evaluate and improve adult learning programs. These books rest on one basic assumption: that learning is most effective when teachers involve their students in the learning process.

In Taking Learning to Task, Vella builds on her earlier books and shifts the spotlight from teaching tasks to learning tasks. Unlike traditional teaching methods, learning tasks are open questions that lead to open dialogue between teacher and learner. Vella draws from current theory and practice to explore the meaning and power of learning tasks.

Title: Teaching At Its Best: A Research-Based Resource for College Instructors
Author: Linda B. Nilson
APA: Nilson, L.B. (2003). Teaching at its best: A research-based resource for college instructors (2nd ed.). San Francisco, CA: Anker Publishing Company, Inc.
Status: Available

This best-selling handbook is an essential toolbox—a compilation of hundreds of practical teaching techniques, formats, classroom activities, and exercises. It is now newly revised and expanded to cover more on the topics relevant to today's classroom such as technology and the Internet, problem-based learning, diversity, service learning, and faculty evaluation systems.

While retaining the proven, practical information from the first edition, this revision also includes entirely new sections on teaching with laptops, course portfolios, three new sections on teaching problem solving, and a new chapter on getting your students to do readings. Other new sections include learning and adult learning, the learning-centered syllabus, the cognitive profile learning styles model, and newly written chapters on classroom management/incivility, academic honesty, and grading.

Rich with quick tips on a wide range of current issues, this is a guide that all instructors will continuously refer to for development and support of their teaching.

Title: The Action Learning Guidebook: A Real-Time Strategy for Problem Solving, Training Design, and Employee Development
Author: William J. Rothwell
APA: Rothwell, W.J. (1999). The action learning guidebook: A real-time strategy for problem solving, training design, and employee development. San Francisco, CA: Jossey-Bass/Pfeiffer.
Status: Available

You've got groups, facilitated by managers or team members, conducting project planning and problem solving. You've got relatively few formal trainers and instructors. In this modern, team-based environment, how can you ensure that individuals and groups develop the skills and knowledge they require?

You want training solutions that are problem-oriented, goal-based, and work-related? You need The Action Learning Guidebook. With action learning, the focus is on getting tangible work results while developing valuable skills. The responsibility for learning falls upon the shoulders of the learners, who feel more invested—and interested—in the development process than ever before.

Title: The Effective, Efficient Professor: Teaching, Scholarship and Service
Author: Phillip C. Wankat
APA: Wankat, P.C. (2002). The effective, efficient professor: Teaching, scholarship and service. Boston, MA: Allyn and Bacon.
Status: Available

The Effective, Efficient Professor: Teaching, Scholarship, and Service develops methods to improve the proficiency and time management skills of faculty in all areas of their careers! Most faculty are discipline experts but have not studied methods to improve their teaching, scholarship or service. This book applies efficiency and time management methods to academe. Throughout the book, the author shows how student learning and academic productivity can be improved by being aware of effective time management techniques. A variety of efficient and effective teaching methods are explored. Scholarship, service, and working with graduate students are also discussed. This book will help college faculty at all levels of instruction take charge of their careers!

Title: The Fish! Work Book-Play
Author: Parke, Katie
APA: Parke, Katie. The Fish! Work Book – Play. Burnsville, MN: ChartHouse Learning
Status: Available

Could we have as much fun as the Pike Place Fish guys? This is the questions everyone asks themselves after they've watched FISH! So we've designed this playbook to help you discover that the answer is "Yes! Yes! Yes!...And More!"

Have fun with your playbook. Feel free to write anywhere you want. We specifically encourage it wherever you see this icon. Just do it neatly. (Kidding! In fact, you don't even have to spell correctly.) {Please DO NOT write in the workbooks. Use the enclosed notebook paper to practice the principles in this toolkit}

Write down any questions you think are important. Add your own experiences. Draw. Have fun.

Whatever you do with this playbook, and ultimately, whatever you do on the job from this day forward, we encourage you to throw yourself into it with the enlivened spirit of FISH!

Title: The Journal of Faculty Development
Author: N/A
Status: Available


Title: The Joy of teaching
Author: Peter Filene
APA: Filene, P. (2005). The joy of teaching. Chapel Hill, NC: The University of North Carolina Press.
Status: Available

Gathering concepts and techniques borrowed from outstanding college professors, The Joy of Teaching provides helpful guidance for new instructors developing and teaching their first college courses.

Award-winning professor Peter Filene proposes that teaching should not be like a baseball game in which the instructor pitches ideas to students to see whether they hit or strike out. Ideally, he says, teaching should resemble a game of Frisbee in which the teacher invites students to catch ideas and pass them on.

Rather than prescribe any single model for success, Filene lays out the advantages and disadvantages of various pedagogical strategies, inviting new teachers to make choices based on their own personalities, values, and goals. Filene tackles everything from syllabus writing and lecture planning to class discussions, grading, and teacher-student interactions outside the classroom. The book's down-to-earth, accessible style makes it appropriate for teachers in all fields. Instructors in the humanities, the social sciences, and the natural sciences will all welcome its invaluable tips for successful teaching and learning.

Title: The Manager’s Pocket Guide to generation X
Author: Bruce Tulgan
APA: Tulgan, B. (1997). The Manager’s Pocket Guide to generation X. Minneapolis, MN: Lakewood Publications.
Status: Available

How do we recruit and train the best and the brightest Xers? How do we keep them challenged and productive, and smoothly integrate them into the existing workforce? And, how do we keep the best ones from moving on?

If you find yourself asking questions like these, you can't afford to miss this new book! Written by the foremost authority on Generation X in the workplace, The Manager's Pocket Guide to Generation X explains in simple terms what makes Generation X employees different, and outlines how you can put their unique skills and character traits to work on behalf of your company or organization.

This Pocket Guide includes:

A concise description of Generation Xers and why they're uniquely suited to help their employers compete effectively in the new global marketplace

Answers to the most commonly asked questions about Generation X (Are they really slackers? Do they really have short attention spans?)

50 observations in the words of Xers who describe their own positive and negative work experiences with management

Title: The Mentor’s Guide: Facilitating Effective Learning Relationships
Author: Lois J. Zachary
APA: Zachary, L.J. (2000). The mentor’s guide: Facilitating effective learning relationships. San Francisco, CA: Jossey-Bass.
Status: Available

Thoughtful and rich with advice, The Mentor's Guide explores the critical process of mentoring and presents practical tools for facilitating the experience from the beginning to the end. It is based on Laurent A. Daloz's popular and widely used concept that mentoring is a learning journey in which the mentor and mentee serve as companions along the way. Now managers, teachers, and leaders from any career, professional, or educational setting can successfully navigate the learning journey by using the hands-on worksheets and exercises in this unique resource. Readers will learn how to:

Assess their readiness to become a mentor

Establish the relationship

Set appropriate goals

Monitor progress and achievement

Avoid common pitfalls

Bring the relationship to a natural conclusion

Title: The Online Teaching Guide: A Handbook of Attitudes, Strategies, and Techniques for the Virtual Classroom
Author: Ken W. White and Bob H. Weight
APA: White, K.W., & Weight, B.H. (2000). The online teaching guide: A handbook of attitudes, strategies, and techniques for the virtual classroom. Needham Heights, MA: Allyn & Bacon.
Status: Available

For anyone preparing to teach online, The Online Teaching Guide is a one-of-a-kind resource for developing and implementing an effective online course. Its contributing authors focus on the interpersonal aspect of online teaching and learning, offering a wealth of useful strategies to sharpen your instructional skills. You'll learn how to keep your class interpersonal, how to communicate effectively with your students, how to facilitate groups and discussions, and how to give and get feedback in the online class. From the basics to online teaching to techniques, tools, and methods for effective online communication, The Online Teaching Guide addresses the breadth of conceptual and practical issues related to the online classroom, helping you overcome the challenges that confront all online instructors.

Title: The Skillful Teacher: Building Your Teaching Skills
Author: Jon Saphier and Robert Gower
APA: Saphier, J., & Gower, R. (1997). The skillful teacher: Building your teaching skills. Acton, MA: Research for Better Teaching, Inc.
Status: Available

We have written this book to assist teachers in their efforts to build greater competence in teaching skills. Our values are obvious. We believe that many things are important for good schools: curriculum is important; parent involvement is important; having a clean, safe building is important. But of all the things that are important to having good schools, nothing is as important as the teacher and what that person knows, believes, and can do. That is where the rubber meets the road in our business. Everything, literally everything, else we do is in service of empowering that relationship and what can happen in the learning environment teachers create for students with the resources they have.

We believe that a teacher's skill makes a difference in student performance, not only in achievement scores on tests (as important as that might be), but in students' sense of fulfillment in school and their feelings of well-being. We do not mean to imply that being skillful substitutes for other human qualities; but we will argue that, whatever else teachers do, they perform in the classroom and their actions set the stage for students' experiences. Therefore only a skillful performance will do.

As the chapters of this book unfold, our exploration of teaching will be guided by three key concepts: comprehensiveness, repertoire, and matching.

Title: The Surprising Purpose of Anger – Beyond Anger Management: Finding the Gift
Author: Rosenberg, Marshall B., Ph. D.
APA: Rosenberg, Marshall B. (2005) The Surprising Purpose of Anger – Beyond Anger Management: Finding the Gift. Encinitas, CA: Puddle Dancer Press
Status: Available

What is Your Anger Telling You? You can feel it when it hits you. Your face flushes and your vision narrows. Your heartbeat increases as judgmental thoughts flood your mind. Your anger has been triggered, and you're about to say or do something that will likely make it worse.

You have an alternative. Nonviolent Communications teaches us that anger serves a specific, life-enriching purpose. It's an alarm signaling that you're disconnected from what you value and that your needs are not being met. Rather than managing your anger by suppressing your feelings or blasting someone with your judgments, Marshall Rosenberg shows you how to use anger to discover what you need, and then how to meet your needs in constructive ways.

This booklet will help you become more conscious of four key truths:

-People or events may spark your anger, but your own judgments are its cause.

- Judging others as "wrong" prevents you from connecting with your unmet needs.

- Getting clear about your needs helps you identify solutions satisfying to everyone.

- Creating strategies focused on meeting your needs transforms anger into positive actions.

Nonviolent Communication (NVC) is a powerful process for inspiring compassionate connection and action. Training in NVC can help facilitate communication and prevent conflict by helping everyone get their needs met. This time-tested, practical process works equally well in education, business and industry, social services, political conflict, as well as in families and personal relationships.

Marshall Rosenberg, Ph. D. , is the founder and educational director of the Center for Nonviolent Communication (CNVC). He travels throughout the world mediating conflict and promoting peace.


Title: Thinking About Teaching And Learning: Developing Habits of Learning with First Year College and University Students
Author: Robert Leamnson
APA: Leamnson, R. (1999). Thinking about teaching and learning: Developing habits of learning with first year college and university students. Sterling, VA: Stylus Publishing, LLC.
Status: Available

Here is a compelling read for all teachers in higher education who want to refresh or reexamine their classroom practice.

Building on the insights offered by recent discoveries about the biological basis of learning, and on his own thought-provoking definitions of teaching, learning and education, Robert Leamnson proceeds to the practical details of instruction that teachers are most interested in—the things that make or break teaching.

Always practical and thoughtful, the author provides teachers with a map to develop their own teaching philosophy, and effective nuts-and-bolts advice. His approach is particularly useful for those facing a cohort of first-year students less prepared for college and university. He is concerned to develop in his students habits and skills that will equip them for a lifetime of learning.

Title: Tongue Fun! How to Deflect, Disarm, and Defuse any Verbal Conflict
Author: Horn, Sam
APA: Horn, Sam. (1996). Tongue Fun! How to Deflect, Disarm, and Defuse any Verbal Conflict. NY: St. Martin
Status: Available

What They're Saying About Tongue Fun!

"Learning to say no without feeling guilty is one of the topics in Tongue Fun!  In her book, Horn, a regular on the seminar circuit, offers an impressive arsenal of..... nay-saying strategies to help you decline with dignity." - Family Circle

"Sam Horn is a verbal black belt who knows how to counter oral attacks.... her new book Tongue Fun! doesn't explain how to defeat opponents with linguistic karate chops.  Instead, it teaches how to kill conflict with kindness." - The Seattle Times

"This self-help book focuses on communication-specifically, how to see through your anger, embarrassment, and frustation to deal constructively with other people.  Anecdotes and action plans... enliven the book." - Honolulu Star Bulletin

"By focusing on real-life responses to verbal challenges instead of theories and platitudes, the author has delivered a convenient handbook for the mental martial art of verbal self-protection.  Horn's book is lively, positive guide that can be returned to time and again.  A popular title for all public library collections." - Library Journal

"Looking for just the right words to cut your opponents off at the knees? Ms. Horn will probably convince you there's a better way.  She teaches tactics for handling bullies, complainers, rude children, and angry people of every stripe.  Her weapon are kindness, empathy, and a bit of detachment.  Her anecdotes get to the bottom of conflicts with the same humor she urges on her readers." - The Dallas Morning News

"If you use the strategies outlined by Horn, Tongue Fun! will change your attitude and the attitude of others.  It will also change the way others treat you.  This book is filled with diplomatic ways to deflect conflicts." - Foreign Service Journal

Title: Training Workshop: Faculty Performance & Review Teams
Author: Cosumnes River College Sacramento, Media Center
Status: Available


Title: Web-Based Student Services For Online Learners
Author: Western Cooperative For Educational Telecommunications (WCET)
Status: Available


Title: What Matters in College? Four Critical Years Revisited
Author: Alexander W. Astin
APA: Astin, A.W. (1993). What matters in college: Four critical years revisited. San Francisco, CA: Jossey-Bass.
Status: Available

In What Matters in College? Astin presents a completely new and expanded study of how students change and develop in college—and reveals how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students' college experiences, and how these factors can shape students' personalities and behavior; values and beliefs; and academic, cognitive, and career development.

This paperback edition includes a new introduction that revisits the findings of the original work in light of the author's most recent investigations on college students.

Title: Who Moved My Cheese? An A-Mazing Way To Deal With Change In Your Work And In Your Life
Author: Spencer Johnson
APA: Johnson, S. (1998). Who Moved My Cheese? New York, NY: G. P. Putnam’s Sons
Status: Available

Copies: 3

It would be all so easy if you had a map to the maze. If the same old routines worked. If they'd just stop moving "The Cheese." But things keep changing. Who Moved My Cheese? "I'm giving this book to colleagues and friends because Spencer Johnson's storytelling abilities and unique insights make this a rare book that can be read and understood quickly by everyone who wants to succeed in these changing times." (Randy Harris, Former Vice-Chairman, MERRILL LYNCH INTERNATIONAL)

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