Fall 2019 Book Club Invitation!
Do you ever feel like too much of your time is spent in a hurried blur of emails, meetings, and quick tasks? Do you want to be able to invest time focusing deeply on certain tasks without distraction? In the book “Deep Work,” author and professor, Cal Newport, shares strategies for cultivating a “deep work ethic” that can enhance focus so we can produce better results in less time.
If you’re interested in discussing these concepts, the Book Club will meet for one hour on four occasions this semester to discuss the implications of this book on our work as Chico State faculty. Click here by Tuesday, 9/10 to reserve your spot in the FA19 Book Club. You’ll get the book for free and plenty of coffee and snacks at each gathering.
Chico State has experienced significant changes in student demographics in recent years. If you’re interested in joining a discussion about creating a welcoming and inclusive classroom for all students, click here to join the Spring ’19 Book Club to discuss the concepts in The Culturally Inclusive Educator. You’ll get the book for free and plenty of coffee and snacks during our four 1-hour gatherings this semester. The book offers evidence-based solutions to prepare teachers for a growing multi-cultural population in their classrooms. Rooted in social construction theory, the author offers guidance on overcoming both personal and institutional challenges to cultural inclusiveness (stereotype threats, microagressions, implicit bias, critical race theory, privilege, social identity, etc.). Apply by 2/18 to reserve your spot!
Book club invitation to the first 20 respondents – See below
No matter how applicable, relevant, or even entertaining your teaching is, some students will not be engaged in class. Some are blatantly disengaged as they sit in the front row texting or even sleeping. Others go to the trouble of faking engagement by pretending to type lecture notes while checking Facebook. So, why are some students disengaged to the point of resisting learning? And what can you do to re-engage them so they can be successful in your class?
In their book, “Why students resist learning: A practical model for understanding and helping students,” Tolman and Kremling (2017) answer these questions and more. They posit that student resistance is less of an enduring trait and more of a temporary (and thus changeable) motivational state due to several factors. One factor, for example, is that students may resist learning if they see a professor as part of an oppressive system trying to force a point of view they do not accept. Resistance can also occur if a professor creates assignments or assessments without a rationale behind them. Many other variables can contribute to resistance including students’ past classroom experiences, cultural background, and institutional culture. The authors recommend innovative pedagogical changes (e.g. active-learning, team-based projects, inclusive pedagogy) rather than blaming students for their lack of engagement.
If you’re interested in reading this book and discussing strategies to increase student engagement on our campus, click here to join the Spring ‘18 FDEV book club. We’ll meet monthly on four occasions this semester to discuss the book, engage in open dialogue, and learn from each other.
There is no compensation for participating though FDEV will provide a free book for you as well as coffee and snacks at each gathering. The book is pricey so participation is limited to the first 20 respondents.