The Library is dedicated to supporting faculty's classroom assignments, professional development, and personal research. This guide provides information on the kind of skills we teach, ways the Library can support you in the classroom, faculty training, resources for professional development, and how the Library can help you in your own research.
To schedule an Instruction Session for your class, complete the instruction request form.
Librarians can visit your class to teach students how to research and find sources for class assignments. The length and content of instructional sessions is tailored to your needs. Topics may include:
Instruction can be a presentation, group discussion, team teaching, and/or practice exercises. We are available for in-person teaching in our Library Presentation room, or online through Zoom.
We can also schedule a Library Lab Session if your course includes assignments where students research topics or cite sources during class time. These sessions would allow librarians to provide point-of-need assistance and easy access to Library resources.
Let's collaborate! We're happy to support and collaborate with faculty on assignments and class projects.
Here are ways librarians can help...
Have an idea and want to get started? It’s as easy as emailing a librarian.
Library Guides are online research guides focusing on a specific subject area, course, or assignment. These pages highlight library resources that help your students complete class assignments. We call these pages LibGuides. We have ready to use LibGuides for various courses and subjects and a series of how-to guides for research-related topics.
Contact us to request a LibGuide for your specific course, class assignment, or subject area.
You can embed any library guide into IvyLearn (Canvas) in a variety of ways: as an entire Libguide, a single page or even a specific content box. Guides can be embedded in
Follow these steps to add a library guide to your IvyLearn course.
Credo Instruct is an interactive tutorial on the research process. This tutorial can be embedded within your existing IvyLearn class content.
Tired of students not having their textbooks at the beginning of the semester? Want to supplement your course with DVDs or articles that students can access outside of class?
Faculty may request that materials be kept on the reserves shelf for in-Library use. Materials can be owned by the library or faculty-owned.
To learn more and request a reserve visit the Course Reserves site, or contact Ryan Wierbiki at 482-9171 ext. 2503 with questions.
The Library's Professional Development Collection contains hundreds of books on topics important to you: andragogy, classroom management, online learning, curriculum development, and more.
For more books and ebooks about teaching and learning, search for in IvyCat or place a request for items at other libraries.
At the Intersection by
The experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education. Designed for use in classrooms and for use by the higher education practitioner on a college campus today, At the Intersectionswill be of value to the reader throughout their professional career. The book is divided into four parts with chapters of research and theory interspersed with thought pieces to provide personal stories to integrate the research and theory into lived experience. Each thought piece ends with questions to inspire readers to engage with the topic. Part One: Who is a First-generation College Student?provides the reader an entrée into the topic, with up-to-date data on both four-year and two-year colleges. Part One ends with a thought piece that asks the reader to pull together some of the big ideas before moving on to look more closely at students' identities. Part Two: The Intersection of Identityshares the research, experience and thoughts of authors in relation to the individual and overlapping identities of LGBT, low-income, white, African-American, Latinx, Native American, undocumented, female, and male students who are all also first-generation college students. Part Three: Programs and Practicesis an introduction to practices, policies and programs across the country. This section offers promise and direction for future work as institutions try to find a successful array of approaches to make the campus an inclusive place for the diverse population of first-generation college students.
Connected Teaching by
At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning. This book explores teaching as a relational practice - a practice wherein connection and disconnection with students, power, identity, and emotion shape the teaching and learning endeavor. The author describes moments of energetic deep learning and what makes these powerful moments happen. She calls on readers to be open to and seek relationship, understand their own socio-cultural identity (and how this shapes internal experience and the ways in which they are met in the world), and vigilantly explore and recognize emotion in the teaching endeavor. Connected Teachingis informed and inspired by Relational Cultural Theory (RCT). The premise of RCT is that the experience of engaging in growth-fostering interactions and relationships is essential to human development. RCT's founding scholars believed the theory would be relevant in many different settings, but this is the first book to apply them to teaching and learning in higher education. In this book, the author shows that RCT has much to offer those devoted to student learning and development, providing a foundation from which to understand the transformative potential of teaching as a relational practice.
Becoming a Critically Reflective Teacher by
A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you... Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.
Generation Z is a generation of people born after 1996. Pew Research Center has found that this generation is the most racially and ethnically diverse, and is on track to be the best educated in U.S. history. They overwhelmingly live in metropolitan rather than rural areas. And, perhaps unsurprisingly, technology plays a central and natural role in their lives.
They are more likely to have grown up amid diverse family structures — whether in a single parent household, a multi-racial household, or a household in which gender roles were blurred. As a result, they are less fazed than previous generations by differences in race, sexual orientation or religion.
Financial mindedness is another core characteristic of Generation Z. Many Gen Z‑ers grew up watching their parents take huge financial hits during the Great Recession. Having witnessed their parents’ struggles, this generation is driven by pragmatism and security. Most generations tend to be more left-leaning than the previous generation, and Gen Z is no exception. While Gen Z‑ers look a lot like Millennials on many key issues, they are the most politically progressive generation yet.
Info from Annie E. Casey Foundation & Pew Research Center
Generation Z Goes to College by
Say Hello to Your Incoming Class--They're Not Millennials Anymore Generation Z is rapidly replacing Millennials on college campuses. Those born from 1995 through 2010 have different motivations, learning styles, characteristics, skill sets, and social concerns than previous generations. Unlike Millennials, Generation Z students grew up in a recession and are under no illusions about their prospects for employment after college. While skeptical about the cost and value of higher education, they are also entrepreneurial, innovative, and independent learners concerned with effecting social change. Understanding Generation Z's mindset and goals is paramount to supporting, developing, and educating them through higher education. Generation Z Goes to College showcases findings from an in-depth study of over 1,100 Generation Z college students from 15 vastly different U.S. higher education institutions as well as additional studies from youth, market, and education research related to this generation. Authors Corey Seemiller and Meghan Grace provide interpretations, implications, and recommendations for program, process, and curriculum changes that will maximize the educational impact on Generation Z students. Generation Z Goes to College is the first book on how this up-and-coming generation will change higher education.
We Are Generation Z by
Born at the turn of the millennium, the members of Generation Z are no strangers to today's fast-paced, hyperconnected world. They were born in the Digital Age. They grew up online. Their identities, attitudes, and perspectives have all been uniquely integrated with technology. Now, as they stand at the brink of adulthood, it's time for the world to discover: Who is Generation Z? Vivek Pandit shares an insider's perspective on what it means to be part of this unique generation. By exploring the forces that have shaped him and his peers, he gives insight into how they may go on to shape the world. We Are Generation Z was awarded the Silver 2015 Nautilus Book Award for Young Adult-Non Fiction and Gold 2015 Moonbeam Children's Book Award in the Youth Author category.
The College Question by
College is not the answer for every high school student. College costs more this year than ever before.A college degree no longer guarantees a successful career. The rising cost of higher education is leading American colleges and universities to an uncertain future. Led by unprecedented crises in cost and demand, along with rapidly changing technology, the coming upheaval will change American colleges and universities and will shape the future lives and careers of Millennial generation students.Surveying generational, economic, and educational trends, The College Question surveys the current state of higher education in America and questions the feasibility and relevance of a college education for Millennial students.Written by a university professor with over a decade of personal experience teaching college students, The College Question gives answers to important questions that parents and students want to know. Controversial, thoroughly researched, and informative, The College Questionteaches parents and students to survey the American college landscape, avoid common mistakes, and find the best answer to The College Question for every college student. Know your future. Plan your options.
Generation iY: Secrets to Connecting With Today's Teens & Young Adults in the Digital Age by
It is no longer accurate to refer to Generation Y as one collective demographic. The Millennials born after 1990 are a whole new batch of students. They are the kids born between 1990 and 2002 and are part of the largest generation in our history. The older you are, the more you'll feel like an immigrant among natives with this new generation.
Universal Design for Learning (UDL) is a perspective used to evaluate and design instructional materials. It is best practices drawn from those already used by teachers. UDL is based on the idea of universal access in architecture: just as a ramp accommodates baby strollers and bicyclists as well as people in wheelchairs, so using captioned audio clips helps all students as well as hearing-impaired students. UDL uses technology as required to meet its goals; it is not a technological solution.
The resources below will help you evaluate your instructional materials and activities from the perspective of UDL principles.
