Teaching is an essential skill in becoming a faculty member in any institution of higher education. Yet how is that skill actually acquired by graduate students? Teaching as if Learning Matters collects first-person narratives from graduate students and new PhDs that explore how the skills required to teach at a college level are developed. It examines the key issues that graduate students face as they learn to teach effectively when in fact they are still learning and being taught. Featuring contributions from over thirty graduate students from a variety of disciplines at Indiana University, Teaching as if Learning Matters allows these students to explore this topic from their own unique perspectives. They reflect on the importance of teaching to them personally and professionally, telling of both successes and struggles as they learn and embrace teaching for the first time in higher education.

Writing with wit and precision, Miller shows why the system of higher education has been particularly resistant to reform. Unraveling stereotypes about conservative, liberal, and radical reform efforts, Miller looks at what has acutally happened when theories about education have been put into practice. What did Matthew Arnold do as a school inspector to promote the study of "the best that has been thought and said in our time"? ...

The brilliant English writer Christopher Derrick presents a disturbing indictment of today's colleges and universities and the troubled condition of liberal education. The occasion for his writing this book was a visit to Thomas Aquinas College in California which deeply impressed Derrick with its true liberal and Catholic education. This small independent college convinced him of the need for reform in Catholic higher education today, and he uses the example of this college as the way this reform should be carried out. "This book is comparable to Newman's Idea of a University. Derrick has wit and a brilliant aphoristic style. This book could well serve as a manual for the reform of Catholic higher education today." -Paul Hallet, The National Catholic Register

This book is an open letter to teachers offering guidance and encouragement for nurturing students in ways that make teaching and learning meaningful. The authors promote an approach to teaching that fosters self-knowledge, creativity, curiosity, and an appreciation for our planet. Central to their philosophy is the question of what we humans need in order to live meaningful lives, and the answer lies in healthy relationships with ourselves, each other, and the world.

A 2022 SPE Outstanding Book Honorable Mention Our society urgently needs education that motivates, challenges, engages, and affirms all students. No matter their previous successes or failures, every student has enormous learning potential and important contributions to make now and in the future. Such meaningful learning experiences don't just happen, they need to be intentionally designed. This book supports those who will undertake this vitally important work. Learning that Matters: A Field Guide to Course Design for Transformative Education is a pragmatic resource for designing courses that engage college students as active citizens. This "work" book provides research-informed approaches for creating learning experiences and developing innovative, intellectually-engaging courses. Whether a novice or a veteran, by engaging with the text, collaborating with colleagues, and reflecting on the important work of a teacher, any motivated educator can become a transformative educator. Every college course has the potential to transform students' lives. Through implementation of critical concepts such as connected and authentic assessments; dilemmas, issues, and questions; portable thinking skills and engaging strategies; and a purposeful focus on inclusivity and equity, readers begin the process of change needed for preparing students who will be able to address the monumental challenges facing our society. Click HERE to watch the book launch. Click HERE to hear the authors discuss their book. Perfect for courses such as: Education Curriculum and Instruction | Design for Transformative Learning | An Introduction to Evidence-based Undergraduate Teaching | New Faculty Orientations | Freshman Seminar Faculty Trainings | Center for Teaching & Learning | Workshops in Course Design

Most books on spiritual formation focus on the individual. But spiritual formation is at the heart of the church's whole purpose for existence. It must be a central task for the church to carry out Christ's mission in the world. This book offers an introduction to spiritual formation set squarely in the local church. The first edition has been well received and widely used as a textbook. The second edition has been updated throughout, incorporates findings from positive psychology, and reflects an Augustinian formation perspective. Foreword by Dallas Willard.

Contentious debates over the benefits—or drawbacks—of a liberal education are as old as America itself. From Benjamin Franklin to the Internet pundits, critics of higher education have attacked its irrelevance and elitism—often calling for more vocational instruction. Thomas Jefferson, by contrast, believed that nurturing a student’s capacity for lifelong learning was useful for science and commerce while also being essential for democracy. In this provocative contribution to the disputes, university president Michael S. Roth focuses on important moments and seminal thinkers in America’s long-running argument over vocational vs. liberal education. Conflicting streams of thought flow through American intellectual history: W. E. B. DuBois’s humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington’s educational utilitarianism, for example. Jane Addams’s emphasis on the cultivation of empathy and John Dewey’s calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future.