Over the past two years, the FSE Learning and Teaching Hub has hosted professional book studies every semester. These studies reflect a learner-centered approach, fostering collaborative knowledge construction among members. Participants have had the chance to experiment with small-scale instructional techniques and share their outcomes with the book study group.
“The most valuable aspect of the book study is the discussions we had about the various readings,” shares Marnie Wong, associate teaching professor in the Fulton Schools of Engineering and co-facilitator of the book studies. “I felt like I wasn’t alone in trying some of these concepts and was inspired with different ways I could bring these ideas into the classroom… I loved hearing their insights.”
We are thrilled to share these insights with the broader community. Below are 12 key takeaways from four books on learning and higher education. Be sure to explore the resource folders for each book study to delve deeper into the content topics and discussion questions. All books are also available at the ASU Library.
Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang (2021) includes small and practical interventions backed by cognitive psychology, neurology, biology, and research in learning. This book is divided into strategies related to knowledge, understanding, and inspiration.
- Implement Predictive Activities: Engage students in predictive activities before introducing new content to stimulate curiosity and reveal gaps in their knowledge. For example, ask students to predict the products of a chemical reaction before performing a lab experiment. Create opportunities for students to activate their prior knowledge as well.
- Utilize Interleaving and Spaced Learning: Designing cumulative assessments, mixing practice opportunities in class, and using staggered deadlines promote interleaving and spaced learning techniques. Interleaved learning mixes up the practice of skills and concepts, requiring students to select which skill to apply to which context. Spaced learning, or distributed learning, involves learning over time, forcing memory retrieval engagement and providing the time needed to encode, consolidate, and organize newly learned material. These strategies enhance long-term retention and help students transfer knowledge effectively.
- Explain – “Why are you doing that?” Encourage students to explain their thought processes. Pause during class activities to help them link their practice to underlying principles. Utilize peer instruction by posing a question, allowing for student reflection, and then having them discuss their answers with a neighbor. You may also have students practice explaining by creating teaching materials on a course topic they are interested in.
Read more in this Small Teaching resource folder.
Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation by Saundra Yancy McGuire (2015) offers simple strategies faculty can use to have students think critically about their learning, develop study skills, and foster a growth mindset.
- Implementing Study Cycles: Encourage students to 1) preview the material before class, 2) emphasize the importance of attending classes, 3) review notes immediately afterward to reinforce retention, 4) study regularly and/or attend study sessions, and 5) self-assess their learning to identify areas needing improvement.
- Promoting Active Reading and Metacognition: Teach students to engage actively with reading materials, generate questions, and paraphrase to ensure comprehension. Encourage awareness of learning processes and accurate self-assessment (e.g., creating practice exams, or working in pairs to learn and teach one another).
- Explicitly, authentically, and regularly express your belief in your students’ capabilities. There are several chapters on student motivation and fostering a growth mindset that essentially boils down to this notion of being authentic and explicit in expressing your belief in your student’s capabilities in the classroom. Strategies include introducing them to a growth mindset, enhancing autonomy (e.g., allowing students to choose a discussion topic), and cultivating belonging and relatedness (e.g., promote cooperative learning).
Read more in the Teach Students How to Learn resource folder.
Robot Proof: Higher Education in the Age of Artificial Intelligence by Joseph Aoun (2017) lays out the framework for a new discipline, humanics, which builds on our innate strengths and prepares students to compete in a market in which smart machines work alongside human professionals.
- Humantics Framework: This approach emphasizes nurturing creativity and flexibility while developing three critical literacies: data literacy, technological literacy, and human literacy. Systems thinking, entrepreneurial thinking, and cultural agility are skills uniquely human and difficult to replicate by machines, ensuring students are well-prepared to navigate and excel in industry.
- Holistic Systems Thinking: Encourage viewing problems and systems as interconnected ecosystems. Critical thinking is central to this strategy, as students are taught to absorb, analyze, and apply ideas productively.
- Experiential and Lifelong learning: Internships, real-world projects, co-ops, and entrepreneurship provide students with valuable hands-on experiences that bridge theoretical knowledge and practical application. Lifelong learning extends this concept by viewing education as a continuous process of skill development and adaptation.
Read more in the Robot Proof resource folder.
Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers by Jessamyn Neuhaus (2019) is a funny, evidence-based, multidisciplinary, pragmatic, highly readable guide to the process of learning and relearning how to be an effective college teacher. This book is divided by strategies related to: awareness, preparation, reflection, support, and practice.
- Enthusiastic sharing: One of the key insights from the book study is the importance of embracing and fostering a Geek, Introvert, Nerd (GIN) culture within the classroom. GINs are passionate about “strange, specific stuff” and are eager to share their interests with others. Embrace and foster a culture where everyone feels included. Encourage students to share their unique passions and perspectives.
- Awareness of who your students are and who you are: Faculty should pay close attention to the diverse identities present in their classroom, including race, gender expression, age, ethnicity, economic class, and physical abilities. Understand how personal experiences impact teaching to develop empathetic instructional practices.
- Reflective teaching: Regularly reflect on teaching practices and seek feedback from multiple sources, not just student evaluations. Reflective teaching involves critically analyzing one’s assumptions and methods, and making informed adjustments to improve. Engage in professional learning, partner with instructional coaches, and view teaching as ongoing growth.
Read more in the Geeky Pedagogy resource folder.
As you reflect on these key takeaways from our two years of book studies, consider how these insights can influence your own teaching practices. What small changes can you implement to create a more engaging and effective learning environment?
“It is wonderful to have discussions with others who share the same passion for teaching,” shares Raghavendra Murthy, assistant teaching professor with the School for Engineering of Matter, Transport and Energy. “It always amazes me to hear the awesome, fun, and impactful things that others are doing. It also encourages me to continuously improve my own teaching and focus on a growth mindset in the process.”
We encourage you to explore the resources provided, experiment with new approaches, and share your experiences with us and your peers. LTH Book Studies are led by Marnie Wong and Kristen Peña. Reach out to them if you would like to join.
Happy reading!