Reading Groups

The LTC sponsors semester-long groups of faculty and staff who read current books about teaching and learning. Participants receive free copies of the books in exchange for attending designated sessions in the LTC where they share their insights on the texts with their group.

If you have suggestions for a new reading group, please contact Faculty Development at FacDev@udayton.edu.

Spring 2014 Reading Groups

Reading Group #1
On Student Reading (or the Absence of Student Reading)

Facilitated by Elizabeth Harrison

(LTC, Office of Learning Resources)

Do you find that your students are not reading the material assigned for class?  That your students don’t seem to be able to read and comprehend material important to your discipline?  Or that your students don’t read—or don’t know how to read—actively or critically?

This reading group will meet weekly in February and March to consider issues related to reading compliance (getting students to read), reading comprehension (helping students understand what they read), and reading critically (guiding students to analyze what they read).  We will read a variety of scholarly articles and discuss what they suggest about student reading practices as well as strategies and recommendations for helping students change their practices.  And together we will develop strategies and tools that you can use in your classes with your students.

Join us for an interesting and useful set of discussions!

Discussion Dates

Wednesdays
11:00 A.M. – Noon
LTC MeetingSpace

February 12, 19, 26
March 12, 19, 26


Reading Group #2

The Flipped Classroom

Facilitated by David Wright

(LTC/UDit, Office of Curriculum Innovation and E-Learning)

You may have heard all the buzz about “flipped classes” and wondered if everyone had flipped out?  The inverted or flipped class is actually a combination of practices that leads to the delivery of course content online outside the classroom while problem-solving application of the course content is made within the classroom.  Technology is used to do what technology does best… to deliver content.  Classroom time is used to do what matters most about getting people together in the same room… to interact and apply what is being learnt.  This reading group will use a variety of short readings as the basis of discussion, along with shared lessons from flipped classes here at UD.

Discussion Dates

Wednesdays
2:00 – 3:00 P.M.
LTC TeamSpace

January 22, 29
February 12, 26
March 12


Reading Group #3

The Unheard Voices:  Community Organizations and Service Learning

Facilitated by Kelly Bohrer

(Fitz Center for Leadership in Community)

Over the four weeks of this Reading Group, participants will spend 3 meetings discussing The Unheard Voices (Edited by Randy Stoecker and Elizabeth A. Tyron); listening to and learning about our local community partners’ perspectives; considering our current relationships, hopes, fears, and practices of respect in the community; and asking what other “unheard voices” might exist?  For one of these meetings, we will include our local community partners as they share their own stories, highlighting the benefits and challenges they have experienced being in relationship with the UD community.  During the final meeting, the participants, along with community partners, will consider the implications of the book and the perspectives of our own local community partners to add to the current shaping of community engaged learning on campus.  The results of this Reading Group will be an important step towards transforming our community engaged learning approach to be even more effective and meaningful for our local community, our students, and our university.

Discussion Dates

Thursdays
8:30 A.M. – 10:00 A.M.
LTC MeetingSpace

March 13, 20
April 3, 10

For more information or to register, contact FacDev@udayton.edu

Books discussed at past Reading Groups

Make Just One Change: Teach Students to Ask Their Own Questions

Grown Up Digital: How the Net Generation is Changing Your World

Learner-Centered Teaching: Five Key Changes to Practice

Diversity across the Curriculum: A Guide for Faculty in Higher Education

Generation Me: Why Today's Young Americans Are More Confident, Assertive, Entitled-- and More Miserable Than Ever Before

The Omnivore's Dilemma: A Natural History of Four Meals

Teaching with Your Mouth Shut