FACULTY CENTER LIBRARY

Making Time, Making Change: Avoiding Overload in College Teaching by Douglas Roberson.

The Effective, Efficient Professor: Teaching Scholarship and Service by Philip C. Wankat

The 7 Habits of Highly Effective People by Stephen R. Covey

Education for Judgment: The Artistry of Discussion Leadership

Discussion-teaching—a learning technique which helps students develop process skills, subject matter, and understanding of group function—has been successfully used for years in teaching at the Harvard Business School. Discussion-teaching is effective in almost all teaching environments from medical school to high school English classes. Central to this technique is the discussion leader who questions, moderates, and observes the group discussion. This book concentrates on the elements that mold a successful group leader and examines the broader philosophical questions regarding the use of discussion-teaching.

Christensen, C. Roland; Garvin, David A.; & Sweet, Ann. (1991). Education for Judgment: The Artistry of Discussion Leadership Harvard Business School Press.

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Enhancing Adult Motivation to Learn, 3rd Edition

In the more than two decades since its original publication, Enhancing Adult Motivation to Learn has become the classic reference for understanding adult motivation in educational and training settings. Raymond J. Wlodkowski offers a clear framework and sixty practical, research-based strategies that are designed to elicit and encourage learner motivation. In addition, the book is filled with practical examples, guidelines for instructional planning, and cutting-edge ideas for assessment and transfer of learning. The book explores the conditions that evoke student motivation and shows the ways in which teachers of adults can create learning environments that stimulate and nourish the desire to learn.

Enhancing Adult Motivation to Learn takes an interdisciplinary perspective, not only drawing on research from adult development and education but from fields that include cultural and ethnic studies, the biological and neuropsychological sciences, psychology, and literature. As in the previous edition, the ideas and methods advocated in this book are generally applicable to online learning as well as conventional classroom settings. (Excerpt from inside cover.)

Wlodkowski, Raymond J. (2008). Enhancing Adult Motivation to Learn. Jossey-Bass.

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Extraordinary Teachers: The Essence of Excellent Teaching

Stephenson enlists 36 other master educators (K-College) to write on teaching philosophy, responsibilities, advice, myths, and realities. The resulting essays describe the obstacles preventing today's students from attaining excellence and give answers to instructors seeking to become more effective teachers. Essay topics address the importance of preparation, communication in the classroom, various lecture techniques to keep students riveted, the overwhelming influence of an enthusiastic instructor on the learning curve of struggling students, and critical thinking methods.

Stephenson, Frederick J. (2001). Extraordinary Teachers: The Essence of Excellent Teaching. Andrews & McMeel.

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First Steps to Excellence in College Teaching

Johnson offers comprehensive instruction for new instructors, TAs, adjunct instructors or tenure faculty. The basics of instruction, from preparation through evaluation, are discussed. Subjects include course objectives, syllabus, selection of textbooks, effective lectures, student involvement and evaluation.

Johnson, Glenn R. (1995). First Steps to Excellence in College Teaching. Atwood Publications.

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First-Order Principles for College Teachers: Ten Basic Ways to Improve the Teaching Process

Based on many years of teaching, training, and writing, Boice has developed ten principles that form a foundation for effective teaching. These unique and interrelated principles are empirically tested and address attitudes as well as actions. Practicing the principles can bring faster success to classroom performances, generalize to other tasks such as scholarly writing, and provide a basis for making better use of traditional advice about teaching improvement.

Boice, Robert. (1996). First-Order Principles for College Teachers: Ten Basic Ways to Improve the Teaching Process. Anker Publishing Company, Inc.

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Making the Most of College: Students Speak Their Minds

This book is based on ten years of research on American college students. Light and associates interviewed hundreds of students about their college experience—both inside and outside the classroom. Out of this research, Light has authored this important book for faculty, students, and administrators. Chapters include "The Most Effective Classes," "Good Mentoring and Advising," "Faculty Who Make a Difference," and many more. Light uses the voices of students themselves, something often lacking from faculty discussions on these issues. This book is being quoted coast to coast for providing the best insight on the American college student experience.

Light, Richard J (2004). Making the Most of College: Students Speak Their Minds. Harvard University Press.

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Science Teaching Reconsidered (RECOMMENDED)

Directed towards undergraduate science educators, this book provides a pathway to understanding students, accommodating differences, and helping them grasp the methods of science. Effective science teaching requires creativity, imagination, and innovation. Topics include: effective lecture, laboratory impact, and discerning what students do and do not understand.

Nat'l Research Council. (1997). Science Teaching Reconsidered. Nat'l Academy Press.

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Teaching at Its Best: A Research-Based Resource for College Instructors

This book addresses a variety of issues such as coordination between faculty and TAs, copyrights, and directions for collaborative and experiential learning. The author also addresses learning needs and styles for different disciplines.

Nilson, Linda B.. (2007). Teaching at Its Best: A Research-Based Resource for College. Anker.

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Teaching Through the Cycle

This monograph addresses the learning styles that form the basis of the Kolb Learning Cycle; it facilitates practical application of learning style theory in the classroom, and documents its use in classes at BYU. Although the engineering instructor is the targeted audience, the educational theory and methodology provide a solid instructional framework for any discipline.

Harb, J. N. , Hurt, P. K. , Terry, R. E., Williamson, K. J. (1995). Teaching Through the Cycle. Brigham Young University Press.

Teaching Tips: Strategies, Research, and Theory for College and University Teachers

A best-seller and classic in its field, McKeachie’s Teaching Tips is invaluable for courses in post-secondary education, professional workshops in pedagogy, and training seminars for graduate teaching assistants and their faculty. Written by a renowned educational researcher, the Tenth Edition profits from six additional experts’ knowledge of current fields such as diversity, ethics, planning, and technology.

McKeachie, Wilbert. (1999). Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Houghton Mifflin.

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The Course Syllabus: A Learning Centered Approach (RECOMMENDED)

A practical manual that directs the construction of a "learning-centered" syllabus that focuses on the tools and resources you can provide a student to help them learn as opposed to a syllabus that outlines what will be covered in the course. A "learning-centered" syllabus promotes teaching that helps students understand how to actively acquire, use, and extend knowledge in an ongoing process of learning. This guide is concise, straightforward, and immediately applicable to those constructing or revising a syllabus.

Grunert, Judith. (1997). The Course Syllabus: A Learning Centered Approach. Jossey-Bass/Anker Series.

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Tools for Teaching (RECOMMENDED)

A compendium of classroom-tested strategies and suggestions designed to improve the teaching practice of beginning, mid-career, and senior faculty members. These teaching tools are organized in sections and cover both traditional tasks (such as writing a course syllabus) and newer concerns (such as responding to diversity or incorporating technology in the classroom). The strategies and tools are designed to be read and used independently, and the volume acts as a reference for the best practices for effective teaching.

Davis, Barbara Gross. (1993). Tools for Teaching. Jossey-Bass Publishers.

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Active Learning: 101 Strategies to Teach Any Subject

Active Learning contains a comprehensive collection of active learning techniques. Each strategy is described with clear, step-by-step instructions. Good as an introduction for those attempting active learning for the first time or as an infusion of fresh ideas and strategies for experienced teachers.

Silberman, Mel (1996). Active Learning: 101 Strategies to Teach Any Subject. Allyn and Bacon

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Active Learning: Cooperation in the College Classroom (RECOMMENDED)

Active Learning is a comprehensive look at the use of formal cooperative learning lessons, informal cooperative learning groups, and cooperative base groups in the college classroom. Numerous specific lesson structures are included. It is an excellent overview of how to use cooperative learning at the college level.

Johnson, David W.; Johnson, Roger T. & Smith, Karl. (1991). Active Learning: Cooperation in the College Classroom. Interactive Book Company.

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Active Learning: Creating Excitement in the Classroom (RECOMMENDED)

The authors offer suggestions for making classes more interactive and engaging. Chapter subjects include the modified lecture; questioning and discussion; and strategies to promote active learning such as writing in class, problem solving, debates, drama, role playing, and peer teaching.

Bonwell, C.C. and Eison, J.A.. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Reports, Jossey-Bass.

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Effective Grading: A Tool for Learning and Assessment (RECOMMENDED)

Effective Grading was written for the faculty member who believes the grading process is a valuable measure of student learning. This hands-on guide for evaluating student work offers an in-depth examination of the link between teaching and grading. It uses grades, not as isolated artifacts, but as part of a process that, when integrated with course objectives, provides rich information about student learning. The authors reveal how the grading process can also be used for broader assessment objectives such as curriculum and institutional assessment.

Walvoord, Barbara E. & Anderson, Virginia Johnson. (1998). Effective Grading: A Tool for Learning and Assessment. Jossey-Bass Publications.

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Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education.

This step-by-step guide provides current practices for developing assessment programs on college and university campuses. Assessment Essentials outlines the assessment process from start to finish and is filled with illustrative examples to show how assessment is accomplished on today's campuses. It is especially useful for faculty members and others who may be new to the assessment process. In clear, accessible language, Palomba and Banta describe effective assessment programs and offer a thorough review of the most up-to-date practices in the field.

Palomba Catherine A. & Trudy W. Banta. (1999). Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education. Jossey-Bass.

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Educative Assessment: Designing Assessments to Inform and Improve Student Performance.

Grant Wiggins outlines design standards for performance-based assessments that promise students—no matter what their ability—clear and worthy performance targets, useful feedback, coaching, and the opportunity to progress toward excellence. Educative Assessment furnishes the information needed to design performance-based assessments, craft performance tasks that meet rigorous educational standards, score assessments fairly, and structure and judge student portfolios. It also shows how performance assessment can be used to improve curriculum and instruction, grading, and reporting, as well as teacher accountability.

Wiggins, Grant P. (1997). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. Jossey-Bass.

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Meaningful and Manageable Assessment Through Cooperative Learning

Meaningful and Manageable Assessment includes practical, comprehensive coverage of assessment procedures. It demonstrates with forms and instruction how these procedures become more meaningful and manageable with cooperative learning.

Johnson, David & Johnson, Roger. (1996). Meaningful and Manageable Assessment Through Cooperative Learning. Interaction Book Company.

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Tips for Improving Testing and Grading, Volume 4

Ory and Ryan provide a thorough discussion of general testing and grading issues, covering all topics in a step-by-step manner with activities accompanying each chapter. The activities are brief and inviting. The authors are particularly good at addressing the needs of new faculty, but experienced faculty would enjoy chapters on evaluating past exams and the pros and cons of various grading policies.

Ory, John C. & Ryan, Katherine E. (1993). Tips for Improving Testing and Grading, Volume 4. Sage Publications.

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Becoming a Critically Reflective Teacher

Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, Brookfield offers a very personal and accessible guide to how faculty at any level and across all disciplines can improve their teaching. Applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms, and using critical reflection as a tool for continuous personal and professional development.

Brookfield, Stephen D. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.

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The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions

A practical guide on preparing portfolios to demonstrate achievement in teaching. The author provides an extensive list of items that may be included in the portfolio, offers tips on emphasizing particular strengths, suggests different uses for the portfolios and provides a number of sample portfolios from actual faculty.

Seldin, Peter. (1997). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Anker Publishing Company, Inc.

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Service-Learning in Higher Education: Concepts and Practices

Service-Learning in Higher Education is a comprehensive guide to developing high quality service-learning experiences both in the curriculum and through student affairs programs. The book contains such useful information as contact information for national organizations that support service-learning and resources that are useful in helping students make post-college service and career choices.

Jacoby, Barbara C. (1996). Service-Learning in Higher Education: Concepts and Practices. Jossey-Bass.

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Arm the Children

This LDS scholar persuasively argues that genuine education begins in homes where parents read the scriptures to and with their children. The language and morality of scripture then form the foundation for learning and judging every activity, art, and discipline. Some find King’s work to be highly opinionated, but it demonstrates some of the best thinking produced by an LDS scholar exploring the relationship between the gospel, education, and the academic disciplines. You might not agree with everything, but you will be provoked to deeper thought on matters of great significance.

King, Arthur Henry. (1998). Arm the Children. BYU Studies.

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Ecological Literacy: Education and the Transition to a Postmodern World

Orr advocates that educators teach about health, harmony, balance, diversity, peace, participation, and justice rather than the human domination of nature. He proposes an alternative earth-centered, interdisciplinary, hands-on teaching approach to the conventional Bloom's method of core curriculum knowledge-level learning. Orr is deeply concerned about implications of a pedagogy that celebrates the domination of nature by man and believes that environmentally friendly education will come about only through a systematic "reordering of priorities" and a strong emphasis on ecoliteracy in all classrooms.

Orr, David W. (1992). Ecological Literacy: Education and the Transition to a Postmodern World. State University of New York.

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Teacher in America

Barzun begins with an analysis of the essential principles of good teaching then shows how they should be applied to the teaching of classics, music, art, science, philosophy, history, logic, and life itself. He praises great teaching as warmly as he deplores routine pedantry.

Barzun, Jacques. (1981). Teacher in America. Liberty Press.

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The Abolition of Man

The most original Christian writer of our century addresses the issue of how education develops man's sense of morality.

Lewis, C. S. (1996). The Abolition of Man. Touchstone.

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The Art of Teaching

"This is a book on the methods of teaching. Our interest here…to work out the principles by which a subject can be well taught. This is not a book of educational theory, but a book of suggestions drawn from practice. It is called the Art of Teaching because I believe that teaching is an art, not a science…Teaching involves emotions, which cannot be systematically appraised and employed, and human values, which are quite outside the grasp of science…Teaching is not like inducing a chemical reaction: it is much more like painting a picture or making a piece of music, or on a lower level like planting a garden or writing a friendly letter. You must throw your heart into it, you must realize that it cannot all be done by formulas, or you will spoil your work, and your pupils, and yourself."

Highet, Gilbert. (1989). The Art of Teaching. Vintage Books.

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The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life (RECOMMENDED)

Stepping back from the current education debates on curriculum and methods of assessment, highly respected educator and author, Parker Palmer, examines the inner life of the dedicated teacher. This inspiring exploration shows what it means to teach, what it takes to truly connect with students, and the importance of self-realization.

Palmer, Parker J. (1998). The Courage to Teach. Jossey-Bass.

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The End of Education: Redefining the Value of School

Postman suggests that the current crisis in our educational system derives from its failure to supply students with a translucent, unifying "narrative" like those that inspired earlier generations. Instead, today's schools promote the false "gods" of economic utility, consumerism, or ethnic separatism and resentment. What alternative strategies can be used to instill a sense of global citizenship, healthy intellectual skepticism, respect of America's traditions, and appreciation of its diversity? In answering these questions, The End of Education attempts to restore meaning and common sense to education.

Postman, Neil. (1995). The End of Education. Vintage.

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The Outrageous Idea of Christian Scholarship

"While other defining elements of a scholar's identity, such as race or gender, are routinely taken into consideration and welcomed as providing new perspectives, the perspective of the believing Christian is dismissed as irrelevant or, worse, anti-thetical to the scholarly enterprise. The Outrageous Idea of Christian Scholarship demonstrates what the ancient relationship of faith and intellectual scholarship means for the academy today. George Marsden argues forcefully that mainstream American higher education needs to be more open to explicit expressions of faith and to accept what faith means in an intellectual context. Marsden contends that a religiously diverse culture will be an intellectually richer one, and that it is time scholars and institutions who take the intellectual dimensions of their faith seriously become active participants in the highest level of academic discourse. Whether the reader agrees or disagrees with this conclusion, Marsden's thoughtful, well-argued book is necessary reading for all sides of the debate on religion's role in education and culture." (Washington Post)

Marsden, George M. (1997). The Outrageous Idea of Christian Scholarship. Oxford University Press

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To Know as We are Known: A Spirituality of Education

To Know as We are Known presents a "spirituality of education" in which mind and heart work together in the quest for knowledge. Palmer delves deeply into the Christian contemplative tradition to help readers regain the spiritual dimension that is so often lacking in contemporary education. Offering a convincing critique of the type of education that amounts to little more than information transmittal, Palmer argues for teaching and learning that engages the whole person and allows room for ultimate concerns. The book explores a way of knowing which accesses a deep reservoir of truth and creativity. These principles have implications for the way we teach not only the humanities, but also the physical and social sciences.

Palmer, Parker. (1973). To Know as We are Known: A Spirituality of Education. Harper.

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The Education of Zion: Conversations with Arthur Henry King, Chauncey Riddle, and Hugh Nibley

The establishment of Zion, foretold in ancient and modern scripture, is above all a gathering of minds and hearts—an education of souls. It is this education that Arthur Henry King, Chauncey Riddle, and Hugh Nibley have devoted themselves to pursuing and sharing. In this video-taped conversation, King, Riddle, and Nibley discuss the education of Zion and share their convictions of its prophesied role in a troubled world.

-- (1993). The Education of Zion: Conversations with Arthur Henry King, Chauncey Riddle, and Hugh Nibley. F.A.R.M.S. (Foundation for Ancient Research and Mormon Studies).

National Teaching and Learning Forum (RECOMMENDED)

This every-other-month publication sports eye-catching graphics to illustrate well-written, thought-provoking articles about teaching in higher education. One-year subscription.

National Teaching and Learning Forum. Oryx Press.

Economical Writing

"Professor McCloskey has written the best short guide to academic prose in the language. Is this language English and not the Academic Official Style? Does McCloskey write with a sense that is also a sense of humor? All true. Buy and believe." (Richard Lanham, University of California, LA)

"Deirdre McCloskey's Economical Writing, originally aimed to help economists write better, is in this second edition clearly a book that should be read by scholars in every field. Her thirty-one rules, offered with wit and delightful brevity, include the essential warning that though rules can help, bad rules hurt. McCloskey's are all of the helpful kind." (Wayne Booth, University of Chicago)

McCloskey, Deirdre. 1999. Economical Writing, Second Edition. Waveland Press.

The Elements of Style, Fourth Edition

As the 'rules' in this iconic book take up only 14 pages, it continually amazes me how often I can find the answer to a grammar or punctuation question within those pages. It doesn't cover everything, and some of the 'rules' are of course changing with the passage of time - but if a wannabe writer can't afford a whole bookcase of tomes on How to Write, then this is the one he or she should buy.

Beyond those 14 pithy pages, however, are another 100 or so that extend the value of the book immeasurably: Principles of Composition, Commonly Misused Words, and perhaps the most valuable: An Approach to Style, which gives excellent advice along the lines of Do not overwrite, Avoid qualifiers, Don't over-explain, Avoid adverbs, Avoid dialect, Don't inject opinion, and tons of others.

When all's said and done, however, one of the very best parts is a wonderful essay by the inimitable EB White himself - the Introduction, which serves as a perfect example of all that the rest of the small book preaches: write concisely, clearly, and well, and say something worthwhile. (Peggy Vincent, author)

Strunk, William, Jr. & White, E. B.. 1999. The Elements of Style, Fourth Edition. Longman Publishers.

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Line by Line: How to Improve Your Own Writing

"Remarkably Accessible and a pleasure to read, Line by Line reveals the techniques used by professional editors to detect and revise flawed prose. Writers learn to catch their errors and to apply practical revision strategies that can be adapted to any sort of exposition. Hundreds of poorly written sentences are corrected step-by-step.

Line by Line concentrates, as no other book does, on specific ways to improve first drafts. It shows writers how to recognize and eliminate the stylistic faults that most often impede reading and obscure meaning. A popular feature of the book is an appendix that, in glossary form, discusses troublesome usages (e.g., disinterested vs. uninterested, may vs. might, the subjunctive mood, that vs. which, who vs. whom). Another appendix reviews elementary syntax." (From the Publisher)

Cook, Claire Kehrwald. 1986. Line by Line: How to Improve You Own Writing. Boston: Houghton Mifflin.

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On Writing Well

"Whether you write an occasional professional letter or a daily newspaper column, William Zinsser's On Writing Well should be required reading. Simplicity is Zinsser's mantra: he preaches a stripped-down writing style, strong and clear. He has no patience for excess (most use of adjectives and adverbs, he writes, just adds clutter) or tired phraseology (for instance, he'd like to outlaw all leads involving those "future archaeologists" most often found "stumbl[ing] upon the remains of our civilization"). He recommends that all writers of nonfiction read their work aloud (don't commit something to paper that you wouldn't actually say) and write under the assumption that "the reader knows nothing" (not to be confused with assuming the reader's an idiot). In addition to the chapters on the expected--usage, audience, interviews, leads--Zinsser also focuses on such trouble spots as science and technical writing, business writing, sports, and humor. On Writing Wellbelongs on any shelf of serious reference works for writers." (New York Times)

Zinsser, William K. 1990. On Writing Well, 4th Ed. New York: Harper Collins.

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Publishing for Tenure and Beyond

"Silverman provides … tenure-track junior faculty with candid information about developing an adequate publication record. The book also provides … information they need to maximize the likelihood of having their articles accepted for publication by peer-reviewed professional, scientific, and scholarly journals. The focus throughout is on how editorial boards and tenure committees function rather than on how they are supposed to function. Anyone dealing with academic publishing will find this book an indispensable resource." (From the Publisher)

Silverman, Franklin. 1999. Publishing for Tenure and Beyond. Greenwood Publishing Group.

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Revising Prose 4th Edition

"As its title implies, this book deals with revising, not with original composition. Stressing the importance of the single sentence, "The Paramedic Method" of revision provides an easily learned method of revision to combat the obscurities of meaning that plague The Official Style, and demonstrates how to revise this stilted, dense prose into plain English. This book has been used with success wherever extensive writing is required, and also at every level of higher education. Addresses the specific stylistic patterns that characterize most bad writing and gives an eight-step revision method called The Paramedic Method to break those patterns and improve writing. Helps with writing tasks in business, government, and the university, where The Official Style is rampant, and provides an indispensable guide to revising in every writing context. For anyone interested in revising, specifically at the sentence level." (From the Back Cover)

Lanham, Richard A. 2000. Revising Prose. Boston: Allyn & Bacon.

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Style: Toward Clarity and Grace

"This acclaimed book is a master teacher's tested program for turning clumsy prose into clear, powerful, effective writing. A logical, expert, easy-to-use plan for achieving excellence in expression, Style offers neither simplistic rules nor endless lists of do's and don'ts. Rather, Joseph Williams and Gregory Colomb explain how to be concise, how to be focused, and how to be organized.

Filled with realistic examples of good, bad, and better writing, and step-by-step strategies for crafting a sentence or organizing a paragraph, Style does much more than teach mechanics: it helps anyone who must write clearly and persuasively transform even the roughest of drafts into a polished work of clarity, coherence, impact, and personality."

Williams, Joseph M. 1995. Style: Toward Clarity and Grace. Chicago: University of Chicago Press.

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The Craft of Revision

"Pulitzer Prize winning author Donald M. Murray takes a lively and inspiring approach to writing and revision that does not condescend but invites the student into the writer's studio. This revision guide covers the entire writing process and is inexpensive enough to supplement any writing course." (From the Publisher)

Murray, Donald M. 2000. The Craft of Revision. Fort Worth: Harcourt Brace.

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The Work of Writing: Insights and Strategies for Academics and Professionals

"No matter what the writing assignment -- journal article, executive summary, grant proposal, curriculum guide, or consultant's report -- The Work of Writing will serve as an invaluable aid for faculty and professionals who need to hone their writing skills. In this book, Elizabeth Rankin draws on her years of experience as a leader of academic writing groups and shares a wealth of scenarios from actual writing experiences. These helpful stories speak to complex issues of audience, purpose, genre, and voice that writers routinely address. Using the strategies found in The Work of Writing will make the job of the writer more manageable, more productive, and more rewarding." (From the Publisher)

Rankin, Elizabeth. 2001. The Work of Writing: Insights and Strategies for Academics and Professionals. San Francisco: Jossey-Bass Inc.

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Wordsmithery: A Guide to Working at Writing

"Key Benefit: This book offers an apprenticeship in composing for new writers. It presents a range of strategies that work not only for career writers, but also for people engaged in academic or work-related writing. Key Topics: Wordsmithery focuses on the individual elements of writing from preliminary preparation techniques to presentation to the outside world. It also addresses issues of time management and procrastination in writing." (From the Back Cover)

Jr. Root, Robert L. 1994. Wordsmithery: A Guide to Working at Writing. Boston: Allyn & Bacon.

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Writing and Publishing for Academic Authors

"Expressing ideas, observations, plans, knowledge or thoughts effectively in terms which can be understood easily by the targeted audience is a major challenge for most professionals. It is especially important in universities which are, after all, dedicated to the generation and transmission of knowledge. The ability to present new materials and concepts is especially important in research universities, where institutional standing and personal advancement for most faculty hinge on publications. Writing and Publishing for Academic Authors provides useful, practical advice for developing and publishing scholarly works. Written by distinguished editors and authors in the sciences and humanities, this book can help faculty develop and publish research reports, speculative essays, book reviews, university press books, textbooks, and grants. Anyone who wants to improve his or her writing style, experiment with new academic genres, find new markets for scholarly endeavors, or establish productive relationships with editors should find this guide invaluable. I highly recommend it to all college and university faculty." (G.G. Meisels, Provost and Professor of Chemistry, University of South Florida)

Moxley, Joseph M. and Taylor Todd, Eds. 1997. Writing and Publishing for Academic Authors. New York: Roman & Littlefield Publishers, Inc.

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Writing for Publication: Road to Academic Advancement

This book doesn't just talk about writing and publishing, it tells exactly what to do to dramatically improve any writer's chances for getting published. Author Kenneth Henson should know—his writing has appeared in more than 300 national publications and has 30 books to his credit.

Henson's proven principles, strategies, and tactics can be applied to virtually any form of publishing—from specialized or general magazines and journals, to grant proposals, to nonfiction books of all types. Each chapter is a do-it-yourself module on one essential topic, to guide both novice and advanced writers in developing the critical skills and habits needed for writing success. Packed with anecdotes and examples of writing, this book covers it all—from finding topics, getting started, and organizing articles to contacting editors, writing and self-editing manuscripts, and keeping track of submissions and acceptances. The only book of its kind, it helps make writing projects easier, more enjoyable, AND more successful.

Features succinct answers to the questions writers ask most

• Advice for turning dissertation data into journal articles
• Four chapters on grant writing
• Information on how to use writing t gain tenure-track positions and earn tenure
• An appendix profiling the life of an article from getting the idea to final publication
• “Six Myths that Haunt Writers,” written by Henson and selected as one of the best hundred articles of the year among authors like Stephen King, Mary Higgins Clark, Dick Francis, Sidney Sheldon, and Phyllis Whitney

Henson, Kenneth, T. (2004). Writing for Publication: Road to Academic Advancement. Allyn & Bacon.

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Writing for Social Scientists

"Among the topics discussed are how to overcome the . . . [fears] that lead to writer's block; how to rewrite and revise, again and again; how to adopt a persona compatible with lucid prose; how to deal with . . . 'the literature.' There is also a chapter by Pamela Richards on the personal and professional risks involved in scholarly writing." (Publisher's note)

"[This] is at once an astute analysis of the social sources of poor and hesitant writing, a comfort for people struggling with the written word, and a helpful guide to overcoming demons. This charming and very personal book succeeds at each. Most books about writing are concerned with the technical niceties of grammar or organizational issues such as the use of outlines and how to unfold an argument. This volume, however, seeks the social sources of stilted phrasing and writer's block. . . . The greatest contribution of Writing for Social Scientists may be its soothing effect. I found the social analysis insightful and the author's suggestions reasonable, but Becker's reassurance that even good writers face the demon is the best help of all." (Nicole Woolsey Biggart - America Journal of Sociology)

Becker, Howard Saul. 1986. Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. University of Chicago Press.

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Writing With Style: Conversations on the Art of Writing

"Writing with Style -- Conversations on the Art of Writing is one of the most useful books on writing I've ever owned. I was introduced to this book as required reading in one of my upper level writing courses, and I still use it today. The book is clear and insightful, with just enough humor sprinkled throughout. I especially liked Trimble's way of debunking school ma'am's myths about grammar."

Trimble, John R. 2000. Writing With Style: Conversations on the Art of Writing, 2nd Ed. Prentice Hall.

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Writing Without Teachers

"In Writing Without Teachers, well-known advocate of innovative teaching methods Peter Elbow outlines a practical program for learning how to write. His approach is especially helpful to people who get stuck or blocked in their writing, and is equally useful for writing fiction, poetry, and essays, as well as reports, lectures, and memos. The core of Elbow's thinking is a challenge against traditional writing methods. Instead of editing and outlining material in the initial steps of the writing process, Elbow celebrates non-stop or free uncensored writing, without editorial checkpoints first, followed much later by the editorial process. This approach turns the focus towards encouraging ways of developing confidence and inspiration through free writing, multiple drafts, diaries, and notes." (From the Publisher)

Elbow, Peter. Writing Without Teachers. London: Oxford University Press, 1998.

(link to Amazon)

How to Write a Lot: A Practical Guide to Productive Academic Writing

All students and professors need to write, and many struggle to finish their stalled dissertations, journal articles, book chapters, or grant proposals. Writing is hard work and can be difficult to wedge into a frenetic academic schedule. In this practical, light-hearted, and encouraging book, Paul J. Silvia explains that writing productively does not require innate skills or special traits but specific tactics and actions. Drawing examples from his own field of psychology, he shows readers how to overcome motivational roadblocks and become prolific without sacrificing evenings, weekends, and vacations. After describing strategies for writing productively, the author gives detailed advice from the trenches on how to write, submit, revise, and resubmit articles; how to improve writing quality; and how to write and publish academic work.

Silvia, Paul J. 2007. How to Write a Lot: A Practical Guide to Productive Academic Writing. American Psychological Association.

(link to Amazon)

Making Time, Making Change [more general, less on publishing]

"Lack of time may be the single most commonly experienced problem among American faculty. It is fair to say that the overwhelming majority of the roughly 400,000 full time faculty in American colleges and universities feel overloaded in their teaching lives; they perceive that they do not have time to do their basic faculty duties properly; and they believe that overload goes with the job….the objective of this book [is] to elevate our awareness of how we use our time and how we might improve that use of time. We need to shift our perspective on using time from subject (a perspective from which we act naively) to object (a perspective on which we act intentionally)….author Douglas Reimondo Robertson leads you on the road to a more rewarding, and less harried, teaching life!" (Amazon.com)

Robertson, Douglas R. (2003). Making time, making change. Stillwater, OK: New Forums Press, Inc.

(link to Amazon)

Professors as Writers: A Self-Help Guide to Productive Writing

"Here's a proven book to help scholars master writing as a productive, enjoyable, and successful experience usually in 30-to-60-minute sessions amidst busy daily schedules. Professors as Writers is a self-help manual for professors who want to write more productively, painlessly, and successfully. It reflects the author's two decades of experience and research with professors as writers by compressing a lot of experience into a brief, programmatic framework. The book has proven to be so popular as to require several printings."

Boice, Robert. 1990. Professors as Writers: A Self-Help Guide To Productive Writing.Stillwater: New Forums Press.

(link to Amazon)

Publish & Flourish: Become a Prolific Scholar

"The myth persists that prolific scholars are born not made, but research suggests otherwise. Much is known about the steps you can take to become prolific--and any scholar can. This book will show you how to:

• write daily for 15-30 minutes
• organize around key sentences
• solicit the right feedback from the right colleagues
• make effective use of feedback

Gray, Tara. 2005. Publish and Flourish: Become a Prolific Scholar, Teaching Academy, New Mexico State University.

(link to Amazon)

Writing Your Journal Article in 12 Weeks: A Guide to Academic Publishing Success

"Goals of the Workbook: The primary goals of this workbook are to aid you in revising a classroom essay, conference paper, unpublished article, chapter, or thesis, and sending it to the editor of a suitable academic journal. That is, the goals are active and pragmatic. The workbook provides the instruction, exercises, structure, and deadlines needed to do an effective revision. It will help you to develop the habits of productivity that lead to confidence, the kind of confidence that it takes to send out into the world a journal article that you have written. By aiding you in taking your paper from classroom or conference quality to journal article quality, it also helps you to overcome anxiety about academic publishing." (book introduction)

The book is divided into 12 sections each focusing for a week on preparing your manuscript. The sections can be taken in order or used according to your particular needs.

Belcher, Wendy Laura. (2009). Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. Thousand Oaks: Sage Publications, Inc.

(link to Amazon)

Getting It Published: A Guide for Scholars and Anyone Else Serious about Serious Books

"Finally, a superb book on scholarly publishing that provides all the essential information for serious critics, young and old! I can think of no other editor in publishing better suited to provide sound and honest advice about all aspects of preparing and producing an academic book than Bill Germano. I am convinced that Getting It Published will become the standard handbook for all young scholars interested in publishing their first book, and it will also give new insights to those critics who have already had contact with the publishing world." -- Jack Zipes, University of Minnesota

Germano, William. (2001). Getting It Published: A Guide for Scholars and Anyone Else Serious about Serious Books. Chicago: University of Chicago Press.

(link to Amazon)

How to Write and Publish a Scientific Paper

"To be useful, scientific research needs to be explained clearly to others--to colleagues, to administrators, to foundations and governmental bodies, and to the public. This thoroughly revised edition of the classic…gives beginning scientists and experienced researchers alike practical advice on writing about their work and publishing what they write. The core of the book consists of a 'how-to' guide to writing and publishing research articles for scientific journals, explaining every step of the process, from choosing a suitable journal for your work to presenting the results and citing references. …this book provides additional advice for the scientist of the 21st century: What ethical issues are important in scientific publishing? What should a scientist know about rights and permissions? How does a scientist write a grant proposal, or prepare progress reports for administrators?" (Publisher)

Day, Robert A. & Gastel, Barbara. (2006). How to write and publish a scientific paper (6th ed.). Westport, CT: Greenwood Press.

(link to Amazon)

Handbook for Academic Authors. Fourth Edition

"...should be required reading for scholar/authors, or would be authors...her book is a lucid and valuable primer that renders a needed service to academic authors and publishers alike." Scholarly Publishing

"Anyone from a graduate student to the still hyperkinetic producer (of textbooks or monographs or in between) can learn from this straightforward, sober, thorough, orderly, and practical guide, reinforced by classified, annotated, and evaluative bibliography." American Literature

"Put this book into the hands of most of the young writers you know. It is neither pedantic nor patronizing. It will help them think better about writing and publishing. It could be read with profit by all academics." Alan H. Brush, CBE Views (Council of Biology Editors)

Luey, Beth (2002). Handbook for Academic Authors, Fourth Edition. Cambridge University Press.

(link to Amazon)

Publish, Don't Perish: The Scholar's Guide to Academic Writing and Publishing

"Expressing a strongly positive view of the value of academic publishing that reaches far beyond what is implied by the book title, Moxley offers informed suggestions to faculty members for conceiving, developing, and publishing scholarly documents such as books and journal articles. His book discusses the composing processes of successful writers and provides specific guidelines for various types of writing, including abstracts, book proposals, and grant proposals. Writers are instructed in applying the standards and techniques used by professional editors for evaluating and editing manuscripts. Moxley also addresses political and economic factors that impinge on what is written and published and suggests ways to involve institutions and professional organizations in motivating scholarly writing and publishing."

Moxley, Joseph M. 1992. Publish, Don't Perish: The Scholar's Guide to Academic Writing and Publishing. Westport: Praeger Publishers

(link to Amazon)

Publishing for Tenure and Beyond

"Silverman provides...tenure-track junior faculty with candid information about developing an adequate publication record. The book also provides...information they need to maximize the likelihood of having their articles accepted for publication by peer-reviewed professional, scientific, and scholarly journals. The focus throughout is on how editorial boards and tenure committees function rather than on how they are supposed to function. Anyone dealing with academic publishing will find this book an indispensable resource. (From the Publisher)

Silverman, Franklin H. (1999). Publishing for Tenure and Beyond. Praeger Publishing.

(link to Amazon)

Successful Publishing in Scholarly Journals

"The art and science of publishing in professional journals is an area virtually ignored in academic training programs. This volume presents an insider's view of how to develop a personal program of productive publishing and how to increase the chances that your articles will be accepted for publication. Written in a witty, conversational style, the book covers the informal and formal mechanisms involved in submitting articles to scholarly journals, revising articles, and dealing with rejected manuscripts. New and established academics from all disciplines will benefit from this pragmatic and engaging work." (From the Publisher).

Thyer, Bruce A. (1994). Successful Publishing in Scholarly Journals. Thousand Oaks, CA: Sage Publications, Inc.

(link to Amazon)

Writing and Publishing for Academic Authors

"Expressing ideas, observations, plans, knowledge or thoughts effectively in terms which can be understood easily by the targeted audience is a major challenge for most professionals. It is especially important in universities which are, after all, dedicated to the generation and transmission of knowledge. The ability to present new materials and concepts is especially important in research universities, where institutional standing and personal advancement for most faculty hinge on publications. Writing and Publishing for Academic Authors provides useful, practical advice for developing and publishing scholarly works. Written by distinguished editors and authors in the sciences and humanities, this book can help faculty develop and publish research reports, speculative essays, book reviews, university press books, textbooks, and grants. Anyone who wants to improve his or her writing style, experiment with new academic genres, find new markets for scholarly endeavors, or establish productive relationships with editors should find this guide invaluable. I highly recommend it to all college and university faculty." (G.G. Meisels, Provost and Professor of Chemistry, University of South Florida)

Moxley, Joseph M. and Taylor Todd, Eds. (1997). Writing and Publishing for Academic Authors. New York: Roman & Littlefield Publishers, Inc.

(link to Amazon)

Writing for Publication: Road to Academic Advancement

This book doesn't just talk about writing and publishing, it tells exactly what to do to dramatically improve any writer's chances for getting published. Author Kenneth Henson should know—his writing has appeared in more than 300 national publications and has 30 books to his credit. Henson's proven principles, strategies, and tactics can be applied to virtually any form of publishing—from specialized or general magazines and journals, to grant proposals, to nonfiction books of all types. Each chapter is a do-it-yourself module on one essential topic, to guide both novice and advanced writers in developing the critical skills and habits needed for writing success. Packed with anecdotes and examples of writing, this book covers it all—from finding topics, getting started, and organizing articles to contacting editors, writing and self-editing manuscripts, and keeping track of submissions and acceptances. The only book of its kind, it helps make writing projects easier, more enjoyable, AND more successful.

Features succinct answers to the questions writers ask most:

• Advice for turning dissertation data into journal articles
• Four chapters on grant writing
• Information on how to use writing t gain tenure-track positions and earn tenure
• An appendix profiling the life of an article from getting the idea to final publication
• “Six Myths that Haunt Writers,” written by Henson and selected as one of the best hundred articles of the year among authors like Stephen King, Mary Higgins Clark, Dick Francis, Sidney Sheldon, and Phyllis Whitney

Henson, Kenneth T. (2004). Writing for Publication: Road to Academic Advancement. Allyn & Bacon.

(link to Amazon)

Writing for Scholarly Publication

"Focusing primarily on writing for academic journals, the author shows new PhD's how viewing scholarly writing as a conversation and following the rules of good conversation can result in a greater likelihood of successful publication. She provides advice on all facets of writing for academic publication, from topic selection to final submission of the manuscript. Helpful appendices include an alternative view on writing, a conversation about writing in English by non-native speakers, and a summary of all writing exercises." (Reviews from Booknews)

Huff, Anne Sigismund. (1999). Writing for Scholarly Publication. Thousand Oaks: Sage Publications.

(link to Amazon)

The Outrageous Idea of Christian Scholarship

While other defining elements of a scholar's identity, such as race or gender, are routinely taken into consideration and welcomed as providing new perspectives, the perspective of the believing Christian is dismissed as irrelevant or, worse, anti-thetical to the scholarly enterprise. The Outrageous Idea of Christian Scholarship demonstrates what the ancient relationship of faith and intellectual scholarship means for the academy today. George Marsden argues forcefully that mainstream American higher education needs to be more open to explicit expressions of faith and to accept what faith means in an intellectual context. Marsden contends that a religiously diverse culture will be an intellectually richer one, and that it is time scholars and institutions who take the intellectual dimensions of their faith seriously become active participants in the highest level of academic discourse. Whether the reader agrees or disagrees with this conclusion, Marsden's thoughtful, well-argued book is necessary reading for all sides of the debate on religion's role in education and culture." (Washington Post)

Marsden, George M. (1997).The Outrageous Idea of Christian Scholarship. New York: Oxford University Press.

(link to Amazon)

The Academic's Handbook. 3rd Edition

“This rather meaty volume, now in its third printing (the first edition debuted about 20 years ago) considers everything a budding academic should know about professorial life. It’s aimed primarily at newly-minted Ph.D.s who’ve just landed on the shores of academe, but it also speaks to graduate students ready to shove off. In this sense, it’s both a primer and a warning shot across the bow.”

--Mark Drozdowski, Adjunct Advocate (Amazon Editorial Review)

A. Leigh DeNeef and Craufurd D. Goodwin, Editors, Duke University, 2007.

(Amazon link)

The Compleat Academic: A Career Guide. 2nd Edition.

Text explores the unwritten rules governing a career in academia. Provides practical advice to help new academics set the best course for a lasting and vibrant career. With humor and insight, contributing academics share lessons learned through their own experience. (Amazon Editorial Review)

Darley, John M., Mark P. Zanna, Henry L. Roediger III. Washington, D.C.: American Psychology Association, 2003.

(Amazon link)

Coping with Faculty Stress: Survival Skills for Scholars

Walter Gmelch, who has studied faculty stress for 15 years, says stress is a common feature of academic life, and not always a bad thing. Based on his extensive research, Gmelch outlines the chief forms of faculty stress and its major causes. He then provides concrete advice on what you can do about the negative stressors in your job and in other areas of your life. (back cover)

Survival Skills for Scholars provides you, the profesor or advanced graduate student working in a college or university setting, with practical suggestions for making the most of your academic career. These brief, readable guides will help you with skills that you are required to master as a college professor but may have never been taughter in graduate school. Using hands-on, jargon-free advice and examples, forms, lists, and suggestions for additional resources, experts on different aspects of academic life give invaluable tips on managing the day-to-day tasks of academia--effectively and efficiently. (Mitchell Allen, Managing Editor)

Gmelch, Walter H., Coping with Faculty Stress: Survival Skills for Scholars, Newbury Park, CA: Sage Publications, Inc., 1993.

(Amazon link)

Good Start: A Guidebook for New Faculty in Liberal Arts Colleges

Good Start provides a great deal of useful information to young professors and those who would become professors. [Gerald Gibson] writes about selecting a college, securing a position, and getting oriented to the new job. He demystifies and offers valuable suggestions about teaching, scholarship, service, and tenure. He focuses on working within the academic organization, managing time and stress, and maintaining effectiveness. In short, he discusses everything a new faculty member needs to know about being a college professor that graduate school did not teach." (Foreword, Jerry G. Gaff)

Gibson, Gerald W. Good Start: A Guidebook for New Faculty in Liberal Arts Colleges. Bolton, MA: Anker Publishing Company, Inc., 1992.

(Amazon link)

Life on The Tenure Track: Lessons from the First Year

"With humor and pathos, Jim Lang tells a powerful story of his first year as a college teacher, offering a wealth of insights that will help graduate students and new faculty -- and maybe even not-so-new faculty -- learn to survive and flourish as good teachers. I came away with a renewed appreciation of the very real challenges and opportunities we face as educators." (Ken Bain, author of What the Best College Teachers Do)

"May become the 'bible' for graduate students and new faculty. Lang's descriptions and analysis sparkle with warmth, humor, goodwill, and honesty. I found myself rooting for him, and viewed him as a mentor, turning the page looking for his very thoughtful advice. I would enthusiastically recommend this book to graduate students, adjunct professors, tenure-track and tenured faculty, and administrators." (Lynn Sacco, University of Tennessee)

Lang, James M. Life on the Tenure Track: Lessons from the First Year. Baltimore, MD: John Hopkins, 2005.

(Amazon link)

Lifting a Ton of Feathers: A Women's Guide to Surviving in the Academic World

Women account for more than half of all undergraduate students in the United States and Canada, yet they make up only 10 per cent of faculty members at the level of full professor. What keeps women out of the highest levels of academia? Caplan is a veteran of the academic career struggle, and she explores this question with her own oberservations and those of many women she has interviewed, and with a strong backing of established research. She provides a clear assessment of what women who have embarked on an academic career, and those who are considering it, may expect. (Counci of Ontario Universities Committee on the Status of Women.

Caplan, Paula J. (1995).Lifting a Ton of Feathers: A Women's Guide to Surviving in the Academic World. Toronto: University of Toronto Press.

(Amazon link)

Making Time, Making Change: Avoiding Overload in College Teaching

Lack of time may be the single most commonly experienced problem among American faculty. It is fair to say that the overwhelming majority of the roughly 400,000 full time faculty in American colleges and universities feel overloaded in their teaching lives; they perceive that they do not have time to do their basic faculty duties properly; and they believe that overload goes with the job. We complain yet we do not reflect on and evaluate our paradigms for how we use our time. Perhaps a pernicious norm has evolved: anyone not complaining about being overwhelmed is suspect. We act as if we have no choice. Einstein once remarked, "Insanity is doing the same thing over and over again and expecting different results." A Lakota Sioux saying puts the idea in concrete terms, "When your horse is dead, the proper strategy is to dismount." When it comes to avoiding overload, many of us sit on our dead horses kicking them in the sides over and over again, insanely, wondering why we don't get anywhere. However, we do have choices about how we use our time. Einstein suggested a way to discover our choices when he further observed, "Problems cannot be solved at the same level of awareness that created them." Essentially, that is the objective of this book: to elevate our awareness of how we use our time and how we might improve that use of time. We need to shift our perspective on using time from subject (a perspective from which we act naively) to object (a perspective on which we act intentionally). The tool that we will use to stimulate this shift in awareness comes from a vintage analysis of systems theory and research and focuses on managing the boundaries of our teaching selves better. In Making Time, Making Change, author Douglas Reimondo Robertson leads you on the road to a more rewarding, and less harried, teaching life! (Amazon Editorial Review)

Robertson, D. R. (2003). Making Time, Making Change: Avoiding Overload in College Teaching. Stillwater, Oklahoma: New Forums Press.

(Amazon link)

Mentor in a Manual: Climbing the Academic Ladder to Tenure

"This up-to-date manual for new assistant professors...offers 'advice, protection, caring' for young college and university faculty members as they seek to climb the academic ladder to tenure. Based on years of personal experience in the halls of academe as well as on extensive conversations on the subject with faculty and administrators around the country, the book discusses both generic institutional criteria for making tenure and the practical 'politics'of following a professional path." (back cover)

Schoenfeld, A. Clay and Robert Magnan. Mentor in a Manual: Climbing the Academic Ladder to Tenure. Madison, WI: Magna Publications, 1992.

(Amazon link)

New Faculty: A Practical Guide for Academic Beginners

". . .a clearly structured, accessible, and informative primer targeted to full-time faculty members, particularly those in the early years of their appointment. It holds a distinctive place within the growing body of literature on faculty development . . . [T]he authors' ability to weave their attentiveness to the actual questions and concerns most frequently posed by new faculty members into the fabric of academic life contributes enormously to the credibility of the book. . . Many of us will be grateful for the effort."--Bernadette McNary-Zak, Rhodes College (Amazon Editorial Review)

Lucas, Christopher J. and John w. Murray, Jr. (2002). New Faculty: A Practical Guide for Academic Beginners. New York: Palgrave.

(Amazon link)

The New Professor's Handbook: A Guide to Teaching and Research in Engineering and Science

"This book is an ideal resource for everyone making the transition to new faculty member in engineering and science. Based on published literature and on experiences of productive faculty, this book distills the voluminous literature on teaching and presents vital information on starting and conducting a research program. Refined through years of seminars with graduate students and faculty, contents include: student learning, course planning, conducting discussions, lecturing, developing exams, and working with TA's." (back cover)

Davidson, Cliff I. and Susan A. Ambrose. The New Professor's Handbook: A Guide to Teaching and Research in Engineering and Science. Bolton, MA: Anker Publishing Company, Inc., 1994.

(Amazon link)

Now What?: Readings on Surviving (and Even Enjoying) Your First Experience at College Teaching

Janes, Joseph and Hauer Soderholm, Diane. (1988). Now What? Readings on Surviving (and Even Enjoying) Your First Experience at College Teaching. Graduate School Center for Instructional Development Syracuse University. Copley Publishing Group, Littleton Massachusetts.

(Amazon link)