NOTE: Assigned readings in the syllabus that begin with letters (e.g. M-3) can only be accessed via the preceding main readings page (and not this page).

Reading 1   (Boyer Commission Report)

Reading 2   (Becoming a [College] Teacher)

Reading 3   (The TA's Point of View)

Reading 4   (Managing TAs and Graders)

Reading 5   (Rethinking the "Foreign TA Problem")

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Reading 6   (User's Guide to the Brain--1:Development; 10:Care and Feeding)

Reading 6 (a)   (Half a Brain [and Brain Plasticity])

Reading 7 (a) (multiple readings)  (Mind, Brain, and Education)

Reading 8 (multiple readings)   (Brain-based Learning)

Reading 8 (a)   (Biological Differences in Learning)

Reading 9 (multiple chapters) (Education as the Cultivation of Intelligence)

Reading 9 (a)   (Poverty and Children's Brains)

Reading 9 (b)   (Executive Functions)

Reading 9 (c)   (Teenage Brain: Difference between Teens and Adults)

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Reading 9 (d) (multiple readings) (Educational Success)

Reading 10   (When Students' Conceptual Grasp Clashes with Their Professors')

Reading 10 (a)  (Standing up to Group Pressure)

Reading 10 (b)  (On Stupidity--multiple readings)

Reading 11 (multiple chapters) (Thinking Fast and Slow)

Reading 12 (a)   (Critical Thinking: Its Nature and Practice)

Reading 12 (b)   (Teaching Students to Ask Questions)

Reading 13   (Sleep, Learning, and Memory)

Reading 14   (Procrastination)

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Reading 15 (multiple readings)  (Racial Crisis in Higher Education)

Reading 15 (a)   (The Academic Opportunity Gap: Racism and Stereotypes)

Reading 15 (b) (Welcome to America? International Student Perceptions of Discrimination)

Reading 15 (c) (Neo-racism toward International Students)

Reading 15 (d) (Unseen Workers in the Academic Factory: Perceptions of Neoracism Among International Postdocs in the United States and the United Kingdom)

Reading 16 (multiple readings)  (Race in the College Classroom) 

Reading 16 (a) What's Post Racial Discourse Got to Do with It?

Reading 16 (b) Blackballed: The Black and White Politics of Race on America's Campuses

Reading 16 (c) Racism in the Post-Civil Rights Era: The Continuing Struggle

Reading 16 (d) Political Economy of Education: Intersectionality and the Race-Class Nexus
 
Reading 17 (multiple readings)  (Identity Politics in Higher Education)

Reading 18 (a)  (Crafting an Inclusive Classroom)

Reading 18 (a-1)  (Student Resistance to Multiculturalism)

Reading 18 (b)  (Neoliberalism and the Battle over Ethnic Studies)

Reading 19 (multiple readings)  (The Teacher's Body: Embodiment, Authority, and Identity)

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Reading 20  (Foundations of Ethical Reasoning)

Reading 21  (Ethical and Moral Matters in Teaching and Teacher Education)

Reading 22  (Values and Ethics)

Reading 23 (multiple readings)   (The Ethics of Teaching)

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Reading 23 (a)   (U.B.'s Faculty Code of Conduct)

Reading 24 (a)   (U.B.'s Counseling Services)

Reading 24 (b)   (U.B.'s Disability Services Policy)

Reading 24 (c)   (ODS Testing Services)

Reading 24 (d)   (U.B.'s Policy on Sexual Harassment)

Reading 24 (d-1) (Sexual Harassment: Action Toolkit)

Reading 24 (e)   (U.B.'s Policy on Discrimination and Harassment)

Reading 24 (f)   (CAS Academic Policies)

Reading 24 (g)  (U.B.'s Policy on Religious Accommodation and Expression)

Reading 24 (h)  (Student Academic Responsibilities)

Reading 24 (i)   (Class Attendance Policy)

Reading 24 (j)   (Student Code of Conduct)

Reading 24 (j-1) (Obstruction or Disruption in the Classroom)

Reading 24 (k1)   (Which Students Get Their Degrees on Time?)

Reading 24 (k2)   (Profiles of Graduating Students)

Reading 24 (k3)   (Student Employment: Work Habits and Impact)

Reading 24 (k4)   (Most Relevant Concerns of UB Students)

Reading 24 (k5)   (Study Abroad Experiences)

Reading 24 (k6)   (UB Core Curriculum)

Reading 24 (k7)   (Higher Education and Democracy)

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Reading 25          (Teaching the Large College Class)

Reading 26 (a)     (The Mental Ground Work)

Reading 26 (b)     (NEA Higher Education Advocate: Getting Better as Teachers)

Reading 26 (c)     (Self-Discipline)

Reading 27 (a)     (Syllabus Construction)

Reading 27 (b)     (Creating a Syllabus)

Reading 27 (c)     (Constructing a Syllabus)

Reading 27 (d)     (Planning a Course)

Reading 27 (e)     (Prepping: Planning to Teach a College Class)

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Reading 28 (a)     (Academically Adrift: Limited Learning on College Campuses)

Reading 28 (b)     (Thinking Critically about Undergraduate Education)

Reading 28 (c)     (The Unintended Decentering of Teaching and Learning)

Reading 28 (d)     (Understanding and Reporting on Academic Rigor)

Reading 29 (a)     (Learning to Reason and Communicate in College)

Reading 29 (b)     (Post-graduate Transitions of the Academically Adrift)

Reading 29 (c)     (Improving Undergraduate Learning--SSRC-CLA Longitudinal Project)

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Reading 30 (a)     (Writing Instructional Objectives)

Reading 30 (b)     (Writing and Using Learning Outcomes: A Practical Guide)

Reading 30 (c)     (Articulating Learning Outcomes)

Reading 30 (d)     (The "New Bloom's Taxonomy," Objectives and Assessments)

Reading 30 (e)     (The Cognitive Process Dimension)

Reading 30 (f)      (The Taxonomy Table: Chart Template)

Reading 30 (g)     (Assessment, Evaluation, Testing and Grading)

Reading 30 (g1)   (Distinctions Between Assessment and Evaluation)

Reading 30 (g2)    (Behavioral Outcomes: U.B.'s Take)

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Reading 31     (The Myth of Learning Styles)

Reading 32     (Film: Cinematic Pedagogy)

Reading 32 (a) (Visual Literacy Competency Standards)

Reading 33 (a)  (multiple readings)  (Rubrics)

Reading 33 (b)     (Rubric for Assessing Student Participation)

Reading 33 (c)     (Class Participation: Expectations/Grading)

Reading 33 (d)     (Teaching Concerns: Class Participation [Another View])

Reading 34      (Motivational Interviewing)

Reading 35 (multiple readings)     (Teaching as Performance)

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Reading 36     (Writing Assignments--Grading, Feedback, Plagiarism)

Reading 36(a)     (Pedagogy: Coping with Plagiarism)

Reading 36(b)     (Pedagogy: The Source of Plagiarism)

Reading 36 (c)  (Educational Success Packet--multiple readings)
 
Reading 37 (a)     (Examinations and Grades--Uses and Abuses)

Reading 37 (b)     (Achievement Testing and Instruction)

Reading 37 (c)     (Grading)

Reading 37 (d)     (Evaluation in the Academy [Another View])

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Reading 38 (a)     (Classroom Management: Fostering Integrity, Civility, Tolerance)

Reading 38 (b)     (Technology and Civility in the Classroom)

Reading 38 (c)     (Incivility in the Classroom)

Reading 38 (d)     (Rudeness: A Society-Wide Problem?)

Reading 38 (e)     (Academic Integrity)

Reading 38 (f)     (Should Professors Ban Laptops?)

Reading 38 (g)     The Dangers of so-called Multitasking

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Reading 39 (a)     (Student Teacher Ratings--Their Significance)

Reading 39 (b)     (Student Teacher Ratings--Their Significance [Another View])

Reading 39 (c)     (Summation: The "Seasons" of a Class)

Reading 39 (d)    (Assessing Instructor Effectiveness in Higher Education [and Student Instructor Ratings])

Reading 39 (e)    (Student Teacher Ratings)

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Reading 40          (Your Grades in Graduate School)
 
Reading 40 (a)     (The Teaching Portfolio--I)

Reading 40 (b)     (The Teaching Portfolio--II)

Reading 40 (c)     (Statement on Teaching Philosophy)

Reading 41 (a)     (Teaching as a Career)

Reading 41 (b)     (Part-Time Teaching: Exploitation in the Academy)

Reading 41 (c)     (Report on Part-time Teachers)

Reading 41 (d)     (Faculty Workload and Tenure Promotion at UB)

Reading 41 (e)     (Unpaid Emotional Labor)

Reading 41 (f)     (Contingent Faculty)

Reading 41 (g)     (Faculty of Color in Academe)