Books on Teaching and Learning

Influential Books on Teaching and Learning Available at the Reserve Desk at the DSU Library

(the books at the Reserve Desk can be checked out for four days)

teaching_naked

Teaching Naked: How Moving Technology Out of Your Classroom Will Improve Student Learning by Jose Antonio Bowen

While I really dislike the primary title—it misrepresents the book’s material and purpose—Bowen’s best-seller gives directions, reasons, creative ideas, software, and resources for flipping your classroom. Games merit his special attention because students find them so engaging. Although the evidence that technology actually increases learning is thin, the value of active learning is indisputable.

This book is available at the DSU Library, call number: LB 1028.3 .B69 2012 Reserve Desk (2nd floor)

sevenways2

Facilitating Seven Ways of Learning: A Resource for More Purposeful, Effective, and Enjoyable College Teaching by James R. Davis and Bridget D. Arend

This book offers a fresh, overarching organization of how we should be teaching, depending upon our student learning outcomes. The authors relate seven categories of outcomes (e.g.., building skills, developing thinking and reasoning processes, practicing professional judgment) to different ways of learning (e.g.., behavioral, learning through inquiry, learning through virtual realities) and to different teaching methods (e.g.., tasks & procedures and practice exercises, question-driven inquiries and discussions, role plays, simulations, games, and dramatic scenarios). Their recommendations make solid sense.

This book is available at the DSU Library, call number: LB 2331 .D377 2013 Reserve Desk (2nd floor)

thescience

The New Science of Learning: How to Learn in Harmony with Your Brain by Terry Doyle and Todd Zakrajsek

If I may quote from my review printed on the back cover: “This is a path-breaking book. . . . More sophisticated and empirically-grounded that any study skills manual, [it] addresses all the major research findings on how the human brain learns. It does so using language and examples that students—in fact, anyone with a mind—can understand and immediately apply to enhance their attention, depth of processing, retention, retrieval, and far-transfer abilities. It deserves to be required reading for all college students—really, anyone interested in learning.” And this includes faculty! Consider assigning this book to your students as well.

This book is available at the DSU Library, call number: LB1134 .D68 2013 Reserve Desk (2nd floor)

tightrope

Generation on a Tightrope: A Portrait of Today’s College Student by Arthur Levine and Diane R. Dean

The authors assemble compelling survey evidence for the generalizations they make about Millennial students. You can gain a nuanced understanding of how the generation’s unique experiences and demographics have shaped their values, aspirations, politics, social lives, family lives, and attitudes about education.

This book is available at the DSU Library, call number: LA 229 .L417 2012 Reserve Desk (2nd floor)

interactiveopen

Interactive Open Educational Resources: A Guide to Finding, Choosing and Using What’s Out There to Transform College Teaching by John D. Shank

This is a valuable reference book on free, high-quality, digital resources for teaching and learning at the post-secondary level. These resources, some of which are interactive, span simulations, games, multimedia tutorials, demonstrations, virtual labs and experiences, animations, videos, and audio recordings. Useful in traditional, flipped, online, or hybrid courses, they can serve as engaging homework assignments, in-class activities, supplementary lessons, or lecture enhancements.

This book is available at the DSU Library, call number: ZA 4228 .S53 2014 Reserve Desk (2nd floor)

make_it

Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel

To most of us, learning something “the hard way” implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.

Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned.

Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.

This book is available at the DSU Library, call number: LB1060 .B768 2014 Reserve Desk (2nd floor)

firstprinciples

First Principles of Instruction by M. David Merrill

This handy resource describes and illustrates the concepts underlying the “First Principles of Instruction” and illustrates First Principles and their application in a wide variety of instructional products. The book introduces the Course Critique Checklist that can be used to evaluate existing instructional product. It also provides directions for applying this checklist and illustrates its use for a variety of different kinds of courses. The Author has also developed a Pebble-in-the-Pond instructional design model with an accompanying ID Checklist. This checklist enables instructional designers to design and develop instructional products that more adequately implement First Principles of Instruction.

This books is available at the DSU Library, call number: LB 1028.38 .M468 2013 Reserve Desk (2nd floor)

creatingsignifigant

Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses by L. Dee Fink

This volume offers a new model of integrated course design that links principles of higher level learning, active learning, effective dialogue, and educative assessment to help educators develop skills for lifelong learning in their students.

This book is available at the DSU Library, call number: LB 2331 .F495 2013 Reserve Desk (2nd floor)

teaching_at_best

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

This expanded and updated edition of the best-selling handbook is an essential toolbox, full of hundreds of practical teaching techniques, classroom activities and exercises, for the new or experienced college instructor. This new edition includes updated information on the Millennial student, more research from cognitive psychology, a focus on outcomes maps, the latest legal options on copyright issues, and more. It will also include entirely new chapters on matching teaching methods with learning outcomes, inquiry-guide learning, and using visuals to teach, as well as section on the Socratic method, SCALE-UP classrooms, and more.

This book is available at the DSU Library, call number: LB 2331 .N55 2010 Reserve Desk (2nd floor)

learner_centered

Learner-Centered Teaching: Five Key Changes to Practice by Maryellen Weimer

In this much needed resource, Maryellen Weimer-one of the nation’s most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.

This book is available at the DSU Library, call number: LB 2331 .W39 2013 Reserve Desk (2nd floor)

how_we_learn

How We Learn: The Surprising Truth About When, Where, and Why it Happens by Benedict Carey

In the tradition of The Power of Habit and Thinking, Fast and Slow comes a practical, playful, and endlessly fascinating guide to what we really know about learning and memory today—and how we can apply it to our own lives.

From an early age, it is drilled into our heads: Restlessness, distraction, and ignorance are the enemies of success. We’re told that learning is all self-discipline, that we must confine ourselves to designated study areas, turn off the music, and maintain a strict ritual if we want to ace that test, memorize that presentation, or nail that piano recital.

But what if almost everything we were told about learning is wrong? And what if there was a way to achieve more with less effort?

In How We Learn, award-winning science reporter Benedict Carey sifts through decades of education research and landmark studies to uncover the truth about how our brains absorb and retain information. What he discovers is that, from the moment we are born, we are all learning quickly, efficiently, and automatically; but in our zeal to systematize the process we have ignored valuable, naturally enjoyable learning tools like forgetting, sleeping, and daydreaming. Is a dedicated desk in a quiet room really the best way to study? Can altering your routine improve your recall? Are there times when distraction is good? Is repetition necessary? Carey’s search for answers to these questions yields a wealth of strategies that make learning more a part of our everyday lives—and less of a chore.

By road testing many of the counterintuitive techniques described in this book, Carey shows how we can flex the neural muscles that make deep learning possible. Along the way he reveals why teachers should give final exams on the first day of class, why it’s wise to interleave subjects and concepts when learning any new skill, and when it’s smarter to stay up late prepping for that presentation than to rise early for one last cram session. And if this requires some suspension of disbelief, that’s because the research defies what we’ve been told, throughout our lives, about how best to learn.

The brain is not like a muscle, at least not in any straightforward sense. It is something else altogether, sensitive to mood, to timing, to circadian rhythms, as well as to location and environment. It doesn’t take orders well, to put it mildly. If the brain is a learning machine, then it is an eccentric one. In How We Learn, Benedict Carey shows us how to exploit its quirks to our advantage.

This book is available at the DSU Library, call number: BF 318 .C366 2014 Reserve Desk (2nd floor)

learner_centered_2

Learner-Centered Teaching: Putting the Research on Learning into Practice by Terry Doyle, with a foreword by Todd Zakrajsek

This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It also starts from the premise that many faculty are much closer to being learner centered teachers than they think, but don t have the full conceptual understanding of the process to achieve its full impact. There is sometimes a gap between what we would like to achieve in our teaching and the knowledge and strategies needed to make it happen.LCT keeps all of the good features of a teacher-centered approach and applies them in ways that are in better harmony with how our brains learn. It, for instance, embraces the teacher as expert as well as the appropriate use of lecture, while also offering new, effective ways to replace practices that don t optimizing student learning. Neuroscience, biology and cognitive science research have made it clear that it is the one who does the work who does the learning. Many faculty do too much of the work for their students, which results in diminished student learning. To enable faculty to navigate this shift, Terry Doyle presents an LCT-based approach to course design that draws on current brain research on cognition and learning; on addressing the affective concerns of students; on proven approaches to improve student s comprehension and recall; on transitioning from teller of knowledge to a facilitator of learning; on the design of authentic assessment strategies such as engaging students in learning experiences that model the real world work they will be asked to do when they graduate; and on successful communication techniques. The presentation is informed by the questions and concerns raised by faculty from over sixty colleges with whom Terry Doyle has worked; and on the response from an equal number of regional, national and international conferences at which he has presented on topics related to LCT.”

This book is available at the DSU Library, call number: LB 1027.23 .D69 2011 Reserve Desk (2nd floor)

why_dont_students

Why Don’t Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for the Classroom by Daniel T. Willingham

Kids are naturally curious, but when it comes to school it seems like their minds are turned off. Why is it that they can remember the smallest details from their favorite television program, yet miss the most obvious questions on their history test?

Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. this book will help teachers improve their practice by explaining how they and their students think and learn—revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.

In this breakthrough book, Willingham has distilled his knowledge of cognitive science into a set of nine principles that are easy to understand and have clear applications for the classroom. Some of examples of his surprising findings are:

“Learning styles” don’t exist. The processes by which different children think and learn are more similar than different. Intelligence is malleable. Intelligence contributes to school performance and children do differ, but intelligence can be increased through sustained hard work.

You cannot develop “thinking skills” in the absence of facts. We encourage students to think critically, not just memorize facts. However thinking skills depend on factual knowledge for their operation.

This book is available at the DSU Library Reserve Desk (2nd floor)

the_art_of_change_brain

The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning by James E. Zull

James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher.

This book is available at the DSU Library Reserve Desk (2nd floor)

mentors_guide

The Mentor’s Guild: Facilitating Effective Learning Relationships by Lois J. Zachary

Thoughtful and rich with advice, The Mentor’s Guide explores the critical process of mentoring and presents practical tools for facilitating the experience from beginning to end. Managers, teachers, and leaders from any career, professional, or educational setting can successfully navigate the learning journey by using the hands-on exercises in this unique resource.

This book is available at the DSU Library Reserve Desk (2nd floor)

scholarship_of_T&L

Enhanced Learning Through the Scholarshop of Teaching and Learning: The Challenges and Joys of Juggling by Kathleen McKinney

There has been growing demand for workshops and materials to help those in higher education conduct and use the scholarship of teaching and learning. This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects. Though targeted at those new to the field of SoTL, more seasoned SoTL researchers and those attempting to support SoTL efforts will find the book valuable. It can be used as an individual reading, a shared reading in SoTL writing circles, a resource in workshops on SoTL, and a text in seminars on teaching.

This book is available at the DSU Library Reserve Desk (2nd floor)

Engaging in the Scholarship

Engaging in the Scholarship of Teaching and Learning: A Quide to the Process, and How to Develop a Project from Start to Finish by Cathy Bishop-Clark and Beth Dietz-Uhler

“Bishop-Clark and Dietz-Uhler have made a unique contribution in the present volume. It is an exceptionally fine, straight-forward and brief guide for faculty looking at their first SOTL project. For most such readers, it will probably seem to be the most helpful of the [available] guides. And, although it is written with the novice in mind, many of us with more experience also will benefit from reading through it.

This book is available at the DSU Library Reserve Desk (2nd floor)

Influential Books on Teaching and Learning Available at the DSU Library

(these books are available in the general collection on the book shelves)

how_learning_works
How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose

We just can’t find out too much about how the mind learns. The authors derive research from anthropology, sociology, organizational behavior, and cognitive, developmental, educational, and social psychology to distill seven learning principles: the effects on learning of students’ prior knowledge, their organization of the material, their motivation, and their level of development and class climate, as well as the importance of practice and feedback, the prerequisites of mastery, and the role of self-regulation in self-directed learning. The book provides teaching recommendations for each principle.

This book is available at the DSU Library, call number: LB 1025.3 .H68 2010

what_teachers_do_best

What the Best College Teachers Do by Ken Bain

What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is – it’s not what teachers do, it’s what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out – but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students’ discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure throve of insight and inspiration for first-year teachers and seasoned educators.

This book is available at the DSU Library, call number: LB 2331 .B34 2004

how_people_learn

How People Learn: Brain, Mind, Experience, and School, Expanded Edition by John D. Bransford, Ann L. Brown, and Rodney R. Cocking

Expanded to show how the theories and insights from the original hardcover edition can be translated into actions and practice, readers can now make valuable connections between classroom activities and learning behavior. This book offers exciting — and useful — information about the mind and the brain that provides some answers on how people actually learn.

This book is available at the DSU Library, call number: LB 1060 .H672 2000, and as an electronic resource at http://site.ebrary.com/lib/dixie/detail.action?docID=10038789


Additional Books on Teaching and Learning Available at DSU Library

The following books, while not as influential as those listed above, are still an excellent resource. These books are available at the DSU library, call numbers and electronic resource information have been provided.

A Guide to Faculty Development: Practical Advice, Examples, and Resources by Kay Herr. Gillespie, call number: LB 2331.72 .G85 2002

A Learning College for the 21st Century by Terry, O’Banion, call number: LB 2328.15 .U6 O33 1997

Academically Adrift: Limited Learning on College Campuses by Richard Y. Arum, call number: LA 227.4 .A78 2011

Assessing for Learning: Building a Sustainable Commitment Across the Institution by Peggy L. Maki, EBRARY: http://site.ebrary.com/lib/dixie/detail.action?docID=10545784

Assessing Student Learning: A Common Sense Guide by Linda Y. Suskie, call number: LB 2336 .S87 2009

Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education by Barbara E. Walvoord, call number: LB 2822.75 .W35 2004

Books, Bytes, and Bridges: Libraries and Computer Centers in Academic Institutions by Larry L. Hardesty, call number: Z 675 .U5 .B66 2000

Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School by John Medina, EBRARY: http://site.ebrary.com/lib/dixie/detail.action?docID=10288630

Changing College Classrooms: New Teaching and Learning Strategies for an Increasingly Complex World by Diane F. Halpern, call number: LB 2331 .C4543 1994

Civic Engagement in Higher Education: Concepts and Practices by Thomas Ehrlich, call number: LC 220.5 .C58 2009

Collaborative Learning Techniques: A Handbook for College Faculty by Elizabeth F. Barkley, call number: LB 1032 .B318 2005

College Libraries and Student Culture: What We Now Know by Lynda M. Duke, this book is available through EBRARY

College Teaching and Learning: Preparing for New Commitments by Kenneth Eugene Eble, call number: LB 2331 .C63 1988

Constructivism: Theory, Perspectives, and Practice by Catherine Twomey Fosnot, call number: LB 1590.3 .C676 1996

Designing and Assessing Courses and Curricula: A Practical Guide, Revised Edition by Robert M. Diamond, call number: LB 2361.5 .D5 1998

Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms by Stephen D. Brookfield, call number: LB 2331 .B679 1999

Dollars, Distance, and Online Education: The New Economics of College Teaching and Learning by Martin J. Finkelstein, call number: LB 2395.7 .M26 2000

Effective Grading: A Tool for Learning and Assessment by Barbara E. Walvoord, call number: LB 2368 .W35 1998

Effective Instruction for STEM Disciplines: from Learning Theory to College Teaching by E. J. Mastascusa, this book is available through EBRARY

Embracing New Paradigms in Education by H.W. Wilson Company, call number: LA 209.2 .E43 2014

Enabling Knowledge Creation: How to Unlock the Mystery of Tacit Knowledge and Release the Power of Innovation by Georg von Krogh, this book is available through EBRARY

Excellence in College Teaching and Learning: Classroom and Online Instruction by George Henderson, call number: LB 2331 .H447 2007

Facilitating Seven Ways of Learning: A Resource for More Purposeful Effective and Enjoyable College Teaching, Copies on Order

Flip Your Classroom: Reach Every Student in Every Class Every Day by Jonathan Bergmann and Aaron Sams, call number: LB 1044.75 .B47 2012

From Command to Community: A New Approach to Leadership Education in Colleges and Universities by Nicholas V. Longo, this book is available through EBRARY

Gateways to Knowledge: the Role of Academic Libraries in Teaching, Learning, and Research by Lawrence Dowler, call number: Z 675 .U5 G39 1997

Global Perspectives on School Libraries: Projects and Practices by Luisa Marquardt, this book is available through EBRARY

Handbook of Reading Research, Volume III by Michael L. Kamil, call number: LB 1050 .H278 2000

Holistic Literacy in College Teaching by John E. Roueche, call number: LB 2331 .R655 1980

How College Affects Students: Findings and Insights from Twenty Years of Research by Ernest T. Pascarella, call number: LA 229 .P34 1991

How to Design and Teach a Hybrid Course: Achieving Student-Centered Learning Through Blended Classroom, Online, and Experiential Activities by Jay Caulfield and Alan Aycock, this book is available through EBRARY

Information Literacy: Developing Students and Independent Learners by D.W. Farmer, call number: Z 674.5 .U5 I526 1992

Interdisciplinary Handbook of Adult Lifespan Learning by Jan D. Sinnott, call number: LC 5225 .L42 I58 1994

Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning by Mary E. Huba, call number: LB 2331 .H83 2000

Learning Spaces by Diana Oblinger, call number: LB 1060 .T854 2006

Learning that Lasts: Integrated Learning, Development, and Performance in College and Beyond by Marcia Mentkowski, call number: LB 1060 .M464 2000

Learning to Think: Disciplinary Perspectives by Janet Gail Donald, call number: LB 1060 .D64 2002

Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning, 5th Edition by David R. Johnson, call number LB 1032 .J595 1999

Lessons from the Cyberspace Classroom: The Realities of Online Teaching by Rena M. Palloff, call number: LB 1044.87 .P34 2001

Mckeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 10th Edition by Wilbert J. McKeachie and Marilla D. Svinicki, call number: LB 1738 .M35 1999

My Freshman Year: What a Professor Learned by Becoming a Student by Rebekah Nathan, call number: LB 3605 .N34 2006

Nurturing Creativity in the Classroom by Ronald A. Beghetto, call number: LB 1062 .N87 2010

On Teaching and Learning in College by Paul L. Dressel, call number: LB 2331 .D73 1982

Physics in Oxford, 1839-1939: Laboratories, Learning, and College Life by Robert Fox, this book is available through EBRARY

Promoting Active Learning: Strategies for the College Classroom by Chet Meyers, call number: LB 1027.23 .M49 1993

Teaching in the Real World: Strategies to Survive and Thrive by Daniel Zukergood, call number: LB 1025.3 .Z85 2009

Teaching on Solid Ground: Using Scholarship to Improve Practice by Robert J. Menges, call number: LB 2331 .T418 1996

The Adjunct Professor’s Guide to Success: Surviving and Thriving in the College Classroom by Richard E. Lyons, call number: LB 1778.2 .L96 1999

The Adult Student’s Guide to Survival and Success by Al Siebert, call number: LB 2343.32 .S556 2003

The Aims of College Teaching by Kenneth Eugene Eble, call number: LB 2331 .E327 1983

The Course Syllabus: A Learning-Centered Approach by Judith Grunert O’Brien, call number: LB 2361 .G78 2008

The Craft of Teaching: a Guide to Mastering the Professor’s Art by Kenneth Eugene Eble, call number: LB 2331 .E328 1988

The Power of Problem-Based Learning by B. J. Duch, call number: LB 1027.42 .P69 2001

The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions by Peter Seldin, call number: LB 2333 .S46 2010

To Serve a Larger Purpose: Engagement for Democracy and the Transformation of Higher Education by John Saltmarsh, this book is available through EBRARY

Tools for Teaching by Barbara Gross Davis, call number: LB 2331 .D37 1993

Understanding By Design by Grant P. Wiggins, this book is available through EBRARY

Unlearning Liberty: Campus Censorship and the End of American Debate, First American Edition by Greg Lukainoff, call number: KF 4242 .L85 2014

Visual Explanations: Images and Quantities, Evidence and Narrative by Edward R. Tufte, call number: P 93.5 .T846 1997

Wiki Writing: Collaborative Learning in the College Classroom by Robert E. Cummings, this book is available through EBRARY

Wiring the Writing Center by Eric Hobson, call number: PE 1404 .W56 1998

Women’s Ways Of Knowing: The Development Of Self, Voice, And Mind by Mary Belenky, call number: HQ 1206 .W88 1986

International Perspectives on Education by Albert Rolls, call number: LC 189.8 .I56 2007

The Great Tradition: Classic Readings on What it Means to be an Educated Human Being by Richard M. Gamble, call number: LA 5 .G74 2007

Stop Plagiarism: a Guide to Understanding and Prevention by Viviana Bowman Cvetkovic, call number: PN 167 .S76 2010

Librarians as Community Partners: an Outreach Handbook by Carol Smallwood, this book is available through EBRARY

Whatever it Takes: Transforming American Schools: the Project GRAD Story by Holly Holland, call number: LB 2822.82 H64 2005