CATLOE Print Library

• Bowen, J. A. & Watson, C. E. (2024). Teaching with AI: A practical guide to a new era of human learning. Johns Hopkins University Press.
• Narayanan, A. & Kapoor, S. (2024). AI Snake Oil: What Artificial Intelligence can do, what it can’t, and how to tell the difference. Princeton University Press.
• Warner, J. (2025). More than words: How to think about writing in the age of AI. Basic Books.

• Addy, T.M., Dube, D., & Mitchell, K.A. (2024). Enhancing inclusive instruction: Student perspectives and practical approaches for advancing equity in higher education. Routledge.
• Addy, T.M., Dube, D., Mitchell, K.A., & SoRelle, M.E. (2021). What inclusive instructors do: Principles and practices for excellence in college teaching. Routledge.
• Artze-Vega, I., Darby, F., Dewsbury, B., & Imad, M. (2023). The norton guide to equity-minded teaching. W. W. Norton.
• Hogan, K. & Sathy, V. (2022). Inclusive teaching: Strategies for promoting equity in the college classroom. West Virginia University Press.

• Bain, K. (2012). What the best college students do. Harvard University Press.
• Bain, K. (2004). What the best college teachers do. Harvard University Press.
• Blum, S. D. (2010). My word! Plagiarism and college culture. Cornell University Press.
• Blum, S. D. (2016). I love learning, I hate school: An anthropology of college. Cornell University Press.
• Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academies Press.
• Cavanagh, S. R. (2024). Mind over monsters: Supporting youth mental health with compassionate challenge. Penguin Random House.
• Denial, C. J. (2024). A pedagogy of kindness. University of Oklahoma Press.
• Eyler, J. R. (2018). How humans learn: The science and stories behind effective college teaching. West Virginia University Press.
• Lang, J. M. (2013). Cheating lessons: Learning from academic dishonesty. Harvard University Press.
• Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A. & Norman, M. K. (2023). How learning works: 8 research-based principles for smart teaching. Wiley.
• Savitz-Romer, M. & Bouffard, S. (2012). Ready, willing and able: A developmental approach to college access and success. Harvard Education Press.
• Tolman, A. & Kremling, J. (2017). Why students resist learning: A practical model for understanding and helping students. Routledge.
• Zull, J. E. (2002). The art of changing the brain. Routledge.
• Zull, J. E. (2011). From brain to mind: Using neuroscience to guide change in education. Routledge.

• Felten, P. & Lambert, L. (2020). Relationship-rich education: How human connections drive success in college. Johns Hopkins University Press.
• Gabriel, K. F. (2018). Creating the path to success in the classroom. Routledge.
• Hanstedt, P. (2018). Creating wicked students: Designing courses for a complex world. Routledge.
• Lang, J. M. (2020). Distracted: Why students can't focus and what you can do about it. Basic Books.
• Winkelmes, M., Boye, A., & Tapp, S. (2019). Transparent design in higher education teaching and leadership. Routledge.

• Barkley, E. F. & Major, C. H. (2022). Engaged teaching: A handbook for college faculty. The K. Patricia Cross Academy.
• Bean, J. C. (2021). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom (Third edition). Wiley.
• Carnes, M. (2018). Minds on fire: How role-immersion games transform college. Harvard University Press.
• Cavanagh, S. R. (2016). The spark of learning: Energizing the college classroom with the science of emotion. West Virginia University Press.
• Davis, J. R. & Arend, B. D. (2012). Facilitating seven ways of learning: A resource for more purposeful, effective and enjoyable college teaching. Routledge.
• Harrington, C. & Zakrajsek, T. (2017). Dynamic lecturing: Research-based strategies to enhance lecture effectiveness. Routledge.
• Howard, J. R., & Weimer, M. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. Wiley.
• Huston, T. (2012). Teaching what you don't know. Harvard University Press.
• Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning, (Second edition). Wiley.
• Major, C., Harris, M., & Zakrajsek, T. (2021). Teaching for learning: 101 intentionally designed educational activities to put students on the path to success. Routledge.
• Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in college teaching. Routledge.
• Middendorf, J. & Shopkow, L. (2018). Overcoming student learning bottlenecks: Decode the critical thinking of your discipline. Routledge.
• Pace, D. (2017). The decoding the disciplines paradigm: Seven steps to increased student learning. Indiana University Press.
• Rice, G. T. (2018). Hitting pause: 65 lecture breaks to refresh and reinforce learning. Routledge.
• Sibley, J., Ostafichuk, P., et al. (2014). Getting started with team-based learning. Routledge.
• Simonson, S. R. (2019). POGIL: An introduction to process oriented guided inquiry learning. Routledge.
• Zakrajsek, T. D. & Nilson, L. B. (2023). Teaching at its best: A research-based resource for college instructors, (Fifth edition). Wiley.

• Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press.
• Kaplan, M. Silver, N., Iavaque-Manty, D., & Meizlish, D. (2013). Using reflection and metacognition to improve student learning. Routledge.
• McGuire, S. Y. & McGuire, S. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Routledge.
• Nilson, L. B. (2013). Creating self-regulated learners: Strategies to strengthen students' self-awareness and learning skills. Routledge.
• Ritchart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Wiley.

• Fink, L. D. (2013). Designing significant learning experiences: An integrated approach to designing college courses, (Second edition). Wiley.
• Harrington, C. & Thomas, M. (2018). Designing a motivational syllabus: Creating a learning path for student engagement. Routledge.
• Lang, J. M. (2010). On course: A week-by-week guide to your first semester of college teaching. Harvard University Press.
• Wiggins, G. & McTighe, J. (2005). Understanding by design (Expanded Second edition). Association for Supervision and Curriculum Development.

Angelo, T. A. & Zakrajsek, T. (2024). Classroom assessment techniques: Formative feedback tools for college and university teachers (Third edition). Wiley.

Clark, D., & Talbert, R. (2023). Grading for growth: A guide to alternative grading practices that promote authentic learning and student engagement in higher education. Routledge.

Eyler, J. R. (2024). Failing our future: How grades harm students, and what we can do about it. Johns Hopkins University Press.

Nilson, L. B. (2014). Specifications grading: Restoring rigor, motivating students, and saving faculty time. Routledge.

Walvoord, B. E. (2010). Assessment clear and simple: A practical guide for institutions, departments, and general education. Wiley.

Walvoord, B. E. & Anderson,V. J. (2011). Effective grading: A tool for learning and assessment (Second edition). Wiley.

• Gelman, A. & Nolan, D. (2002). Teaching statistics: A bag of tricks. Oxford Academic.
• Kalman, C. S. (2008). Successful science and engineering teaching in colleges and universities. Springer.
• McGlynn, T. (2020). The Chicago guide to college science teaching. University of Chicago Press.
• Vickers, A. (2019). What is a p-value anyway? 34 stories to help you actually understand statistics. Pearson.

• Bowen, J. A. (2012). Teaching naked: How moving technology out of your college classroom will improve student learning. Wiley.
• Bruff, D. (2019). Intentional tech: Principles to guide the use of educational technology in college teaching. West Virginia University Press.
• Darby, F. & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. Wiley.
• Davidson, C. N. (2012). Now you see it: How technology and brain science will transform schools and business for the 21st century. Penguin Random House.
• Nilson, L. B. & Goodson, L. A. (2021). Online teaching at its best: Merging instructional design with teaching and learning research (Second edition). Wiley.

• Condon, W., Iverson, E., Manduca, C. A., Rutz, C., & Willett, G. (2016). Faculty development and student learning: Assessing the connections. Indiana University Press.
• Cook, C. & Kaplan, M. (2011). Advancing the culture of teaching on campus: How a teaching center can make a difference. Routledge
• Debelius, J., Kim, J., & Maloney, E. (Eds.) (2024). Recentering learning: Complexity, resilience, and adaptability in higher education. Johns Hopkins University Press.
• Fischman, W. & Gardner, H. (2023). The real world of college (What higher education is and what it can be). MIT Press.
• Gurung, R. A., Chick, N. L. & Aeron, H. (Eds.) (2008). Exploring signature pedagogies: Approaches to teaching disciplinary habits of mind. Routledge.
• McClure, K. R. (2025). The caring university: Reimagining the higher education workplace after the great resignation. Johns Hopkins University Press.
• Zimmerman, J. (2020). The amateur hour: A history of college teaching in America. Johns Hopkins University Press.

• Baker, V., Lunsford, L., Neisler, G., Pifer, M., & Terosky, A. L. (2018). Success after tenure: Supporting mid-career faculty. Routledge.
• Bergmann, M. & Seeber, B. K. (2017). The slow professor: Challenging the culture of speed in the academy. University of Toronto Press.
• Boice, R. (2000). Advice for new faculty members. Pearson.
• Furstenberg, F. F. (2013). Behind the academic curtain: How to find success and happiness with a PhD. The University of Chicago Press.
• Goldsmith, J. A., Komlos, J. & Gold, P. S. (2001). The Chicago guide to your academic career: A portable mentor for scholars from graduate school through tenure. The University of Chicago Press.
• Gray, T. (2005). Publish and flourish: Become a prolific scholar. New Mexico State University Teaching Academy.
• Harper, J. (2013). Mobbed! What to do when they really are out to get you. Backdoor Press.
• Lang, J. (2005). Life on the tenure track: Lessons from the first year. Johns Hopkins University Press.
• Neuhaus, J. (2019). Geeky pedagogy: A guide for intellectuals, introverts, and nerds who want to be effective teachers. West Virginia University Press.
• Newport, C. (2016). Deep work: Rules for focused success in a distracted world. Grand Central Publishing.
• Newport, C. (2024). Slow productivity: The lost art of accomplishment without burnout. Penguin Random House.
• Phlox, S. (2016). Academaze: Finding your way through the American research university. Annorlunda Enterprises.
• Pryal, K. R. G. (2019). The freelance Academic: Transform your creative life and career. Blue Osprey Books.
• Robison, S. (2013). The peak performing professor: A practical guide to productivity and happiness. Wiley.
• Rockquemore, K. A. & Laszloffy, T. (2008). The black academic's guide to winning tenure — without losing your soul. Lynne Rienner Publishers.
• Silvia, P. J. (2014). Write it up. American Psychological Assocation.
• Solem, M., Foote, K., O'Lear, S. Eaves, L. & Lee, J. (Editors). (2024). Thriving in an academic career: An international and interdisciplinary guide for early career faculty. Routledge.
• Zachary, L. & Fischler, L. (2014). Starting strong: A mentoring fable. Wiley. 

• Banaji, M. & Greenwald, A. G. (2016). Blind spot: Hidden biases of good people. Penguin Random House.
• De Welde, K. & Stepnick, A. (2015). Disrupting the culture of silence: Confronting gender inequality and making change in higher education. Routledge.
• DiAngelo, R. (2012). What does it mean to be white? Developing white racial literacy (revised). Peter Lang.
• Gurin, P., Nagda, B. A., & Zuniga, X. (2013). Dialogue across difference. Russell Sage Foundation.
• Gutierrez y Muhs, G., Niemann, Y. F., Gonzalez, C., & Harris, A. (2012). Presumed incompetent: The intersections of race and class for women in academia. University Press of Colorado.
• Harris, M., Sellers, S., Clerge, O., & Gooding Jr., F. W. (2017). Stories from the front of the room. Bloomsbury.
• Kendall, F. E. (2013). Understanding white privilege: Creating pathways to authentic relationships across race. Routledge.
• Mason, M. A., Wolfinger, N., & Goulden, M. (2013). Do babies matter? Gender and family in the ivory tower. Rutgers University Press.
• Neuhaus, J. (2022). Picture a professor: Interrupting biases about faculty and increasing student learning. West Virginia University Press.
• Niemann, Y., Gutierrez y Muhs, G. G., & Gonzalez, C. G. (2020). Presumed incompetent II: The intersections of race and class for women in academia. University Press of Colorado.
• Ross, H. J. (2014). Everyday bias: Identifying and navigating unconscious judgments in our daily lives. Bloomsbury.
• Steele, C. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. WW Norton.
• Sue, D. W. (2010). Microagressions in everyday life: Race, gender, and sexual orientation. Wiley.
• Sue, D. W. (2016). Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race. Wiley.
• Tatum, B. D. (2017). Why are all the black kids sitting together in the cafeteria. Basic Books.