Initial curator: Kelsie George, Campus Compact

Introduction

How can we develop classroom community that reduces the power differential between professor and student? How can we develop syllabi that are inclusive of the diverse “lived experiences” of students and professors? How do we give students voice in the construction of their educational experience?

This compilation of resources was pulled from a call by Dr. Julia Metzker from the Brown Center for Faculty Innovation and Excellence at Stetson University on the HE-SL listserv that was then compiled into a Google Document format. A special thank you to Julie and all those who contributed and shared resources.

Resources

A) Classroom Structure

• Baldwin, J. (1963). A talk to teachers.
• Brookfield. (2010). Radicalizing Learning: Adult Education for a Just World. Jossey-Bass; 1 edition
• Brookfield. (2013). Powerful Techniques for Teaching Adults. Jossey-Bass; 1 edition.
• Brookfield, S., & Preskill, S. (2005). Discussion as a way of teaching: tools and techniques for democratic classrooms (2nd ed). San Francisco: Jossey-Bass.Brookfield, S. D., & Preskill, S. (1999). Discussion as a way of teaching (Vol. 85). San Francisco: Jossey-Bass.
• King Jr, M. L. (2010). Where do we go from here: Chaos or community? (Vol. 2). Beacon Press.
• Lipmanowicz, H., & McCandless, K. (2013). The surprising power of liberating structures. New York: Liberating Structures Press.
  Mann, S. J. (2005). Alienation in the Learning Environment: A Failure of Community? Studies in Higher Education, 30(March 2012), 37–41.
• Loeb, P. R. (2001). Against apathy: Role models for engagement. Academe,87(4), 42.
• Postman, N. (1996). The End of Education: Redefining the Value of School. New York, 94.
• Singham, M. (2007, Fall).  Death to the syllabus!  Liberal Education, 52-56.
• Tolman, A.O., & Lee, C. (2013).  True collaboration:  Building meaning in learning by sharing power with students. In O. Kovbasyuk & Blessinger, P. (Eds). Meaning-Centered Education:  International perspectives and explorations in higher education.  New York, NY: Routledge.
• Singham, M. (2005). Moving away from the authoritarian classroom. Change The Magazine of Higher Learning, 37(3), 50–57.

B) Student Empowerment

• Bergmark, U., & Westman, S. (2016). Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning. International Journal for Academic Development, 21(1), 28-40.
• Brown, J. K. (2008). Student-Centered Instruction: Involving Students in Their Own Education. Music Educators Journal, 94(5), 30–35.
• Burrell Storms, S. (2012). Preparing students for social action in a social justice education course: What works?. Equity & Excellence in Education, 45(4), 547-560.
• Burrell Storms, S. (2014). Using social justice vignettes to prepare students for social action engagement. Multicultural Perspectives, 16(1), 43-49.
• Cooke, Deanna and Trisha Thorme. A Practical Handbook for Supporting Community-Based Research with Undergraduate Students. Washington D.C.: Council on Undergraduate Research, 2011.
• Hudd, S. S. (2003). Syllabus under Construction: Involving Students in the Creation of Class Assignments. Teaching Sociology, 31(2), 195–202.
• Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167–177.
• Wlodkowski, R., & Ginsberg, M. (2010). Teaching Intensive and Accelerated Courses : Instruction That Motivates Learning.

C) Equity & Inclusion

• Blankstein, A. & Noguera, P. (2016).  Excellence through equity:  Five principles of courageous leadership to guide achievement for every student.  Alexandria, VA:  Association for Supervision and Curriculum Development.
• Finkel, D. L. (2000). Teaching with your mouth shut. Portsmouth, NH: Boynton/Cook Publishers.
• Freeman. (1970). The Tyranny of Structurelesness. Berkeley Journal of Sociology.
• Freire, P. (1996).  Pedagogy of the oppressed. (2nd Ed).  Penguin Education.  
• Hill-Collins, Patricia, and Sirma Bilge. Intersectionality. John Wiley & Sons, 2016.

D) Civic and Democratic Responsibility

• Fitzgerald, H. E., Bruns, K., Sonka, S. T., Furco, A., & Swanson, L. (2012). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 16(3), 7–28.
• Gottlieb, K., & Robinson, G. (2002). A practical guide for integrating civic responsibility into the curriculum. Washington, D.C.: Community College Pr/Amer Assoc.
• Hunter, T. (2001). A teacher who respects his students. Humanist, 61(5), 34.
• FIPSI, the Faculty Immediacy and Powering Sharing Inventory
• McWilliams, S. (2014). The Democratic Syllabus. PS: Political Science & Politics, 48(January), 167–170.
• Saltmarsh, J., & Hartley, M. (Eds.). (2011). ” To serve a larger purpose”: Engagement for democracy and the transformation of higher education. Temple University Press.
• Stroup, J. T., Bunting, H., Dodson, K., Horne, M., & Portilla, J. (2013). Promoting a Deliberative and Active Citizenry: Developing Traditional First Year College Student Political Engagement. College Teaching, 61(4), 116–126.

Exemplars

• “The Courage To Teach” Brown Innovation Fellows, Stetson University, The Brown Center for Faculty Innovation and Excellence