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Center for Teaching and Learning: Center for Teaching and Learning

Information and resources available at The University of Tampa's Center for Teaching and Learning.

Center for Teaching & Learning Faculty/Staff Resource Guide

Reference Books

Cracking Creativity: The secrets of creative genius

by Michael Michalko

ISBN 0-89815-913-X

Publication Date: 1998 Ten Speed Press 

Description: 

In this book, Michael Michalko explains the idea-generating process in simple, easy-to-follow steps that absolutely anyone can use to become more creative. Each chapter examines a difference creative-thinking strategy, showing how it has worked for creative geniuses and providing exercises that allow you to put it to work in your business or personal life. Each strategy includes specific, practical techniques, with precise instructions on how to apply them to the business world and beyond.


Learning to Think: Disciplinary Perspectives

by Janet Gail Donald

ISBN 0-7879-1032-5

Publication Date: 2002 Jossey-Bass 

Description:

Learning to Think, shows how knowledge is structured and how professors and students perceive learning in their fields - and offers strategies for constructing and using knowledge that will help postsecondary institutions to promote students' intellectual development within and across the disciplines. 


Learning to Think Things Through: A guide to critical thinking across the curriculum - Fourth Edition. Examination Copy 

by Gerald M. Nosich

ISBN-13: 9780137085149

ISBN-10: 0132379171

Publication Year 2011 Pearson Education, Inc.

Learning to Think Things Through is a concise, effective guide designed to help students learn to think critically in any subject matter. A combination of instruction and exercises shows readers how to use critical thinking to become active learners - to more fully appreciate the power of the discipline they are studying, to see its connections to other fields and their day-to-day lives, and to maintain an overview of the field so they can see the parts in terms of the whole. The model of critical thinking is in terms the elements of reasoning, standards, and critical thinking process. 


The Miniature Guide to Critical Thinking: Concepts and Tools

by Dr. Richard Paul & Dr. Linda Elder

ISBN 978-0-944583-10-4

Publication Year 2010 by the Foundation for Critical Thinking

This small book was also an announcement advertising the 30th Annual International Conference on Critical Thinking. The book as a number of useful tools and information to assist in cracking the code to critical thinking. Apart from tools and guides, the book also contains brief activities to cause the reader to think more deeply about critical thinking. 


A Guide For Educators to Critical Thinking Competency Standards: 

Standards, Principles, Performance, Indicators, and Outcomes With a Critical Thinking Master Rubric

by Dr. Richard Paul and Dr. Linda Elder

ISBN 0-944583-30-X

Publication Year 2005 by the Foundation for Critical Thinking

This small book provides a framework for assessing students' critical thinking abilities. It enables administrators, teachers and faculty at all levels to determine the extent to which students are reasoning critically with any subject or discipline. This book contains several standards that will signal important habits of thought that will show in everyday learning. 


Critical Thinking, Reading, and Writing: A Brief Guide to Argument - 6th Edition

by Sylvan Barnet and Hugo Bedau

ISBN-13 978-0-312-45987-1

ISBN-10 0-312-45987-4

Publication Year 2008 by Bedford/ St. Martin's

Preface

"This book is a text about critical thinking and argumentation -- a book about getting ideas, using sources, evaluating kinds of evidence, and organizing material. It also includes about fifty readings, with a storing emphasis on contemporary arguments." 


Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings - 8th Edition

by Sylvan Barnet and Hugo Bedau

ISBN-13: 978-0-312-46545-2

ISBN-10: 0-312-46545-9

Publication Year 2008 by Bedford/ St. Martin's

 "Preface -

This text is about reading other people's arguments and writing your own arguments -- and it is also an anthology -- a collection of more than a hundred sections ranging from Plato to the present with a strong emphasis on contemporary arguments.

Students should be able to

  • Summarize accurately an argument they have read;
  • Locate the thesis ( the claim) of an argument;
  • Locate teh assumptions, stated and unstated;
  • Analyze and evaluate the strength of the evidence and the soundness of the reasoning offered in support of the thesis; and
  • Analyze, evaluate, and account for discrepancies among various reading s on a topic ( for example, explain why certain facts are used, why probable consequences of a proposed action are examined or are ignored, and why others are ignored, or why two sources might interpret the same facts differently).

Students should also be able to imagine an audience and write effectively for it (for instance, by using the appropriate tone and providing the appropriate amount of detail);

  • Present information in an orderly and coherent way;
  • Be aware of their own assumptions
  • Locate sources and incorporate them into their own writing, not simply by quoting extensively or by paraphrasing byt also by having digested material so that they can present it in their own words; 
  • Properly document all borrowings -- not merely quotations and paraphrases but also borrowed ideas and 
  • do all these things in the course of developing a thoughtful argument tof their own."

Improving the First Year of College: Research and Practice

By Robert S. Feldman

ISBN 0-8058-4815-0

Publication Year 2005 by Lawrence Erlbaum Associates, Inc.

What are the factors that impact students during their first year? How can the academic and social experiences of first-year students be optimized? What can we do to to improve retention rates to maximize the number of students who complete college? This text employs a variety of perspectives from leading researchers and student-service providers to address these questions and examine the first year of college. This volume also highlights the development of learning communities and coaching ads well as how technology impacts student's first year. This book provides examples of best practices as determined through research by leaders in the field to permit educators to draw on their experiences.


Teach Yourself How to Learn: Strategies You Can Use to Ace Any Course at Any Level (2 Copies)

By Saundra Yancy McGuire with Stephanie McGuire

ISBN 13:978-1-62036-756-8

Publication Year 2018 by Stylus Publishing, LLC

This book gives an up close and personal look at Sundra Yancy McGuires student workshops that have vastly transformed student learning. You will read about struggles and successes and engage in ey opening exercises - granting readers the ability to reflect and the tools to put that reflection into practice. 


Higher Learning: Reading and Writing about College (Second Edition)

By Pati See and Bruce Taylor

ISBN-13: 978-0-13-114163-6

Publication Year 2006 Pearson Education, Inc.

This read offers inside stories of collegiate life and university culture. it addresses difficult issues and challenges that students face in their transition. Features include: Quality readings written by both students and professionals; Critical thinking points for each of the readings; Recommended films. 


Foundations for Learning: Claiming Your Education (Third Edition)

By Laurie L. Hazard and Jean-Paul Nadeau

ISBN-13: 978-0-13-231806-8

Publication Year 2006 Pearson Education Inc.

The focus of this book is on academic adjustment with personal development  issues integrated into the academic emphases theme of "claiming an education" and taking responsibility for one's own education. 


The Acquisition and Retention of Knowledge A Cognitive View

By David P. Ausubel

ISBN 0-7923-6505-4

Publication Year 2000 Kluwer Academic Publishers

This is a college level text book that provides a comprehensive and credible theory of how humans can learn and retain substantial and growing bodies of potentially meaningful, organized subject matter knowledge on an extended, long term basis. 


 

Center for Teaching & Learning Faculty/Staff Resource Guide