A review of Class and Campus Life: Managing and Experiencing Inequality at an Elite College by Elizabeth M. Lee, Cornell University Press (2016):
“How do low socioeconomic status students make their way through largely affluent college communities? . . . merely gaining access to an elite college is not the end of the story.” (p. 2)
“How do students negotiate the deeply complex boundaries of class position within their intimate friendships and peer circles?” (p.2)
“How [is] class inequality interpreted through a semiotics of class morality within an elite institutional context . . . ?” (p. 31)
With the expansion of access to the internet and the launch of the “Information Age,” some educators began to argue that the focus of learning should not be retrieval from memory. Instead, they called for a focus on teaching students how to access and use the vast amount of information available at their fingertips. However, others pushed back on the idea that memorization is no longer important. In their book Make It Stick: The Science of Successful Learning, Brown, Roediger, and McDaniel support this argument and present ideas on right (and wrong) strategies for learning.
If you teach STEM courses in higher ed, Felder and Brent’s Teaching and Learning STEM: A Practical Guide is worth checking out. It’s essentially a one-stop shop for what you need to know to design and teach a course effectively. The book is filled with tips, examples, answers to common teaching questions, and citations of the relevant teaching and learning literature. It’s very skimmable and written in easy-to-read language. It covers topics such as writing learning objectives, planning for your class/lab sessions, active learning, ed tech, and how to help your students develop professional skills. Information on neuroscience and the science of learning is sprinkled throughout in sections called “Brainwaves”.