Books To Make You A More Effective Teacher

We have used several of the books for our Faculty Reading Communities. The books are available as digital copies via WashU Libraries and can be accessed using the links provided below.  If you access them off campus, you will need to enter your WashU Key.

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

This work, by two distinguished WashU faculty members, distills decades of cognitive science research into practical strategies for effective learning and retention.  The book challenges several common misconceptions about learning, such as the idea that learning should be made as easy as possible. The authors emphasize that lasting learning requires effort, which changes the brain. While easy strategies, like rereading and cramming, create the illusion of knowing, they do not lead to durable understanding.  The strategies the authors identify as effective include retrieval practice, spaced practice, interleaving, elaboration, and incorporating difficulties.

Small Teaching Everyday Lessons from the Science of Learning by James Lang

This book offers instructors practical strategies for improving student outcomes by making minor, research-informed adjustments to their teaching practices. Rather than advocating for major overhauls, Lang emphasizes the power and practicality of small changes—such as brief classroom activities, one-time interventions, or subtle tweaks to course design—that are grounded in cognitive science and supported by evidence from real-world educational settings.

The book is organized around the idea that even small efforts—like quick recall exercises at the start of class, targeted writing assignments, or modifications to course organization—can significantly enhance student learning and engagement. Lang’s approach is designed to accommodate the busy schedules of educators, including those balancing teaching, research, and administrative duties, and to be manageable for instructors at all levels and across disciplines.

How Learning Works: Seven Research-based Principles for Smart Teaching by Susan Ambrose

This book works a bit differently than the others.  Users must click “Institution Not Listed?” on the login page and enter their WashU email address (or login if they already have an O’Reilly Online Learning account).

How Learning Works synthesizes research on learning and teaching into seven key principles designed to help faculty understand how students learn and create more effective teaching strategies. The key principles of learning are prior knowledge, organization of knowledge, motivation, mastery development, practice and feedback, course climate, and self-directed learning.  Educators can translate research into practice, adapt practices to student needs, and engage students in feedback. Applying these principles creates more effective learning experiences tailored to students’ needs.

Teaching with AI: A Practical Guide to a New Era of Human Learning by Jose Antonio Bowen and C. Edward Watson

Teaching with AI is a practical guide that explores the integration of Artificial Intelligence into educational settings. The book emphasizes AI literacy for both educators and students, as it becomes a crucial skill for navigating the future job market. AI is presented not as a replacement for human effort but as a tool that enhances creativity, productivity, and learning. The authors stress the need for ethical considerations in AI use, advocating for policies that ensure equitable access and prevent misuse. The book suggests that AI will fundamentally change educational practices, requiring educators to reevaluate teaching methods, assessment strategies, and learning outcomes.  Teaching with AI provides educators with practical guidance on how to harness AI as a powerful teaching tool, addressing emerging issues like academic integrity while equipping students with essential skills for a rapidly evolving world.

Relationship-Rich Education: How Human Connections Drive Success in College by Peter Felton and Leo Lambert

This book emphasizes the critical role of human connections in higher education for driving student success. The authors highlight that a sense of belonging and feeling valued (“mattering”) is essential for academic success, and human connections foster this sense. They note that traditional ways of forming relationships on campus may not work for today’s diverse student population, including part-time, first-generation, and commuter students. Felten and Lambert advocate for creating inclusive environments that encourage all students to form meaningful relationships, focusing on “human factors” over “prestige factors” to ensure persistence and success. The book offers practical advice for educators and institutions to foster relationship-rich environments, promoting welcoming campus communities that enhance educational experiences.

What the Best College Teachers Do by Ken Bain

Ken Bain’s book, What the Best College Teachers Do, is the culmination of a 15-year study involving extensive observations and interviews with over a hundred excellent college teachers across various disciplines in U.S. colleges and universities. Bain identifies key practices that distinguish these effective educators, focusing on a student-centered approach that fosters deep engagement and understanding.  Key practices of the best college teachers include intellectual engagement, student-focused approach, high expectations, authentic learning environments, and continuous reflection and investment in improvement.

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

This book is like the one above.  Users must click “Institution Not Listed?” on the login page and enter their WashU email address (or login if they already have an O’Reilly Online Learning account).

This work challenges traditional approaches to course design by emphasizing an integrated approach focused on significant learning. It provides faculty with tools to design courses that are both effective and engaging, incorporating research on active learning and student engagement. Fink advocates for a holistic approach to course design, integrating learning goals, teaching activities, and feedback/assessment to ensure cohesive and impactful learning experiences. The book also introduces a taxonomy of significant learning as an extension of Bloom’s Taxonomy, which includes six categories: Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn.

Classroom Assessment Techniques: Formative Feedback Tools for College and University Teachers by Thomas Angelo and Todd Zakrajsek

Classroom Assessment Techniques is a guide to using formative assessments in higher education. The book provides a research-based approach to classroom assessment, focusing on techniques that improve student learning. It emphasizes formative feedback as a crucial tool for teachers to enhance teaching effectiveness and student outcomes. The authors outline 50 Classroom Assessment Techniques (CATs), categorized into different types. These techniques are designed to be easy to implement and involve students actively in their learning process. The third edition of the book provides updated and expanded information on how to effectively use these techniques in contemporary educational settings, emphasizing their role in improving student learning.

Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education by Thomas Tobin and Kirsten Behling

This book champions Universal Design for Learning (UDL) as a transformative approach to making higher education more inclusive and accessible. The authors build on the legacy of CAST (Center for Applied Special Technology), which formalized UDL as a framework to enhance learning experiences by offering multiple means of engagement, representation, and expression. The core message of the book is that accessibility should not be an afterthought or a niche concern—rather, it should be embedded in every aspect of teaching and course design from the outset. The authors argue that by adopting UDL principles, educators minimize the need for individual accommodation, and create learning environments where all students, regardless of background or ability, can succeed.