Faculty & Staff Resources

How can faculty and staff be a part of Book-in-Common?

Request a free review copy and/or comprehensive integration guide to get started.  The guide includes items such as discussion questions by chapter, list of discipline-specific themes, and sample lesson plans and group activities.

Meaningfully integrate an excerpt or the entire text into classroom learning and discussion. This is especially important in classes that attract first year students. We would like to see faculty weave the concepts and themes into their teaching so as to extend the conversation and help students examine the text through multiple lenses. The integration guide or a conversation with one of our staff members are both a great places to start.

Help First Year Initiatives promote co-curricular programming to students and colleagues. These events (which include monthly discussions, lectures, films, service events, and more) may relate to your discipline and could be great to recommend to your students. Keep an eye on our events calendar.

Share your expertise and ideas. Let us know if you would like to lead a book discussion, sit on a lecture panel, or share research or other professional experience as part of the program.

Spread the word about the program and let us know of faculty, staff and community partners who might be interested in working with the project.

How does Book-in-Common contribute to student success?

Kegan’s Bridge Metaphor (1982), the work of psychologist Robert Kegan coupled with research on student success and development, undergirds the theoretical framework through which our practice and approach is informed. Simply stated, as educators it is important to understand how students make meaning and then to situate the learning in their experience in order to provide the appropriate level of challenge and support. Additionally, we draw on Dewey’s (1916) ideas of active learning to help frame how, as a program, BinC can engage students in experience, reflection, integration, and application around complex problems relevant to their everyday lives.

By infusing the book (or even an excerpt) into courses across disciplines and then by coupling that classroom engagement with co-curricular programming, the selected text serves as a springboard for learning and critical inquiry about its related themes and issues. This shared experience also provides a vehicle through which students can meaningfully connect with faculty, staff, other students, and community members.

In addition to promoting the university mission of intellectual and cultural development, FYI approaches text selection and programming with a commitment to achieving objectives that parallel and infuse major university priorities and initiatives.  Book-in-Common is a key strategy for

  • creating opportunities for interdisciplinary and active and collaborative learning.
  • developing students’ critical thinking skills and infusing i2a and the Paul-Elder critical thinking framework into students’ in-class and out-of-class experiences.
  • connecting in-class and out-of-class experiences.
  • increasing student-faculty interaction and helping build community among new students
  • promoting self-discovery and exploration of diverse ways of thinking and being.
  • demonstrating participation in the President’s Vision for Diversity and unit-specific diversity plans.