Norell, E. A. (2024). The Present Professor. The University of Oklahoma Press.

Norell reminds us that our presence in the classroom – our ability to be grounded, authentic, and fully engaged – can make all the difference for our students. But being present isn’t just about showing up with good slides or a clear syllabus. It’s about doing the inner work: noticing the insecurities, stresses, and habits we’ve learned to hide in academic spaces that often reward knowledge over vulnerability. By addressing those inner struggles, we create more room for teaching that really transforms students – and, honestly, transforms us too. 

What I appreciate most about this book is that it doesn’t stop with theory. Norell offers practical strategies and research-backed insights that help us think critically about what presence looks like in our own teaching. For anyone wrestling with how to make their classroom more inclusive and supportive, her message is refreshingly simple: if we want students to feel safe and empowered to learn, we have to give ourselves that same permission. 

In a time when higher education feels stretched and uncertain, The Present Professor reads like both a guide and a companion. It encourages us to take a breath, to look inward, and to remember that the best teaching begins with the person we bring into the room. 

To access the full collection of teaching-related recommendations, visit CFC’s We Recommend.

Chambers, B. (2021). A psalm for the wild-built (First ed.). Tordotcom, a Tom Doherty Associates Book. 

To access the full collection of teaching-related recommendations, visit CFC’s We Recommend.