[et_pb_section fb_built=”1″ _builder_version=”4.27.4″ _module_preset=”default” min_height=”333px” custom_margin=”||-60px|||” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
Welcome to our collection of teaching-related recommendations, curated by CFC staff and WCU faculty to inspire and enhance your practice. This page showcases a diverse selection of books featured in our monthly newsletters.<\/p>\n
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Rethinking Assignment Design in the Age of GenAI (January 2026)<\/p>\n<\/li>\n
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[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” min_height=”122.6px” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
Recommended by Scott Seagle, [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/01\/The-Missing-Course-150×150.jpeg” alt=”Book cover of %22The Missing Course: Everything They Never Taught You about College Teaching%22 by David Gooblar.” title_text=”The Missing Course” align=”center” _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Gooblar<\/span>, D. (2019). The missing course: everything they never taught you about college teaching<\/a>. <\/span><\/span>Harvard University Press.<\/span><\/span><\/p>\n<\/blockquote>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n David\u00a0Gooblar\u2019s\u00a0<\/span>The Missing\u00a0Course<\/span><\/i>\u00a0offers practical, research-backed strategies for college instructors looking to enhance their teaching effectiveness. At the heart of his approach is constructivist learning theory,\u00a0the idea that students must actively construct their own knowledge rather than passively receive information. Here are three essential areas where you can apply these principles in your courses.<\/span>\u00a0<\/span><\/p>\n First, adopt active learning strategies to create student investment in your course.\u00a0Moving beyond lecture-centered teaching requires building a genuine partnership with students. Start by explaining the science behind active learning on day one to\u00a0establish\u00a0expectations for participation\u00a0(Gooblar, pg. 22).\u00a0While grades motivate students, the key to lasting engagement is helping them take ownership of their learning.<\/span>\u00a0<\/span><\/p>\n Consider adopting these strategies:\u00a0\u00a0<\/span><\/p>\n Second, in your assessments, make your feedback work\u00a0for your students.\u00a0The distinction between summative assessment (measuring mastery) and formative assessment (guiding improvement) is crucial. Formative approaches allow students to learn from mistakes through repeated practice and targeted feedback,\u00a0but only if that feedback is truly usable\u00a0(Gooblar, pg.131).<\/span>\u00a0<\/span><\/p>\n Consider adopting these strategies:<\/span>\u00a0<\/span><\/p>\n The goal\u00a0isn\u2019t\u00a0just to justify grades but to give students\u00a0agency\u00a0in improving their work.<\/span>\u00a0<\/span><\/p>\n Finally, emphasize\u00a0process\u00a0over product. This is increasingly important given the challenges\u00a0we\u2019re\u00a0all experiencing with GenAI.\u00a0Students learn by\u00a0observing\u00a0expert processes. As instructors, we need to make our own thinking visible.<\/span>\u00a0<\/span><\/p>\n Consider adopting these strategies:\u00a0<\/span>\u00a0<\/span><\/p>\n Constructivist teaching\u00a0isn\u2019t\u00a0about abandoning content\u00a0delivery;\u00a0it\u2019s\u00a0about recognizing that\u00a0disseminating\u00a0information and helping students construct knowledge are two different\u00a0objectives. By centering active learning, meaningful assessment, and visible expert processes, you can create\u00a0learning experiences\u00a0where students become genuine collaborators in their own education.<\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.4″ _module_preset=”default” min_height=”122.6px” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Recommended by April Tallant, [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Corbin, T., Dawson, P., & Liu, D. (2025). Talk is cheap: why structural assessment changes are needed for a time of\u00a0GenAI.\u00a0<\/span>Assessment and Evaluation in Higher Education<\/span><\/i>,\u00a0<\/span>50<\/span><\/i>(7), 1087\u20131097.<\/span>\u00a0<\/span>https:\/\/doi.org\/10.1080\/02602938.2025.2503964<\/span><\/a>\u00a0<\/span><\/p>\n<\/blockquote>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Generative AI is reshaping higher education, and our assessment practices must evolve to keep pace. Many institutions have introduced frameworks like traffic light systems, AI use scales, and mandatory declarations. These are helpful first steps because they give us language and structure while we find our bearings. But as Corbin, Dawson, and\u00a0Liu\u00a0(2025) argue in\u00a0<\/span>Talk is Cheap: Why Structural Assessment Changes Are Needed for a Time of GenAI<\/i><\/a><\/strong>, these approaches\u00a0are\u00a0limited;\u00a0they rely on student compliance with unenforceable rules.\u00a0The\u00a0authors\u00a0call\u00a0these approaches\u00a0discursive changes,\u00a0or\u00a0modifications that work through instructions without altering the tasks. Discursive changes alter the communication about the\u00a0assignment, not the assessment itself. A simple example of discursive change is adding \u2018GenAI use is not permitted in this assessment\u2019 to existing assessment instructions.<\/span>\u00a0<\/span><\/p>\n The authors argue that discursive changes\u00a0to assessments\u00a0are\u00a0well-intentioned\u00a0but\u00a0flawed\u00a0because they assume students understand ambiguous rules\u00a0and\u00a0will comply even when non-compliance is\u00a0advantageous. Discursive changes also\u00a0work on the assumption that\u00a0compliance can be\u00a0verified, but current\u00a0AI-detection tools are\u00a0limited.\u00a0<\/span>The authors state, \u201ccurrent detection tools are fraught with false positives and negatives, creating uncertainty and mistrust rather than clarity and accountability\u201d (p. 1092).<\/span>\u00a0<\/span><\/p>\n By contrast, Corbin, Dawson, and\u00a0Liu argue that structural changes, \u201ccreate\u00a0assessment environments where the desired\u00a0behavior\u00a0emerges naturally from the assessment design\u201d (p. 1093). In other words, structural changes\u00a0modify\u00a0the tasks, not the instructions. An example of a structural change provided by the authors\u00a0include\u00a0adding\u00a0a \u201ccheckpoint in\u00a0live assessment requiring tutor signoff on lab work.\u201d Structural changes focus on the process, not the outcome. One example the authors offer: Rather than a final essay, students\u00a0might\u00a0participate\u00a0in live discussions about their idea development and how their thinking\u00a0developed\u00a0based on\u00a0feedback. Another structural change example includes designing assessments that connect throughout the term. Students build on their earlier work,\u00a0demonstrating\u00a0their learning across touchpoints, not from\u00a0one\u00a0task\u00a0alone.<\/span>\u00a0<\/span><\/p>\n The authors conclude that long-term solutions require rethinking assessment design so that validity is built into the structure, not just explained in instructions. The challenge of assessment design continues as\u00a0GenAI advances. Our time as educators is better spent on structural redesign of assessment to ensure assessment\u00a0validity that\u00a0demonstrates\u00a0student capabilities.<\/span>\u00a0<\/span><\/p>\n <\/p>\n Have you\u00a0modified\u00a0your assessments with a structural approach?\u00a0We\u2019d\u00a0love to hear from you!\u00a0Join us for the\u00a0<\/strong>AI Forum on Tuesday, Jan 27, 3:30\u00a0–\u00a05:00\u00a0pm<\/strong>\u00a0<\/a>either in person or on\u00a0Zoom\u00a0to share your\u00a0experience.<\/span>\u00a0<\/span><\/p>\n <\/p>\n After reading the article, consider the following questions:\u00a0<\/span>\u00a0<\/span><\/p>\n Consider\u00a0registering for CFC\u2019s assignment re-design workshop\u00a0in February!<\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” min_height=”122.6px” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Recommended by Anabel Livengood, [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2025\/10\/snafu-edu-book-cover.jpg” alt=”Book cover of %22Snafu Edu%22 by Jessamyn Neuhaus.” title_text=”snafu edu book cover” align=”center” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
Educational Developer
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Rethinking Assignment Design in the Age of GenAI<\/h2>\n
January 2026<\/span><\/span><\/h3>\n
CFC Director
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Action item\u00a01:<\/h3>\n
Action item 2:<\/h3>\n
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Action item 3:<\/h3>\n
How to bounce back from teaching disasters?\u00a0<\/span><\/span><\/span>Sn<\/span>a<\/span>fu Edu<\/span><\/span><\/em>\u00a0<\/span>might just have the answer<\/span><\/span><\/h2>\n
November 2025<\/span><\/span><\/h3>\n
Senior Educational Developer
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