"What a delight to read David Gooblar's book on teaching and learning. He wraps important insights into a story of discovery and adventure." -Ken Bain, author of What the Best College Teachers Do College is changing, but the way we train academics is not. Most professors are taught to be researchers first and teachers a distant second, even as scholars are increasingly expected to excel in the classroom. There has been a revolution in teaching and learning over the past generation, and we now have a whole new understanding of how the brain works and how students learn. The Missing Course offers a field guide to the state-of-the-art in teaching and learning and is packed with insights to help students learn in any discipline. Wary of the folk wisdom of the faculty lounge, David Gooblar builds his lessons on the newest findings and years of experience. From active-learning strategies to ways of designing courses to get students talking, The Missing Course walks you through the fundamentals of the student-centered classroom, one in which the measure of success is not how well you lecture but how much your students actually learn. "Warm and empirically based, comprehensive but accessible, student-centered and also scientific. We're so lucky to have Gooblar as a guide." -Sarah Rose Cavanagh, author of The Spark of Learning "Goes beyond critique, offering a series of activities, approaches, and strategies that instructors can implement. His wise and necessary book is a long defense of the idea that a university can be a site of the transformation of self and society." -Los Angeles Review of Books "An invaluable source of insight and wisdom on what it means to work with students. We've needed this book for a long time." -John Warner, author of Why They Can't Write

Professors know a lot, but they are rarely taught how to teach. The author of the Chronicle of Higher Education's popular "Pedagogy Unbound" column explains everything you need to know to be a successful college instructor. College is changing, but the way we train academics is not. Most professors are still trained to be researchers first and teachers a distant second, even as scholars are increasingly expected to excel in the classroom. There has been a revolution in teaching and learning over the past generation, and we now have a whole new understanding of how the brain works and how students learn. But most academics have neither the time nor the resources to catch up to the latest research or train themselves to be excellent teachers. The Missing Course offers scholars at all levels a field guide to the state of the art in teaching and learning and is packed with invaluable insights to help students learn in any discipline. Wary of the folk wisdom of the faculty lounge, David Gooblar builds his lessons on the newest findings and years of experience. From active-learning strategies to course design to getting students talking, The Missing Course walks you through the fundamentals of the student-centered classroom, one in which the measure of success is not how well you lecture but how much students learn. Along the way, readers will find ideas and tips they can use in their classrooms right away.

Philip Roth scholars continue to reflect on what Philip Roth's retirement in 2012 means for the landscape of American literature and what his professed disappearance from the public eye in 2014 would mean for the future consideration of his legacy. This collection seeks to answer those questions in a scholarly way. Composed of eleven original essays written by accomplished scholars in the field of Philip Roth Studies, the collection is both relevant and engaging on three levels: it is the first of its kind to offer a scholarly retrospective of Roth's works and career; it considers Roth within the American literary imagination; and it speculates on Roth's legacy-particularly the enduring quality of his novels that will continue to resonate long after his retirement.

Philip Roth scholars continue to reflect on what Philip Roth's retirement in 2012 means for the landscape of American literature and what his professed disappearance from the public eye in 2014 would mean for the future consideration of his legacy. This collection seeks to answer those questions in a scholarly way. Composed of eleven original essays written by accomplished scholars in the field of Philip Roth Studies, the collection is both relevant and engaging on three levels: it is the first of its kind to offer a scholarly retrospective of Roth's works and career; it considers Roth within the American literary imagination; and it speculates on Roth's legacy-particularly the enduring quality of his novels that will continue to resonate long after his retirement.

This title contains an excellent account and reflection on each diverse stage of Philip Roth's fifty-year career. Fifty years into Philip Roth's career, agreement has not yet been reached on the nature of his achievement. Is he the post-war Jewish-American writer par excellence, or a hyphenless American, commentator of American experience? Is he the faithful defender of the realist tradition, a citizen of the world, or the playful postmodernist? "The Major Phases of Philip Roth" confronts his remarkable diversity by accounting for each stage of Rothian preoccupation, from the comedy and seriousness to the Judaism and psychoanalysis. This refreshing study is not intent on locating a single unifying theme. Featuring fresh readings of now-canonical texts and a new telling of post-war American cultural narratives, David Gooblar reveals the changing face of liberalism, the rise of the New York Intellectuals and the legacies of the Holocaust. By accounting for Roth's multiplicity, his alternation between opposing modes and his stubborn commitment to counter-intuition, Gooblar explains what it is that makes Roth so rewarding, so central to post-war American literary cultural narratives and so reflective of America itself.