Book Club
Read a teaching-focused book with the CTL. Book clubs typically meet weekly and discuss the text as well as ways we can apply this understanding in our own classrooms and lives. Book clubs are open toÌýanyone interested, including faculty, teaching professors, lecturers,Ìýgraduate students,Ìýpostdoctoral scholars,Ìý²¹²Ô»åÌýstaff.
Fall 2025
Join our Professional Development Lead Preston Cumming for the Fall 2025 Book Club to read and discuss . You will discuss the text and ways you can apply this understanding in your own classrooms and university lives.
The group will meet weekly ´Ç²ÔÌýWednesdays from September 10 - October 15, 10:00-11:00 amÌýMountain Time. The book club will be hostedÌýremotely via Zoom.Ìý
Purchase/borrow the book from theÌý, your local bookstore, search your institution’s library, or . If you would like to attend and cannot afford the text, please reach out to Preston.Cumming@colorado.EDUÌýfor assistance.
Participants can receive credit toward the CTL'sÌýgraduate and postdoctoral scholar teaching certificates or micro-credentials. Please contact Preston.Cumming@colorado.EDUÌýfor more details.
About the Book
InÌýRestorative Resistance in Higher Education, diversity researcher and educator Richard J. Reddick shares the wisdom gained from three decades of diversity, equity, and inclusion (DEI) work in educational settings. Reddick centers DEI efforts as challenging yet essential components of college life, recognizing campus environments not just as mirrors reflecting societal values and biases but also as crucibles for social change.Ìý
Creating a more equitable college campus, Reddick argues, is a complex task that should be met by all members of the university community. He discusses many measures that promote wider involvement, including campus cultural orientations, professional development for faculty and staff, and frameworks to help institutional leaders respond to inequity and exclusion on campus.Ìý
Delivering a trove of best practices for equity advancement, Reddick offers DEI professionals, and all members of the higher education community, the tools to engage in the work on professional, academic, and personal levels. He advocates developmental relationships such as mentoring, role modeling, and coaching as a means for historically marginalized students to access hidden educational pathways. He also encourages frank discussion of the social and emotional tax on persons who participate in or lead work on these highly charged issues. Throughout this crucial work, Reddick emphasizes the importance of restorative and sustaining approaches: those that promote practitioner well-being and challenge unjust structures.Ìý