BOOKS ON Joyful Teaching
In recent months, faculty across higher education have been grappling with unprecedented challenges: from navigating rapid technological changes and AI integration to addressing student mental health concerns and institutional pressures that often feel overwhelming. Yet amid these difficulties, educators are increasingly recognizing that joy, care, and hope aren't luxuries in teaching, they're essential to sustainable, transformative pedagogy.
This spring, as we move through another semester of complex demands, one instructional designer reached out to a vibrant community of faculty educators on a teaching and learning mailing list via the POD Network, seeking uplifting book recommendations for a faculty book club focused on joyful teaching. The response was inspiring: a treasure trove of resources that collectively argue for teaching as an act of hope, care, and human flourishing.
What makes this moment particularly ripe for these conversations? We're at a crossroads where burnout threatens to become endemic, where students are navigating their own crises of belonging and purpose, and where institutions are being called to reimagine their core commitments. The books recommended by this community offer not empty optimism, but research-informed, practice-grounded pathways toward creating classroom environments where both students and faculty can truly thrive.
Essential Reads for Joy-Centered Teaching
Joy-Centered Pedagogy in Higher Education: Uplifting Teaching and Learning for All
Lori Gonzalez, Editor
(Open Access)
(https://doi.org/10.4324/9781003532224)
This collaborative collection stands out not only for its accessibility, it's completely open-access, but for its practical wisdom. Editor Lori Gonzalez has structured the volume with "reader reflection" questions at the end of each chapter and a compilation of teaching tips that serve as perfect discussion fodder for book clubs. Currently leading a book group on this text, Gonzalez notes that she's "chunked" chapters together thematically to facilitate deeper conversation. The beauty of this resource is that it doesn't just theorize joy; it provides concrete pathways to implement joy-centered practices across diverse educational contexts.
A Pedagogy of Kindness
by Catherine Denial
https://www.oupress.com/9780806193854/a-pedagogy-of-kindness/
This book emerged repeatedly in the recommendations, with one educator noting they "can't recommend it highly enough." Another shared that their Early Career Learning Community recently completed the book, which "prompted us to challenge our assumptions about 'rigor' and 'good teaching' and to rethink our classroom practices to foster meaningful learning, and student and faculty success." During the initial pandemic year, faculty found solace in Kevin Gannon's Radical Hope, which Denial's work extends and deepens. A Pedagogy of Kindness by Denial was also specifically recommended for its ability to reframe what we mean by rigorous, meaningful education.
Institutional Transformation and Care
Hope Circuits: Re-wiring Universities and Other Organizations for Human Flourishing
by Lee Skallerup Bessette (McGill–Queen's University Press, 2024)
(Available with discount code MQ25)
https://www.mqup.ca/hope-circuits-products-9780228020677.php
Written precisely for educators "trying to do hopeful, joyful, justice-oriented work inside institutions that often feel like they're fraying," Bessette's book tackles the gap between our aspirations for higher education and institutional realities. This book is particularly valuable for those who want to think beyond individual classroom practices to consider how institutions can be restructured to support human flourishing at every level.
The Caring University
by Kevin McClure
https://www.press.jhu.edu/books/title/53820/caring-university
McClure provides a research-informed account of how institutions can center care—not as empty rhetoric, but as "a set of practices, structures, and leadership habits that make joy and belonging possible for students, staff, and faculty." At a time when care is often dismissed as soft or secondary to academic rigor, McClure makes the compelling case that care is fundamental to educational excellence. Multiple educators in the discussion highlighted this as particularly relevant for current institutional challenges.
The Science and Practice of Emotional Engagement
The Spark of Learning: Energizing the College Classroom with the Science of Emotion
by Sarah Rose Cavanagh
Cavanagh's central argument is elegantly simple yet profound: emotions are contagious, and "conveying passion, enthusiasm, and love for learning in the classroom is the best route to motivating student engagement and thus learning." While acknowledging the book is "getting a little long in the tooth," its core insights remain powerfully relevant. This text serves as foundational reading for understanding how joy operates neurologically and socially in learning environments.
The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes
by Flower Darby (forthcoming April 2026)
https://www.amazon.com/Joyful-Online-Teacher-Finding-Asynchronous/dp/080619653X
Extending Cavanagh's work into the specific context of asynchronous online learning, Darby addresses what many see as particularly "joy-less" educational spaces. However, the author notes that "the research and theory I present is applicable in all classes, not just online. Many of the concrete tips I suggest can be adapted for in-person and synchronous online classes as well." This book acknowledges Darby’s influence while demonstrating how joy-centered pedagogy must adapt to evolving educational modalities.
The Present Professor: Teaching, Engaging, and Thriving in Higher Ed
by Elizabeth A. Norell
https://www.oupress.com/9780806194691/the-present-professor/
At a time of crisis in higher education, as teachers struggle to find new ways to relate to, think about, and instruct students, this book holds a key. Implementing more inclusive pedagogies, Norell suggests, requires sorting out our own identities. In short, if we want to create spaces where students have the confidence, comfort, and psychological safety to learn and grow, we have to create spaces where we do, too. The Present Professor is dedicated to that proposition, and to helping educators build that transformational space..
The Work of Peter Felten and Mays Imad
The discussion included strong recommendations for "literally anything by Peter Felten," particularly his scholarship on relationship-rich education and high-impact educational practices that "consistently brings together rigor, humanity, and a deep commitment to student–faculty partnerships." Similarly, educators highlighted the work of Mays Imad, "an incredible collaborator and curator" whose focus on "care, trauma-informed and hope-centered pedagogy, and the emotional/relational dimensions of teaching in times of crisis" offers essential frameworks for "how to hold both distress and joy in our classrooms."
Practical Resources and Creative Inspirations
For book clubs seeking supplementary materials, one educator recommended a "sweet little book of joy-filled teaching practices" compiled by colleagues at Dartmouth's Design Initiative—[available here as a PDF]. While not necessarily a traditional book club selection, it provides "fun, practical techniques" to energize discussions. Some educators have found joy by moving "outside the typical teaching and learning fare" to explore books like The Art of Gathering or Unreasonable Hospitality, which offer fresh perspectives on creating meaningful, joy-filled shared experiences.
Why These Books Matter Now
What emerges from this rich collection is a vision of teaching that refuses to choose between rigor and care, between justice and joy, between individual practice and institutional transformation. These authors collectively argue that in times of crisis and complexity, joy isn't a distraction from serious pedagogical work; it's essential to it.
As we navigate the remainder of this academic year and plan for the next, these resources offer not just inspiration but practical wisdom for creating classrooms and institutions where everyone can flourish. Whether you're grappling with how to integrate new technologies ethically, working to support students through multiple crises, or simply trying to sustain your own passion for teaching, this curated list, compiled by experienced educators committed to teaching and learning, provides pathways forward grounded in both research and deep care for the educational endeavor.
The timing couldn't be better to gather with colleagues, pour some coffee or tea, and explore together what it means to teach joyfully in challenging times.
Again, this list was compiled from recommendations shared by faculty educators on a mailing list dedicated to teaching and learning in higher education. Special thanks to all the contributors who generously shared their expertise and favorite resources.
Office Hours: Approaches to improve student engagement
Explain WHAT office hours are for, not just when
In The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students, Anthony Abraham Jack argues that “office hours” is a classed term and one of many ill-defined yet consequential activities for undergraduates. The expectation that students attend office hours often goes unsaid and feeds into what Jack calls a “hidden curriculum” that further places low-income students at a disadvantage. Jack recommends faculty explain what office hours are, not just when you hold them. “I remember feeling apprehensive about communicating with faculty as a first-generation student. For a long time, I thought office hours was reserved for academic crisis rather than ordinary course-related inquiries. I recommend a more expansive definition of office hours that reframes the time as a student-centered resource and takes a holistic approach to teaching”. – Consider renaming office hours to “student hours” or another student friendly term.
Be Consist
Be consistent with when and how you’ll hold your virtual office hours. Have the link to your office hours listed on your syllabus, on your office door, in your LMS, at the end of your PowerPoint slides or other lecture tools each week and remind students of the link in your weekly announcements. Keep the hours consistent. Just as you hold your class at the same time and day each week, do the same with your office hours. For students learning how to self-regulate, this type of structure helps with student efficacy in planning for success.
Use A Scheduler that will allow students to make appointments
If possible, have an easy way for students to sign up for a specific time to meet with you; you could try sharing a Google Calendar appointment link. I strongly recommend using Canvas’s scheduler
The more opportunities students have to see when you are available, the more likely they are to jump on and join. One final note: if you have some flexibility, consider asking your students when they would prefer you be available to help them outside of class. Once students have a stake in selecting your office hours, they’re more likely to take advantage of those times.
Consider Incentivizing attendance.
Give students an incentive to come. Students are more likely to attend virtual office hours if you’re doing something they enjoy and value.
Use office hours to play games with the course content, and then give away small prizes to the “winners” like a point of extra credit, or a voucher for something they value. Examples include: “turning in one assignment up to 24 hours late with no penalty”
You can also utilize digital quizzing tool like Top Hat where students can deeply engage with digital content like videos, pictures and web links, but my students also love traditional games, like bingo using key terms or concepts.
Tools like Free Bingo Cards can allow you to create the cards, and then distribute these electronically to anyone that attends the office hours. During the game, students hear questions such as, “What word describes the technique where a function calls itself?” Students would have to know the answer is “recursion,” then see if they have it on their bingo card.
Let students use their books and notes during these games so they’re actively engaging in the content. Then, ask a student who had the correct answer on their bingo card to share the answer and provide an example to the other students.
These types of games can not only be fun to students for exam reviews, they’re great formative assessment activities to see where your students are with the course content.
Make it relevant.
Use Google alerts to identify possible real-life examples of what is taking place in the class or find an accessible research article to discuss. Once or twice during the semester, select an interesting and relevant article and provide a link to the students telling them this article will be the focus of your office hours. Record these discussions for students who cannot attend in person so they can watch later if they choose.
Use live coding
Rather than using slides, instructors can create programs in front of their learners (this tip comes from this great article:https://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1006023 and has a bit more detail as to why it works).
Provide study ideas
There are many strategies that can be used for any class, but some subjects have specific strategies that work particularly well for that class. Provide tips about ways students might consider studying or taking notes for your class.
Get Feedback
Ask students about their classroom experience. Students are poised to evaluate your pedagogical practices better than anyone else. Let’s say a student is seeking clarification on a confusing term. You can follow up by asking what, if anything, would have better clarified the term in class. It’s likely that they will comment on the pace of lecture, which provides you with priceless feedback for improving lecture comprehension (e.g., slowing down, repeating main ideas, introducing fewer terms per class, or making more time for discussion).
Foster connections
Lastly, and this is a big one, be proactive during your office hours to reach out to students and engage.
Lead by asking how a student is doing instead of waiting for them to pose a question.
Did a student answer a question in class in an exceptionally insightful way? Send the student an email acknowledging the great contribution made during the class discussion.
Did a student miss class? Send an email telling them their absence was felt and remind them the lecture was recorded and is available in the LMS (if applicable). – The attendance tools in Canvas might help with this task https://community.canvaslms.com/t5/Canvas-Basics-Guide/What-is-the-Roll-Call-Attendance-Tool/ta-p/59
Do you have an athlete/performer/musician that recently had an event? Send them a note of congratulations and recognition.
Is it almost time for registration? Send students individual reminder emails via Canvas and tell them about a course they have to look forward to next semester.
Is there a big paper coming up? Send a note to a student who struggled with the first paper and ask if they’d like to schedule a time to discuss their concept.
Finally, use this time to reach out to students and ask them to “help” you during the next synchronous class session by having an example ready to share when you discuss a specific topic or describe a concept in their own words. This builds engagement during the synchronous session, as well as creates a connection with the student