Library and Academic Services

Academic Success Centre

New Space, New Name Update: Countdown to a New Name for the ASC’s Tutoring Space

November 29, 2021

Update on the naming campaign

Last week, the Academic Success Centre (ASC) invited the RRC Polytech community to help name their new tutoring space. This modernized room, located within the Library at the Notre Dame Campus, is equipped to support tutoring and staff work areas.

So far, staff and students have submitted nearly 50 creative and diverse name ideas!

word cloud created from names submitted to the New Space, New Name campaign
Collage of names submitted to New Space, New Name campaign

How will the final name be chosen?

After the campaign closes, managers will review the list of names. Then, staff in Library and Academic Services (Academic Success Centre, Library, Assessment Services), will be given an opportunity to vote for their favourite. When the results of the vote are in, it will be finalized by our leadership team, and we will make a public announcement in early January.

Thank you to everyone who has taken the time to submit an idea. If yours is selected, you will have the honour of knowing this name will be referenced a million times over and will become an integral part of the ASC and its services for years to come!

To learn more and view photos of the space, visit New Space, New Name.

New Space, New Name: Help the ASC name their new tutoring space!

November 18, 2021

The Academic Success Centre (ASC) is excited to announce the opening of its newly renovated space at the Notre Dame Campus (NDC). This space has been modernized and equipped to support tutoring and staff work areas. Now that the space is ready to use, it needs a new name to reflect the incredible teaching and learning that takes place in tutoring spaces.

We want your input to come up with a name that reflects the active and collaborative learning and review that happens here. If your idea is selected, you will have the honour of knowing this name will be referenced a million times over and will become an integral part of the ASC and its services for years to come!

Learn more and suggest a name >> New Space, New Name 

HTM Students Serve Clear Communication and Caper Olive Tapenade at Jane’s Restaurant!

November 2, 2021

You may recall a story featured in Student and Staff News this past April titled Lunch (and Language) is servedEAL Support for Jane’s Restaurant Practical Students.   The story described how a small group of Hospitality and Tourism Management students taking Restaurant Service Practical (HOSP-1019) attended a communication workshop series led by Emilie Jackson of the Academic Success Centre (LAS).  With the goal of preparing students to provide professional tableside service in Jane’s fine dining restaurant, workshop students poured over the language of menu items and role-played server scripts with classmates to get ready for their first day serving tables in the restaurant.   

Fast-forward to the start of a new fall term with a new group of first-year HTM students.   ASC’s Emilie Jackson again delivered a communication workshop series for students preparing to serve tables at Jane’s.  Throughout September students met three times weekly for three weeks completing their training series with a virtual lunch event where they served guests via Webex breakout rooms and received feedback on their tableside communication.  With the pronunciation of menu items mastered and scripts memorized, students were set to serve their first tables at Jane’s.  And a few days later, they did.  

After pressing pause on a long-standing tradition of regular lunch dates at Jane’s with colleagues, I recently found myself again enjoying one of the unique restaurant experiences in Winnipeg. I walked into western Canada’s oldest skyscraper, flashed my vaccine QR code, joined my colleagues at a table for four, and ordered the Pan seared chicken breast with du puy lentils, glazed carrots, grilled fennel, caper olive tapenade and crème fraiche.  It was wonderful to meet with colleagues outside of their video call boxes (‘I don’t remember you being so tall, Carleigh’), but the real stars of the show were the HTM students working the room.   Looking sharp and confident seating guests, tending bar and serving tables, students were three weeks into a six-week dining room practical experience, and it was fantastic to see (and hear) these students in action, an experience even sweeter than the White Chocolate Pumkin, Lemon Matcha and Dark chocolate Espresso Pot de Crème Trio we all had for dessert.  From start to finish, the students provided a warm welcome and excellent service.   They even agreed to smile through their masks for a photo.  Don’t they look great!   

Through workshops, small group tutoring, and 1:1 tutoring, the Academic Success Centre provides integrated communication support for many college programs including Hospitality and Tourism Management, Ace Project Space, Science Laboratory Technology, Pharmaceutical and Food Manufacturing, Nursing, Creative Communications, Early Childhood Education, Technology Management, International Business, Civil Engineering Technology, and more.  For faculty looking for information on ASC program integrated communication supports and for students looking for EAL tutoring, contact Kaleigh Quinn or Stephen Sawchyn at   

To check the menu and book your lunch or dinner table at Jane’s, look no further:

Written by Stephen Sawchyn, EAL Specialist (Academic Success Centre)

Integrating Communication and Writing Supports across RRC Polytech Programs

October 27, 2021

It has been a busy fall within the English as an Additional Language (EAL) Centre and the Writing Centre of the Academic Success Centre. We have been working collaboratively with many programs to support the language and writing skill development of students, expanding our reach of program supports across the college. We have been expanding the self-directed resources available to students and instructors. Additionally, we have been continuing to support students with individual tutoring, for both language and writing skill development. We invite you to learn about the range of supports we have been delivering this term, and to find out more about how to get involved with our team! 

Integrated EAL Supports: 

Our team has continued to demonstrate flexibility and creativity this fall, in our delivery of language development in the online environment. Some examples of our current range of EAL supports integrated across academic programs include: 

  • The practice, delivery, and assessment of hosting and serving role-plays for Hospitality and Tourism Management students in the Jane’s dining experience. 
  • The development and delivery of professional presentation skills for students in International Business, to address both technology and speaking skill development.  
  • Language support to prepare for employment-related language tasks, including developing resume and cover letters, with Civil and Electrical Engineering Technology students, including collaboration with Student Employment Services. 
  • The development of speaking skills critical for program and coop success for Early Childhood Education students through small group and individualized online speaking practice. 

For more information about Integrated EAL Supports across programs, visit us online or email

Integrated Writing Supports: 

The Writing Centre has continued to work closely with a range of college programs to offer support for students with larger writing assignments in the fall term.   Some examples of current integrated writing support include: 

  • Weekly participation in Nursing’s Scholarly Writing-1501 writing communities peer-review sessions, offering ongoing guidance with research techniques and writing process questions and conversations. 
  • Planning with Diagnostic Medical Sonography faculty to provide research paper support starting in November. 
  • The development of a peer-tutor writing program and the hiring of three peer-tutors to support Creative Communications students to address identified needs. 
  • Writing workshops and individual consultations for students in Disability and Community Support, Comm-1174 and DCSP 2190 courses. 

A range of synchronous group supports are also available through the Writing Centre, including workshops on the following topics:  

  • Writing for College 
  • APA Basics and APA Advanced 
  • Research Papers 
  • Professional Writing 
  • Proposal Writing 
  • Quoting, Paraphrasing, and Summarizing 

If these topics will not address your needs, Writing Centre staff is happy work with faculty to customize workshop content. For more questions about or to book Writing Centre workshops, visit us online or contact Nick Schroeder at

“Communication Strategies” Resources: 

With the launch of the newly developed suite of Communication courses, including COMM-1162, COMM-1173, COMM-2174, and COMM-3175, the EAL and Writing Centres have developed a “Communication Strategies Student Resources” landing page with a range of self-directed supports to assist students to develop the communication strategies required for success across these courses, including advocating, clarifying, investigating, making decisions, organizing, participating, planning, questioning, reflecting, repairing, and setting goals. We invite students to explore these resources to continue to strengthen these human skills, which are critical for success in both the college and the workplace. 

We have also developed a parallel “Communication Strategies Faculty Resources” landing page to support instructors with students’ skill development relating to the 11 core strategies within the core Communication courses at Red River College. The resources in this webpage incorporate tools to develop and apply the 11 core strategies in class, at work, and at home for students to communicate and enhance their human skills. 

For more information or questions about these resources, or our collaboration with the Math, Science, and Communication department, please contact us at

Self-Directed Learning Resources: 

We have continued to expand the range of self-directed learning resources available to both students and faculty to support language and writing skill development. A small selection of our vast range of resources includes the following: 

  • 15 Hybrid LEARNing modules: These offer learning strategies and resources that faculty can share with their students to further develop foundational skills for success in their studies; they can be embedded directly into LEARN courses, or students can self-enroll. 
  • Get Red River Ready: This hub helps students to get oriented and ready for their studies, including many recordings and resources on academic skills, communication and language skills for college, Diversity training, International Education, library research, technology skills, and more! 
  • Use the following videos as a starting point to learn on your own about three writing skills essential to student success. 
  • Student Success Skills.  These resources and website links can help you as you complete your course work. 

Individual and Small Group Tutoring: 

As always, we have individual and small group EAL tutoring and writing tutoring available for free, at students’ request and by instructor referral. Learn more about helping your students connect with us, and connect with us at or with any questions. 

We look forward to collaborating with and supporting you and your students! 

EAL and Writing Centre Team 

New! Academic Skills Workshops

August 25, 2021

Over the summer, ASC staff have been hard at work redeveloping and expanding the Academic Success Centre’s study skills workshops into our brand new suite of Academic Skills Workshops:

  • Using Academic Supports
    In this workshop, students will learn how to recognize and anticipate when they need to seek learning support, they will become familiar with the available academic supports at the college and online self-directed resources, and hear about key strategies for student success.
  • Applying Technology Literacy
    In this workshop, students will be introduced to College-approved programs and applications that will be part of their daily lives as Red River College students. We will review HUB, Office 365 including Outlook and Teams, Webex, and LEARN, along with tips for student success.
  • Adapting to Online Learning
    In this workshop, students will learn helpful strategies for learning in an online environment. This includes adjusting study strategies, creating a dedicated home workspace, and connecting with their learning community.
  • Managing Time
    Time management is important for attending class, completing assignments well and on time, and optimizing study sessions. When time management is lacking, students can get overwhelmed and frustrated and fall behind in their studies. In this workshop, students will learn about managing their time, making healthy choices, and prioritizing their tasks so they can succeed in their learning.
  • Developing Study Skills
    As a student at Red River College it is important to develop successful online and home study skills. During this workshop students will learn how to make the most of their online classes, study successfully at home by using effective learning strategies, and manage their time by prioritizing their academic] tasks.
  • Practicing Teamwork
    Team projects have dual goals: for students to complete a project that would not be achievable alone, in a set timeline and for students to learn and practice the skills required for working with others through a collaborative process. This workshop builds on the traits of effective teams as it offers advice on navigating common team conflict issues.
  • Student Orientation (10 minutes)
    In this orientation, students will become familiar with the available academic supports at the college and online self-directed resources, and hear about key strategies for student success.

Each workshop will guide students through the active learning strategies needed for success at college. Our workshops are designed to be student-centered and interactive, and are best delivered when modified to suit the specific needs of RRC programs.

To book: Faculty may now start requesting Academic Skills Workshops for their classes by completing the Academic Skills Workshop Request Form. Faculty should book well in advance to ensure ASC staff have time to modify workshop plans to suit your program’s current needs.

Faculty Guide: For descriptions and learning outcomes for each workshop, please consult the Academic Success Workshops – Faculty Guide.

Thank you for the opportunity to work with you and your students. We trust this suite of workshops not only enhances student success skills, but aids in their course success through intentional learning, class engagement, and general desire to learn! If you have questions or would appreciate further details about any of the workshops, please email

Open Access Week October 19 – 23

October 9, 2020

Open access logo appears as open lock


Image: Rafabollas / CC BY-SA (

Open Access (OA) week 2020 will be hosted internationally October 19 – 25. Open access is a set of principles and a range of practices through which research outputs are distributed online, free of cost or other access barriers. With open access strictly defined, barriers to copying or reuse are also reduced or removed by applying an open license for copyright. We see the principles of OA in Open Education. [i]


OER logoIf you want to learn more about Open Access and the use of Open Educational Resources (OER) be sure to register for the Red River College Open Access Week Event here: Open Educational Resources (OER) adoption and adaptation Session  – Oct. 20, Noon – 1PM  hosted by the Red River College Copyright Officer in partnership with Campus Manitoba.



In the Spirit of OA week let’s ask ourselves some complicated questions:


Image of bookWhy should Open Access Matter to Educators?

Sun Yang associate professor of China University of Political Science and Law stated “It is naturally accepted that teachers should have the authority to determine the specific use of their course materials by third parties, including their students. Without their permission, no one should copy, distribute, delete or modify the copyrighted course content. In an offline environment, copyright is controlled through physical copies which are purchased. This becomes a challenge in online classrooms.”[ii]

While the original goal of the Open Educational Resource (OER) initiatives was to make higher education more accessible by reducing students costs through the use of openly licensed textbooks these resources now serve educators in the wake of a pandemic as valuable and adaptable tools for the online classroom. OER supports Open Access principles by freely allowing modifications, adaptations, and format transitions without the need to seek costly or time consuming copyright permissions for modification to fit online institutional environments, platforms and classrooms.

The restrictive licensing agreements and terms of copyright applied to many digital textbooks and supplementary materials from publishers make it difficult to adapt materials in new ways to engage students in online learning environments. Materials can further have restrictive licensing agreements that make it confusing to establish when the material can be used in conjunction with a Learning Management System (LMS/LEARN). OER’s have become powerful tools in aiding educators in the adaptability they need to function in continually changing teaching environments that can move from the classroom in person, to digital online learning with little notice and their access to the physical resources of their institutional libraries continues to be limited or completely cut off.


Image of grad capWhy Should Open Access Matter to Students?

UNESCO stated that, “…as of 17 May 2020, almost 1.21 billion learners were affected (by the global pandemic), accounting for 69.3% of the world’s student population. The global education community continues to face the major challenge of providing interactive and motivating educational experience during school and university closure. In this special situation, Open Educational Resources (OER) have never been so urgently and broadly needed like today.”[iii]

OER’s can involve students directly in the adaption and building of the learning materials they engage with. They allow students to contribute to online education which can be built upon by others around the globe and allow classes and instructors to source global perspectives to incorporate into College programs. These skills as well as the experience of involvement in the creation of resources for teaching and instruction ensure the student experience is intellectually rigorous, experiential and robust. Student involvement in OER development and adaptation can upon graduation stand as a real world example of experience and skills gained by the student in their education. This can be helpful in providing prospective employers meaningful examples of not only the skills they have acquired but “what” they have accomplished during their studies, in contributing to educational resources that can be used by other educational institutions around the globe.

OER’s and Open Access resources also reduce the cost textbooks and supplementary materials to students as these resources are free and openly available alternatives to traditional textbooks and supplementary material.


image of globeWhat is the Role of Open Access in a post pandemic society?

UNESCO (2020) has recently launched a call stating that “the Covid-19 crisis has resulted in a paradigm shift on how learners of all ages, worldwide, can access learning. It is therefore more than ever essential that the global community comes together now to foster universal access to information and knowledge through OER.” [iv] Open Access to information is the free, immediate, online access to the results of scholarly research, and the right to use and re-use those results as you need. Open Access  has the power to transform the way research and scientific inquiry are conducted. It has direct and widespread implications for academia, medicine, science, industry, and for society as a whole.


For more on the importance of OA check out this video from PHD Comics.


[i] ‘International Open Access week, about page’ Accessed September 30, 2020

[ii] Yang, S. (2020). ‘As teaching shifts online during the epidemic, it faces copyright issues.’ Accessed September 30, 2020

[iii] & [iv]  UNESCO (2020) ‘Guidance on Open Educational Practices during School Closures: Utilizing OER under COVID-19 Pandemic in line with UNESCO OER Recommendation’ Accessed September 30, 2020


Practice Good Citizenship – RRC Library Resources for Students and Staff

October 14, 2015

In this blog post we look at library resources for Good Citizenship.  Part of RRC’s new College-wide learning outcomes. The goal of this learning outcome, is that graduates contribute to their communities with integrity and cultural sensitivity. They are aware of the impact their actions have on the social, economic, and environmental well-being of local and global communities.

The first point to keep in mind is that Citizenship is a principle that expands over many levels for any given individual.  Citizenship can be that of a small group or community, an entire nation or cultural group. More and more Citizenship is becoming a global concept, and the Practice of Good Citizenship expands globally.

The organization Oxfam defines Education for global citizenship as follows: “Education for global citizenship helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place.”Oxfam UK

From a Canadian perspective: “Good global citizenship is part of governing in the 21st century. Canada must continue to support multilateral approaches to global problems. The major challenges of our time include poverty, environmental degradation, infectious disease, regional conflicts, organized crime and terrorism.” –This excerpt is from a speech by Jean Chrétien, Prime Minister, Canada, from the Third World Chambers Congress in Québec City,Québec, Canada on September 16, 2003.

For more information on the Practice of Good Citizenship, look to the following resources provided by the Red River College Libraries:


Global citizen : river of love & other essays

GlobalCitizenCover250“Global Citizen came to fruition as a newspaper column in October of 2006. I chose the title because global citizenship is a seductive yet contradictory term. Some prefer the concept because it recognizes the transnational character of our problems. If our problems cross national boundaries, then surely solutions require a mobilization beyond national scope. However this transnational view of the world is problematic for the average citizen. While we know that many economic, social, and environmental issues require collaborative solutions, it remains difficult for thoughtful people to know what to do. Should we look to keep our own doorways swept clean as Goethe suggests, or go across the ocean and get busy on someone else’s doorway? To be a global citizen may sound like good thing but how exactly does one choose to behave? How do you make a difference to people who are uneducated, malnourished, victimized by patriarchy and colonialization, make destitute by desertifcation, without becoming seduced by our own colonizing tendancies? Will our actions make a difference? Or is the concept of individual action just another way in which true power and authority divert us from the truth?” — Author’s introduction.


Good Citizenship and Educational Provision

314Jfq5penL._SX331_BO1,204,203,200_Citizenship has been taught in school around the world for many years now, and is due to be introduced to the UK curriculum over the next few years. Teachers, Headteachres, administrators and policy makers have the opportunity to develop citizenship education programs for all their students. This book takes a pragmatic approach to the issue, and answers many of the crucial questions that will be emerging: what definitions of citizenship are to be followed, and how is citizenship taught? What approaches will be taken by teachers and what is the likely shape of best practice for citizenship education? How will the issue impact on schools and teacher training, and how should they rise to the challenge? What are the key factors influencing or threatening the development of good citizens? Based on the analysis of data collected form over 700 teachers the book provides real solutions to questions raised by citizenship education, and makes recommendations for practice in schools and in the training and development of teachers. – Publisher


The World Is My Classroom : International Learning and Canadian Higher Education

416lUAhOCRL._SX331_BO1,204,203,200_International education and learn-abroad programs have received heightened interest in the knowledge economy, and universities are keen to create successful programs for students. The World Is My Classroom presents diverse perspectives on these experiential learning programs and ways of globalizing Canadian classrooms. Examining themes such as global education, global citizenship, and service learning, it sheds light on current debates that are of concern for faculty members, administrators, international partners, and students alike.

The World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective. It features original reflections from students on their experiences in learn-abroad programs, as well a foreword by Craig and Marc Kielburger, founders of Free the Children and Me to We, on the benefits of international learning experiences. Universities considering developing, enhancing, and refining their learning abroad programs, as well as students considering these programs and experiences, will find this an insightful and useful book. –Google Books

Community Engagement Service Learning

May 25, 2015

In this blog post we look at resources for Engaging in the Community. Learning in the community has been part of RRC’s mandate of applied learning for decades, and is now part of the College’s new College-wide learning outcomes. However, up to now, the activities have not have been articulated by a consistent definition and coordinated across programs and schools.

The goal of Community Engagement Service Learning is to provide graduates, with the skills and tools they need to successfully engage in the community, to build positive relationships, broaden learning, enhance their personal and social responsibility for sustainable practices and demonstrate strong intercultural skills.

For more information on Community Engagement Service Learning, look to the AIR Web site.

If you wish to learn more, you may also check out the following eBook resources…


ciommand to communityFrom Command to Community: A New Approach to Leadership Education in Colleges and Universities (eBook)

The essays in this volume address the idea of leadership education through civic engagement. They delineate a new approach to leadership education reflecting important cultural trends driven by technology, globalization, and demographic shifts; look at some of the best leadership education programs nationwide; and offer “next steps” on how to transform higher education more broadly. –Google Books


community conversationsCommunity Conversations: Mobilizing the Ideas, Skills, and Passion of Community Organizations, Governments, Businesses, and People (eBook) 

Communities around the world are entering a new era of community building. Whether improving economic conditions and reducing poverty, re-energizing citizens and social programs, reducing crime, or revitalizing a troubled neighborhood, they are engaging people from all sectors as never before to work together as equals to improve their quality of life.

At the heart of this engagement are community conversations, in which common goals are embraced by a diverse array of people with different backgrounds and needs, and influencers are drawn from multiple sectors, including community organizations, the various levels of government, and businesses big and small.

Full of informative and inspiring examples of collaboration, “Community Conversations” captures the essence of creating such conversations and offers ten practical techniques to host conversations in your community.


community engagementCommunity Engagement, Organization, and Development for Public Health Practice (eBook)

In this practical text, public health students and practitioners will learn the fundamentals of applying community engagement, organization, and development principles to create successful community public health campaigns. Emphasizing nontraditional approaches and partnerships, and the need to readjust traditional strategies, it discusses organization and development methods optimal for public health practice, including public health ethics, faith-based initiatives in community health, community assessment and measurement methods, coalition building, frameworks for developing health policy, and more. This textbook addresses work in at-risk and diverse communities, and stresses the impact of urban change on the community engagement, organization, and development process. It also discusses the methodologies and theoretical frameworks underlying successful community organizing and development. The multidisciplinary public health scholars and practitioners contributing to this work identify the skills required to both analyze the health and health care delivery challenges of underserved communities, and to understand the social, cultural, environmental, and economic determinants of health and illness. The book includes a wealth of practical approaches and case studies drawn from the authors’ real-life experiences in developing successful community health campaigns. PowerPoint slides and case study exercises for each chapter accompany the text for instructor’s use Key Features: .; Disseminates the fundamentals of applying community engagement, organization, and development principles to community public health campaigns; Provides real-life examples of methods and strategies used in engaging, organizing, and empowering community residents … –Google books


understanding service learningUnderstanding Service-learning and Community Engagement : Crossing Boundaries Through Research (eBook)

There is an increasing proliferation of service-learning courses in colleges and universities in the U.S. and internationally, and research in the field has seen significant growth in diverse geographic areas in the past decade. Membership organizations now exist to convene scholars and practitioners across the globe. Chapters in this volume are based on presentations given at the 2010 annual conference of the International Association for Research on Service Learning and Community Engagement held in Indianapolis, IN. The conference theme “International Perspectives: Crossing Boundaries through Research” was chosen to highlight ways in which research crosses all kinds of boundaries: disciplinary boundaries, cultural boundaries, and national boundaries. Although service-learning is valued as an active learning strategy across the globe, little is known about the ways that service-learning is similar or different in varied contexts. Understanding service-learning and community engagement from cross-cultural and cross disciplinary perspectives will improve both research and practice. Together, these chapters represent the diversity, complexity, and creativity evident by scholars and practitioners in this field of study. –Google Books

College-Wide Learning Outcomes

January 9, 2015

Check out the College-Wide Learning Outcomes display outside the NDC Camus Library.

Check out the College-Wide Learning Outcomes display outside the Notre Dame Campus Library.

Red River College is in the process of renewing the current College-Wide Learning Outcomes (CWLO), which are designed to be incorporated into RRC courses and programs.

We’re proud to announce that last fall we completed a six-part blog series which highlighted hand-selected resources that would be useful in developing these learning outcomes, which are essential skills for success.  Check out each of the rectangles below for a link to each of our previous blog entries.

Career Readiness Communicate Think Critically
Innovate Contribute to the Community Lead

In addition we have now placed many of our College-Wide Learning Outcomes resources in the Library Window Display at the Notre Dame Campus.  You may also view a complete list of all books in our display online.  If you see something you like, just come to the Library and inquire at the Circulation Desk.

Check it out!


Lead – College-Wide Learning Outcomes

December 3, 2014

Red River College is in the process of renewing the current College-Wide Learning Outcomes (CWLO), which are designed to be incorporated into RRC courses and programs. This six-part blog series highlights hand-selected resources that would be useful in developing these learning outcomes, which are essential skills for success.

This sixth and final edition of our CWLO blog series explores Library resources for staff and students which are associated with “Lead”:

Lead: Red River College graduates are confident and competent role models who inspire and motivate others to achieve success.

Level I. Manage Self
Level II. Support and Lead Others
Level III. Lead in the Community

“Lead” – RRC Library Resources for Students and Staff

destined to leadIn Destined to Lead (2014), Karol M. Wasylyshyn merges her business background and training in clinical psychology to describe not only expected coaching objectives but how coaches can forge ongoing trusted advisor relationships. Anyone interested in the human side of leadership and harnessing leadership behavior as a competitive force will learn something from the tools and coaching techniques revealed through these cases. Executive reflections written by the men and women Wasylyshyn has coached to success further illuminate the powerful relationship leaders can form with the executive coach and trusted advisor.

leadership and the art of struggleLeadership is often a struggle, and yet strong taboos keep us from talking openly and honestly about our difficulties for fear of looking weak and seeming to lack confidence. But Steven Snyder shows that this discussion is vital—adversity is precisely what unlocks our greatest potential. In Leadership and the Art of Struggle (2013), Snyder uses real-life stories drawn from his extensive research studying 151 diverse episodes of leadership struggle—as well as from his experiences working with Bill Gates in the early years of Microsoft and as a CEO and executive coach—Snyder shows how to navigate intense challenges to achieve personal growth and organizational success. He details strategies for embracing struggle and offers a host of unique tools and hands-on practices to help you implement them. By mastering the art of struggle, you’ll be better equipped to meet life’s challenges and focus on what matters most.

Becoming a Trustworthy LeaderIt’s time to discover a new way for individuals to lead organizations and societies. Trust in a variety of institutions, including governmental and business, is at an all-time low. In order to strengthen society from its foundations, we need to rebuild trust. Research shows that leaders are critical to building trust in organizations, and that trust in leadership is significantly related to a number of attitudes, behaviors and performance outcomes. Becoming a Trustworthy Leader (2013), with its emphasis on the critical role of leadership in trust-building as well as the novel perspective on the trust circle of leadership, will be of interest to all students and researchers studying leadership, management and organizational behavior.

Leadership by ChoiceWe are all responsible for our own productivity. To be a strong leader, our challenge is to find creative ways to be productive and speak with influence. In Leadership by Choice (2012), author Eric Papp looks at key strategies for leaders to excel not just through ability and smarts but connecting with others and establishing strong decision-making skills. The best leaders develop a system for reflecting on ideas and hold themselves accountable for their choices. Leadership by Choice provides you with applicable ideas in an entertaining manner with stories and pictures for all the areas in which you lead.

Moral Courage in OrganizationsMoral Courage in Organizations: Doing the Right Thing at Work (2011) underscores for readers the ethical pitfalls they can expect to encounter at work and enhances their ability do what they know is right, despite these organizational pressures. The book highlights the effects of organizational factors on ethical behavior; illustrates exemplary moral courage and lapses of moral courage; explores the skills and information that support those who act with moral courage; and considers how to change organizations to promote moral courage, as well as how to exercise moral courage to change organizations. By giving readers who want to do the right thing guidelines for going about it, Moral Courage in Organizations: Doing the Right Thing at Work is a potent tool to foster ethical organizational behavior.

The Essential DemingFully authorized by the Deming estate and published in cooperation with The W. Edwards Deming Institute, The Essential Deming is the first book to distill Deming’s life’s worth of thinking and writing into a single source. Orsini provides expert commentary throughout, delivering a powerful, practical guide to superior management. With The Essential Deming (2013), you have the rationale, insight, and best practices you need to transform your organization.