The Scholarship of Teaching and Learning Reconsidered

Author: Pat Hutchings
Publisher: John Wiley & Sons
ISBN: 9781118086704
Format: PDF, Kindle
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Praise for The Scholarship of Teaching and LearningReconsidered "A worthy capstone that pulls together two decades of CarnegieFoundation projects on the scholarship of teaching and learning.The authors review the genesis of these ideas and envision a futureof continued integration of a culture of evidence in the world'suniversities and colleges. Projects end but the workcontinues." —Lee S. Shulman, president emeritus, The CarnegieFoundation for the Advancement of Teaching, and Charles E. DucommunProfessor of Education emeritus, Stanford University "This book captures the most important lessons from a decade ofthoughtful experimentation with methods to improve the learningoutcomes of American college students. The authors have deepexperience in institutionalizing various approaches that have beendevised and endorsed by faculty in many kinds of higher educationsettings. It will be a manual for those seeking to improve theirown teaching and learning outcomes." —Katharine Lyall, president emerita, University ofWisconsin System "The authors recount the history of research into one's ownteaching, further develop its conceptualization, and makerecommendations for how to bring it into the mainstream.Collectively, they have been at the center of the movement and havewritten, spoken, strategized, and organized conversations andscholarly work on the topic for many years. They present richexamples from many different environments and an unwavering visionof the benefits of the scholarship of teaching and learning and itspotential." —Nancy Chism, Indiana University School of Education,Indianapolis "This book reframes the literature on the scholarship ofteaching and learning, faculty development, assessment, and thefuture of higher education. The writing sparkles with freshanalysis on teaching, learning, academic culture, and thepossibilities for change. This book will help both individualfaculty and entire institutions to enhance scholarly teaching andto deepen student learning." —Peter Felten, assistant provost and director, Centerfor the Advancement of Teaching and Learning, and associateprofessor of history, Elon University

Authenticity in and Through Teaching in Higher Education

Author: Carolin Kreber
Publisher: Routledge
ISBN: 0415520088
Format: PDF, Mobi
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"Almost a quarter-century after the Carnegie report Scholarship Reconsidered, the scholarship of teaching remains a contested idea, celebrated by some and critiqued by others. This new book is particularly relevant now however as it explores the notion of the scholarship of teaching through the lens of authenticity, a complex, intriguing and particularly striking and distinctively helpful notion which has caught the attention of several authors in adult and higher education. However, those writing about authenticity do not always make explicit what it is that they mean by this notion, nor are they clear about the philosophical foundations underpinning it. In developing the notion of the scholarship of teaching as an 'authentic practice', the author draws on several complementary philosophical ideas to explore the nature of this practice, why it is imperative for universities to engage in it, what meaningful engagement wold look like and the conditions under which it might qualify as 'authentic'. Core constructs employed include practice virtue communicative action 'being', 'power', critical reflection and transformationThe scholarship of teaching is described as a practice sustained through critical reflection and critical self-reflection. Being a scholar of teaching is viewed as an ongoing transformative learning process, a process of becoming authentic, the latter ultimately aimed at both helping students to become authentic and creating a better world in which to teach, learn and live. Although explored as a practice in its own right, the scholarship of teaching is seen to be strengthened by being situated within a wider integrated notion of academic practice. The book combines the author's previous research on authenticity with earlier work on the meaning of the scholarship of teaching, offering a provocative, fresh and timely perspective on the scholarship of teaching and professional learning in our times but also providing guidance on how to create a better world in which to learn, teach and live"--

Higher Education Reconsidered

Author: Jason E. Lane
Publisher: SUNY Press
ISBN: 143845953X
Format: PDF, ePub
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Focuses on the opportunities and challenges of using the science of change to improve the academic enterprise. This is not another book about why higher education needs to change. This volume is about how to facilitate change. What could higher education achieve if varied stakeholders decided to work together to accomplish a shared vision by using data and scaling up evidence-based interventions? The contributors offer examples and instructions to help execute change in order to drive collective impact. When we understand large-scale change in other sectors, such as healthcare, business, and the social sector, it can help inform us of what collective impact looks like and how to get there. A deeper investigation into the science of change will enable us to work towards increasing access, overcoming racial disparities, reducing the need for remediation, and improving learning outcomes.

Active Learning Spaces

Author: Paul Baepler
Publisher: John Wiley & Sons
ISBN: 111887028X
Format: PDF, Mobi
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With the paradigm shift to student-centered learning, thephysical teaching space is being examined The configuration ofclassrooms, the technology within them, and the behaviors theyencourage are frequently represented as a barrier to enactingstudent-centered teaching methods, because traditionally designedrooms typically lack flexibility in seating arrangement, areconfigured to privilege a speaker at the front of the room, andlack technology to facilitate student collaboration. But many colleges and universities are redesigning the spaces inwhich students learn, collapsing traditional lecture halls and labsto create new, hybrid spaces—large technology-enrichedstudios—with the flexibility to support active andcollaborative learning in larger class sizes. With this change, ourclassrooms are coming to embody the 21st-century pedagogy whichmany educators accept, and research and teaching practice arebeginning to help us to understand the educational implications ofthoughtfully engineered classrooms—in particular, that spaceand how we use it affects what, how, and how much studentslearn. This is the 137th volume of this Jossey-Bass higher educationseries. It offers a comprehensive range of ideas and techniques forimproving college teaching based on the experience of seasonedinstructors and the latest findings of educational andpsychological researchers.

Hidden Roads Nonnative English Speaking International Professors in the Classroom

Author: Katherine Grace Hendrix
Publisher: John Wiley & Sons
ISBN: 1118923200
Format: PDF
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This issue uses the powerful narrative of autoethnography to makevisible the existence of international professors and teachingassistants who speak English as a Second Language. These important,but often invisible, individuals contribute daily to the educationof students within the US postsecondary educational system. This volume covers a variety of experiences, such as: Faculty of color teaching intercultural communication International teaching assistants’ attitudes toward theirUS students The challenges to existing cultural assumptions in the USclassroom. These experiences—in the form of challenges andcontributions—are foregrounded and highlighted in their ownright. This is the 138th volume of the quarterly Jossey-Bass highereducation series New Directions for Teaching and Learning.It offers a comprehensive range of ideas and techniques forimproving college teaching based on the experience of seasonedinstructors and the latest findings of educational andpsychological researchers.

The Scholarship of Teaching and Learning in Higher Education

Author: Rowena Murray
Publisher: McGraw-Hill Education (UK)
ISBN: 0335237649
Format: PDF
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The idea of a 'scholarship' of teaching and learning in Higher Education (HE) is relatively new and less mature, in some respects, than scholarship in some other disciplines. The first title, "The Scholarship of Teaching and Learning in Higher Education", is a 'keystone' for the "Helping Students to Learn" series in the sense that it binds it together, introducing the idea of scholarship in HE teaching and learning: what does 'scholarship' mean in this context, what is its purpose and value, how is it achieved, and what purposes might it serve for individuals and institutions? The series combines practical and theoretical material to support new lecturers. This book defines the field of HE teaching and learning, with an international frame of reference, including strategies for continuing professional development.The key objectives of the book are: to explore the meaning and nature of the scholarship of teaching and learning in HE from a range of perspectives; to analyse the forms and characteristics of this scholarship in practice; to introduce the theoretical underpinnings of a scholarly approach, pointing to a range of literature, directing readers to a range of perspectives in the literature; to discuss the purpose and value of scholarship in this area; to define and demonstrate scholarly approaches in this context; to define the field of HE teaching and learning, with an international frame of reference, including key debates; to propose strategies for continuing professional development in this discipline; to prompt readers to adopt a strategic approach to their development as teachers; and, to encourage and enable contributions to the scholarship of HE teaching and learning from across the disciplines.

Facilitating Seven Ways of Learning

Author: James R. Davis
Publisher: Stylus Publishing, LLC
ISBN: 1579228437
Format: PDF, ePub, Mobi
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For teachers in higher education who haven’t been able to catch up with developments in teaching and learning, James Davis and Bridget Arend offer an introduction that focuses on seven coherent and proven evidence-based strategies. The underlying rationale is to provide a framework to match teaching goals to distinct ways of learning, based on well-established theories of learning. The authors present approaches that readers can readily and safely experiment with to achieve desired learning outcomes, and build confidence in changing their methods of teaching. Research on learning clearly demonstrates that learning is not one thing, but many. The learning associated with developing a skill is different from the learning associated with understanding and remembering information, which in turn is different from thinking critically and creatively, solving problems, making decisions, or change paradigms in the light of evidence. Differing outcomes involve different ways of learning and teaching strategies. The authors provide the reader with a conceptual approach for selecting appropriate teaching strategies for different types of content, and for achieving specific learning objectives. They demonstrate through examples how a focused and purposeful selection of activities improves student performance, and in the process makes for a more effective and satisfying teaching experience. The core of the book presents a chapter on each of the seven ways of learning. Each chapter offers a full description of the process, illustrates its application with examples from different academic fields and types of institutions, clearly describes the teacher’s facilitation role, and covers assessment and online use. The seven ways of learning are: Behavioral Learning; Cognitive Learning; Learning through Inquiry; Learning with Mental Models; Learning through Groups and Teams; Learning through Virtual Realities; and Experiential Learning. Along the way, the authors provide the reader with a basis for evaluating other approaches to teaching and other learning methodologies so that she or he can confidently go beyond the “seven ways” to adapt or adopt further strategies. This is the ideal companion for teachers who are beginning to explore new ways of teaching, and want to do some serious independent thinking about learning. The book can also be used to prepare graduate students for teaching, and will be welcomed by centers for teaching and learning to help continuing faculty re-examine a particular aspect of their teaching.

Doing Research to Improve Teaching and Learning

Author: Kimberly M. Williams
Publisher: Routledge
ISBN: 1317695585
Format: PDF, ePub, Mobi
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Given the increased accountability at the college and university level, one of the most promising ways for faculty at institutions of higher education to improve their teaching is to capitalize upon their skills as researchers. This book is a step-by-step guide for doing research to inform and improve teaching and learning. With background and instruction about how to engage in these methodologies—including qualitative, quantitative, and mixed methods—Doing Research to Improve Teaching and Learning provides examples across disciplines of how to use one's research skills to improve teaching. This valuable resource equips faculty with the skills to collect and use different types of research evidence to improve teaching and learning in any college and university classroom. Special Features: Chapter openers highlight the questions and issues that will be addressed in each chapter. Recurring text boxes provide authentic examples from actual research studies, student work, and instructor reflections. Coverage of challenges, key successes, and lessons learned from classroom research presents a nuanced and complete understanding of the process.

Applying the Scholarship of Teaching and Learning Beyond the Individual Classroom

Author: Jennifer Friberg
Publisher: Scholarship of Teaching and Le
ISBN: 9780253042835
Format: PDF, Mobi
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When the Scholarship of Teaching and Learning (SoTL) emerged it often concentrated on individual faculty practice in one classroom, but it is now increasingly common to find work in SoTL focused more broadly. This volume features examples of SoTL research conducted in, and applied to, a variety of contexts and disciplines, offering a theoretical framework for an expanded vision of SoTL that moves beyond the individual classroom.

The Advancement of Learning

Author: Mary Taylor Huber
Publisher: Jossey-Bass
ISBN: 9780787981150
Format: PDF, ePub
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A publication of The Carnegie Foundation for the Advancement of Teaching, this important resource builds on the work of Carnegie's best-selling books, Scholarship Reconsidered and Scholarship Assessed. The Advancement of Learning explores the premise that the scholarship of teaching and learning holds the key to improving the quality of higher education. The Advancement of Learning answers questions readers are likely to have: What are the defining elements of the scholarship of teaching and learning? What traditions does it build on? What are its distinctive claims and possibilities? What are the implications of the scholarship of teaching and learning for academic culture and careers? How does it shape the student experience? In addition, authors Mary Taylor Huber and Pat Hutchings introduce a new concept that expands on the scholarship of teaching and learning--the teaching commons. As the authors explain, the teaching commons is a conceptual space in which communities of educators committed to inquiry and innovation come together to exchange ideas about teaching and learning and use them to meet the challenges of educating students for personal, professional, and civic life.