the advancement of learning building the teaching commons jossey bass carnegie foundation for the advancement of teaching

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The Advancement Of Learning

Author : Mary Taylor Huber
ISBN : 078798115X
Genre : Education
File Size : 72. 20 MB
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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.

Emerging Issues Ii

Author :
ISBN : 190664201X
Genre : College teaching
File Size : 72. 92 MB
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This book presents a wide selection of issues currently of interest and concern in higher education institutions in Ireland. The chapters are snapshots of the intersection between theory, practice and research in particular settings; they are not meant to be comprehensive. Nevertheless, they present practice approaches, new theoretical considerations and informal conversations, and include signposts to important literature in the area. The authors contextualise current concerns, and discuss how they have responded strategically to national and international trends in higher education. They also highlight how new roles and identities for staff and students in higher education have emerged in response to changes in institutional, social and technological contexts, among others. This book contains the following: (1) Higher Education in Ireland: Introduction (Bettie Higgs and Marian McCarthy); (2) Writing Identity through the Educational Developers in Ireland Network (edin) (Ciara O'Farrell); (3) Mature Cynics and Fledgling Eclectics: Elaborating Instructional Design for the Net Generation (David Jennings and Diane Cashman); (4) Promoting Integrative Learning in First-year Science (Bettie Higgs); (5) The Journey to High Level Performance: Using Knowledge on the Novice-Expert Trajectory to Enhance Higher Education Teaching (Sarah Moore, Geraldine O'Neill and Terry Barrett); (6) Integrating Concepts of Integrative Learning (Bettie Higgs and Brendan Hall); (7) Strategies for Implementing Group Work in Large Classes: Lessons from Enquiry-Based Learning (Geraldine O'Neill and Ivan Moore); (8) Supporting Graduate Teaching Assistants at Trinity College Dublin (Jacqueline Potter and Orla Hanratty); (9) Teaching for Understanding for Lecturers: Towards a Scholarship of Teaching and Learning (Marian McCarthy); (10) Encouraging Student Creativity in Higher Education (Terry Barrett and Roisin Donnelly); (11) Reflections on Conversations as a Catalyst for Change 2003-2007 (Marion Palmer and Conor Heagney); (12) The Changing Role of the Academic Library in Learning and Teaching (Helen Fallon and Ellen Breen); and (13) The Role of a Virtual Learning Environment (vle) in the Teaching of an Accredited Module in Information Literacy Skills (Claire McAvinia, Helen Fallon and Mairead McQuaid). Librarians' Reflections are appended. Each section contains tables, figures, and references.

International Perspectives On Teaching Excellence In Higher Education

Author : Alan Skelton
ISBN : 9781134140671
Genre : Education
File Size : 77. 78 MB
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There has been an explosion of interest in teaching excellence in higher education. Once labelled the ‘poor relation’ of the research/teaching divide, teaching is now firmly on the policy agenda; pressure on institutions to improve the quality of teaching has never been greater and significant funding seeks to promote teaching excellence in higher education institutions. This book constitutes the first serious scrutiny of how and why it should be achieved. International perspectives from educational researchers, award winning teachers, practitioners and educational developers consider key topics, including: policy initiatives research-led teaching teaching excellence and scholarship the significance of academic disciplines research into teaching excellence rewarding through promotion inclusive learning and ICT. Teaching Excellence in Higher Education provides a guide for all those supporting, promoting and trying to achieve teaching excellence in higher education and sets the scene for teaching excellence as a field for serious investigation and critical enquiry.

Optimizing Teaching And Learning

Author : Regan A. R. Gurung
ISBN : 9781444360035
Genre : Psychology
File Size : 89. 6 MB
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The scholarship of teaching and learning (SoTL) is one of the most dynamic areas of research in the field of higher education today. Optimizing Teaching and Learning will serve as a guide for anyone who is interested in improving their teaching, improving the learning of their students, and contributing to the scholarship of teaching and learning. This book will serve as an invaluable resource for both seasoned faculty and new faculty who are just beginning to assess their teaching methods and learn how to think beyond the content.

Peer Review Of Learning And Teaching In Higher Education

Author : Judyth Sachs
ISBN : 9789400776395
Genre : Education
File Size : 35. 30 MB
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Incorporating both theoretical and practical perspectives, this volume of papers explores varied aspects of peer review of teaching in higher education. The section on theory features contributions from academics based in Europe, North America and Australia. It provides a number of models demonstrating ways in which collegial peer commentary can enhance the quality of learning and teaching. The chapters examine in detail the importance of communication and leadership, and deploy evidence from one-on-one interviews that evince the value of considering collegiality, emotions, attitudes, and spaces in peer review. The analysis shows how these factors are central to the ways in which lecturers and teachers communicate with each other to create constructive opportunities for learning. The chapters on practical considerations detail the peer review process and include case studies from institutions in Africa, Europe, North America and Australia, which focus on different areas of the topic, including peer review as a quality assurance mechanism, peer review in distance education, peer review in foundation courses, and peer review embedded within a department and across a university. The book ends with an international perspective on the role of peer review in ensuring a holistic approach to quality enhancement in learning and teaching.

Developing Faculty Learning Communities At Two Year Colleges

Author : Susan Sipple
ISBN : 9781579228477
Genre : Education
File Size : 23. 39 MB
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This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

Building Teaching Capacities In Higher Education

Author : Alenoush Saroyan
ISBN : 1579225004
Genre : Education
File Size : 28. 10 MB
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This book is the culmination of three years’ work by teams from eight institutions in five different European and North American countries. The teams included faculty developers, professors, and graduate students interested in developing and disseminating a more profound understanding of university-level pedagogy. The purpose of the project was, first, to conceptualize what an internationally-appropriate, formal academic program for faculty development in higher education might look like, taking into account differing national contexts, from national standards for faculty development (U.K. and Scandinavia), almost universal institutional support (North America) to virtually no activities (France). The intention was to create and nurture a community of practice, enriched and informed by a range of expertise and different higher education traditions, cultures, and languages. To do so, the book begins with a section of five case studies that describe current practice in Belgium, Canada, Denmark, France and Switzerland. The second purpose was to define a common curriculum, or core course with common foundations, for faculty and graduate students, based on a distributed learning model. The final section of the book presents a concrete concept map used to define the curriculum, and to educational developers with useful tool for furthering their work, and explains the rationale for redefining faculty development as educational development. This book offers practitioners around the world a framework and model of educational development that can serve a number of purposes including professional development, monitoring and assessment of effectiveness, and research, as they seek to meet increasing demands for public accountability. For North American readers it offers insight into the vision and aims of the Bologna Process with which they may need to engage to maintain international competitiveness.

The Formation Of Scholars

Author : George E. Walker
ISBN : 9781118428610
Genre : Education
File Size : 44. 86 MB
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This groundbreaking book explores the current state of doctoral education in the United States and offers a plan for increasing the effectiveness of doctoral education. Programs must grapple with questions of purpose. The authors examine practices and elements of doctoral programs and show how they can be made more powerful by relying on principles of progressive development, integration, and collaboration. They challenge the traditional apprenticeship model and offer an alternative in which students learn while apprenticing with several faculty members. The authors persuasively argue that creating intellectual community is essential for high-quality graduate education in every department. Knowledge-centered, multigenerational communities foster the development of new ideas and encourage intellectual risk taking.

Enhancing Learning Through The Scholarship Of Teaching And Learning

Author : Kathleen McKinney
ISBN : 1933371293
Genre : Education
File Size : 46. 73 MB
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The Challenges and Joys of Juggling There has been growing demand for workshops and materials to help those in higher education conduct and use the scholarship of teaching and learning. This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects. Though targeted at those new to the field of SoTL, more seasoned SoTL researchers and those attempting to support SoTL efforts will find the book valuable. It can be used as an individual reading, a shared reading in SoTL writing circles, a resource in workshops on SoTL, and a text in seminars on teaching. Contents include: Defining SoTL The functions, value, rewards, and standards for SoTL work Working with colleagues, involving students, writing grants, integrating SoTL into your professional life, and finding useful resources Practical and ethical issues associated with SoTL work Making your SoTL public and documenting your work The status of SoTL in disciplinary and institutional contexts Applying the goals of SoTL to enhance student learning and development.

Educating Physicians

Author : Molly Cooke
ISBN : 9780470617649
Genre : Education
File Size : 72. 26 MB
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Praise for Educating Physicians "Educating Physicians provides a masterful analysis of undergraduate and graduate medical education in the United States today. It represents a major educational document, based firmly on educational psychology, learning theory, empirical studies, and careful personal observations of many individual programs. It also recognizes the importance of financing, regulation, and institutional culture on the learning environment, which suffuses its recommendations for reform with cogency and power. Most important, like Abraham Flexner's classic study a century ago, the report recognizes that medical education and practice, at their core, are profoundly moral enterprises. This is a landmark volume that merits attention from anyone even peripherally involved with medical education." —Kenneth M. Ludmerer, author, Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care "This is a very important book that comes at a critical time in our nation's history. We will not have enduring health care reform in this country unless we rethink our medical education paradigms. This book is a call to arms for doing just that." —George E. Thibault, president, Josiah Macy, Jr. Foundation "The authors provide us with the evidence-based model for physician education with associated changes in infrastructure, policy, and our roles as educators. Whether you agree or not with their conclusions, if you are a teacher this book is a must-read as it will frame both what and how we discuss medical education throughout the current century." —Deborah Simpson, associate dean for educational support and evaluation, Medical College of Wisconsin "A provocative book that provides us with a creative vision for medical education. Using in-depth case studies of innovative educational practices illustrating what is actually possible, the authors provide sage advice for transforming medical education on the basis of learning theories and educational research." —Judith L. Bowen, professor of medicine, Oregon Health & Science University

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