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How Learning Works by Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.
Scholarship Assessed by Scholarship Assessed continues the exploration begun by Scholarship Reconsidered. It examines the changing nature of scholarship in today′s colleges and universities and proposes new standards with a special emphasis on methods for assessment and documentation.<br /> <br /> Begun under the oversight of Ernest L. Boyer, and based on the findings of the Carnegie Foundation′s National Survey on the Reexamination of Faculty Roles and Rewards, Scholarship Assessed provides a base of information for and gives focus to the debate of institutional standards of rigor and quality.
The Scholarship of Teaching and Learning in and Across the Disciplines by The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research.
Teaching As Community Property by For almost two decades, acclaimed education scholar and current president of The Carnegie Foundation for the Advancement of Teaching, Lee S. Shulman has been bringing uncommon wit, passion, and vision to issues of teaching and learning in higher education. Teaching as Community Property brings together a brilliant collection of Shulman's papers and presentations since 1987, giving readers a unique window into his ideas and proposals for the improvement of teaching and learning in higher education. What emerges is a vision of Shulman's overarching agenda-to improve the quality of teaching for all students by making teaching a more respected dimension of all the disciplines and professional fields.
Making Teaching and Learning Visible by With higher education's refocus over the last three decades on bringing greater recognition and reward to good teaching, the idea of peer review has gained popularity. One tool for documenting and reflecting on the quality of teaching and student learning is a course portfolio. A course portfolio captures and makes visible the careful, difficult, and intentional scholarly work of planning and teaching a course. <p>Illustrated through examples of course portfolios created during a four-year project on peer review of teaching, this book demonstrates how faculty can integrate well-designed peer review into their daily professional lives, thus improving their teaching by incorporating a means for assessment and collaboration and revealing the student learning that happens with effective teaching within an institutional reward systems.</p> <p>This book offers a model of peer review intended to help faculty document, assess, reflect on, and improve teaching and student learning through the use of a course portfolio. It features a rich collection of materials-including four dozen exhibits to help assemble a portfolio, reviewers' comments, and reflections drawn from more than 200 professors and portfolio authors in various disciplines and institutions-that faculty can use to develop their course portfolios to be used in their peer review of teaching.</p>
Understanding by Design by What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, Understanding by Design, Expanded 2nd Edition, offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
The Wisdom of Practice by What do teachers need to know in order to teach well? How important is the depth and quality of teachers′ content knowledge as a critical aspect of their ability to teach? How can teachers best be educated, and how can we assess their accomplishments as teachers? In what ways is the professional preparation of teachers comparable to the preparation of physicians and other members of learned professions? What kinds of educational research can provide deeper understanding of teaching, learning, and the reform of education? These are just some of the many questions answered in this landmark collection of Lee Shulman′s best work. A pioneer in the field of teaching and teacher research, Shulman′s work and thinking have long influenced teachers and researchers. But while Shulman is one of the most widely cited scholars in education, his writings have been scattered among a variety of books and journals until now. <p><i>The Wisdom of Practice</i> at last makes Shulman′s major works on K-12 education and teacher education available in one volume. His interests in teaching of all sorts in K-12 schools, in teacher education, in graduate programs for educational researchers, in liberal education have been diverse. The essays included touch on such wide-ranging topics as the psychology of school subjects, medical problem solving, teacher knowledge, performance assessment, teaching in higher education, the scholarship of teaching and learning, the characteristics and pedagogies of the professions, the role of cases in professional education and research, and the character of relevant and rigorous educational research.</p>All five campus libraries are now open. Read about open hours and other important service updates.
