Scholarship on Teaching

Begun under the oversight of Ernest L. Boyer and completed by authors Glassick, Huber, and Maeroff, Scholarship Assessed examines the changing nature of scholarship in today's colleges and universities. It proposes new standards for assessing scholarship and evaluating faculty with special emphasis on methods for documenting effective scholarship. Based on the findings of the Carnegie Foundation's National Survey on the Reexamination of Faculty Roles and Rewards, this is an excellent resource for anyone engaged in the debate about creating institutional standards of rigor and quality in our colleges and universities. (From the Publisher)

At a time of widespread perplexity about the social role of humanistic scholarship, few disciplines are as anxious about their nature and purposes as academic theology. In this important work, W. Clark Gilpin, dean of the University of Chicago Divinity School, proposes that American theological scholarship become responsible to a threefold public: the churches, the academic community, and civil society. Gilpin approaches this goal indirectly, by investigating the historic social roles of Protestant theologians and the educational institutions in which they have pursued their scholarship and teaching. Ranging from analyses of the New England Puritan Cotton Mather to contemporary theologians as "public intellectuals," Gilpin proposes that we find out what theology is by asking what theologians do. By showing how particular cultural problems have always shaped the work of theologians, Gilpin's work profoundly illuminates the foundations of American academic theology, providing insights that will help guide its future. (From the Publisher)

A critical and global issue in higher education today is the implementation of technology in our individual, institutional, and collective settings for the enhancement of teaching and learning in the widest sense. (From the Publisher)

During the twentieth century, theological and religious perspectives have been marginalized, if not utterly excluded, in many of our colleges and universities. The essays in this book argue in different ways for the critical, appreciative, inclusion of theological and religious perspectives in higher education. The contributors believe that even in our secular, religiously disestablished era, religion and God continue to occupy an important and dynamic role in personal and social life. If our colleges and universities are to fulfill their higher aspirations of educating whole persons for the real world in all of its diversity and challenge, we need to go bravely against the flow and "give God tenure." (From the Publisher)

With this splendid monograph by Allan Gredalof the Society for Teaching and Learning in Higher Education launches its new series of Green Guides. Each guide will deal with some aspect of teaching and learning in higher education. They will be solidly based on relevant research and theory, but the approach will be pragmatic and applied. The guides will be short, with an emphasis on clear, jargon-free expression, and plentiful examples of how the ideas being discussed relate to real teaching situations faced by Canadian academics. Another feature of the guides is their reasonable price, which is made possible by the generous donation of time by STLHE members in writing, reviewing, editing, and distributing these valuable resources. The idea of Grene Guides originated with our sister organization on the other side of hte world, the Higher Education and Research Development Society of Australasia. HERDSA published its first guide in 1984, and they have now published more htan 20 guides on a wide range of topics related to teaching and learning in higher education. HERDSA has very generously allowed us to use their title for the series, and we will shortly be embarking on a collaborative endeavour to jointly publish some titles in both Canada and Australia. This arrangement has been greatly facilitated by the generous help of Dr. Kym Fraser of Monash University, who chairs the HERDSA publications committee. Other Grene Guides are in the works and will be published shortly. Meanwhile, any readers inspired to make their own proposals for a new guide are invited to contact one of their series editors. (From the Publisher)

In an era in which the teaching enterprise is freighted with tactics, techniques, and methods, M. Robert Gardner guides us back to the spirit of teaching. He writes especially about the dilemmas and challenges of teaching, about how it feels to be trying to teach. A clinical teacher of psychiatry and psychoanalysis for over four decades, Gardner is both enlightening and entertaining in relating his own teacherly struggles, including his efforts to harness the teacher's ever-present furor to teach" and thence to discern and engage his students' "hidden questions." Written in simple but evocative prose, On Trying to Teach is a wonderful companion volume to Self Inquiry (1983). In the earlier work, Gardner explored the play between patient and analyst; now, in the same gracefully self-reflective voice, he turns to the play between student and teacher. Gardner's provocative, often iconoclastic musings will goad teachers of all subjects to reflect anew on their calling, on what exactly it means to teach. Analysts and other clinical readers will take special pleasure in the humane psychoanalytic sensibility that not only infuses Gardner's own teaching, but shapes his approach to the most basic questions about teaching and learning in general. (From the Publisher)

Harvard psychologist Howard Gardner has been acclaimed as the most influential educational theorist since John Dewey. His ideas about intelligence and creativity - explicated in such bestselling books as Frames of Mind and Multiple Intelligences (over 200,000 copies in print combined) - have revolutionized our thinking. In his groundbreaking 1983 book Frames of Mind, Howard Gardner first introduced the theory of multiple intelligences, which posits that intelligence is more than a single property of the human mind. That theory has become widely accepted as one of the seminal ideas of the twentieth century and continues to attract attention all over the world. Now in Intelligence Reframed, Gardner provides a much-needed report on the theory, its evolution and revisions. He offers practical guidance on the educational uses of the theory and responds to the critiques leveled against him. He also introduces two new intelligences (existential intelligence and naturalist intelligence) and argues that the concept of intelligence should be broadened, but not so absurdly that it includes every human virtue and value. Ultimately, argues Gardner, possessing a basic set of seven or eight intelligences is not only a unique trademark of the human species, but also perhaps even a working definition of the species. Gardner also offers provocative ideas about creativity, leadership, and moral excellence, and speculates about the relationship between multiple intelligences and the world of work in the future. (From the Publisher)

This book represents some of the last writings by Paulo Freire, who has been acclaimed one of the most important educators of the 20th century. Pedagogy of the Heart is filled with Freire's reminiscences of his early life and meditations "under my mango tree." Many of these will be familiar themes to those who have walked with Freire before. For those coming to his work for the first time, Pedagogy of the Heart will open new doors to the interrelations of education and political struggle. Further enhancing the text are substantive notes by Ana Maria Araujo Freire. (From the Publisher)

In this new volume, theologians reflect on sociological methods, explore social theories of the human agent, and offer a theological transformation of sociology. Spanning such developments as local, non-stipendiary ministries, the identification of the roots of church growth, and giving voice to gay and lesbian Christians, this collection of innovative essays provides a fascinating and important dialogue on how the seemingly disparate fields of sociology and theology can illuminate and enrich one other. This is essential reading for anyone concerned with the shifting dynamics of these two disciplines. (From the Publisher)

This sourcebook provides workshop leaders and designers with the information necessary to hone their skills in everything from planning and instructional design to delivery and evaluation. The authors are seasoned workshop veterans who give practical suggestions grounded in both experience and theory. This volume will help professionals navigate the challenges and exploit the potential of distance learning; effectively use technology and the media to enhance their workshops; and negotiate power dynamics in the intensity of the workshop atmosphere. This is the 76th issue of the quarterly journal New Directions for Adult and Continuing Education. For more information on the series, please see the Journals and Periodicals page. (From the Publisher)