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Scholarship
March 29, 2017
Taking Stock: Research on Teaching and Learning in Higher Education
- Author
- Julia Christensen Hughes and Joy Mighty, eds.
- Publisher
- McGill-Queen's University Press, Montreal
- ISBN
- 9781553392729
- Table of Contents
-
About the Author
Foreword
Section I Taking Stock: Setting the Stage
ch. 1 Practices of Convenience: Teaching and Learning in Higher Education (Julia Christersen Hughes, Joy Mighty)
ch. 2 Taking Stock: An Overview of Key Research Findings (Noel Entwhistle)
Section II What We Know About Student Learning
ch. 3 Students' Approaches to Learning and Their Perceptions of the Teaching-Learning Environment (Sari Lindblom-Yianne)
ch. 4 Taking Stock of What Faculty Know About Student Learning (Maryellen Weimer)
ch. 5 Research on Student Learning: Converging and Diverging Messages (Alenoush Saroyan)
Section III What We Know About How Teaching and Learning Impact One Another
ch. 6 Teaching and Learning: A Relational View (Keith Trigwell)
ch. 7 Faculty Research and Teaching Approaches: Exploring the Relationship (Michael Prosser)
ch. 8 Student Engagement and Learning Experiences that Matter (Jillian Kinzie)
ch. 9 Mind the Gap: Aligning Research and Practice in Teaching, Learning, and Educational Development (W. Allen Wright)
Section IV What We Know About Exemplary Teaching Practices
ch. 10 Why Not Try a Scientific Approach to Science Education? (Carl Weiman)
ch. 11 Helping Our Students: Learning, Metalearning, and Threshold Concepts (Jan Meyer)
ch. 12 Three Perspectives and Teaching Knowledge: Craft, Professional, and Scientific (Tom Carey)
Section V Towards Evidence-Based Practice
ch. 13 Changing Teaching Practice: Barriers and Strategies (Christopher Knapper)
ch. 14 Pressures for Change and the Future of University (Alistair Simmerlee, Julia Christensen Hughes)
ch. 15 A Call to Action: Barriers to Pedagogical Innovation and How to Overcome Them (Julia Christensen Hughes, Joy Mighty)
Arguing for an enhanced commitment to evidence-based practice, Taking Stock offers concrete suggestions for changes on a systemic level in support of student learning and calls on all those working in higher education - faculty, educational developers, administrators, and government officials - to work together to bring about these changes. (From the Publisher)