Writing the Scholarship of Teaching

Additional Info:
An essential companion for university faculty interested in conducting scholarly inquiry into their classroom teaching, this practical guide presents a formal model for making visible the careful, difficult, and intentional scholarly work entailed in exploring a teaching question. As a how-to guide, this is an invaluable resource for planning and conducting classroom research—formulating questions and hypotheses, defining a data collection methodology, collecting data, measuring the impact, and documenting the results. Inquiry Into the College Classroom is filled with richly illustrative examples that highlight how university faculty from a range of academic disciplines have performed scholarly inquiries into their teaching and leads faculty on a journey that includes:

* Developing a formal model for structuring the exploration of a classroom inquiry question
* Providing a practical and useful guide for faculty interested in exploring teaching and learning challenges
* Detailing faculty experiences in measuring specific changes in student learning or perspectives
* Demonstrating how to document classroom inquiry in a form to be shared, used, and reviewed by other faculty
* Sharing useful and practical suggestions for getting started with a classroom inquiry
* Highlighting different models for disseminating classroom inquiry work
* Linking classroom inquiry to larger conversations about the scholarship of teaching and learning
(From the Publisher)

Table Of Content:
List of Exhibits
About the Authors
Acknowledgments

ch. 1 A Guide for Scholarly Inquiry into Teaching
What Is Happening in My Classroom?
Teaching: A Scholarly Journey
A Model for Your Classroom Inquiry
Reflecting on Course Background, History, and Development
Identifying an Issue to Investigate
Defining an Inquiry Hypothesis
Developing an Investigative Plan
Relating Your Inquiry to What Has Been Done Before
Seeking Institutional Approval and Student Consent
Teaching the Course
Interpreting and Evaluating Your Findings
Reflecting on the Inquiry Process
Checklist for Assessing Classroom Inquiry
What's Next

ch. 2 The Basic Structure of Classroom Inquiry
ch. 3 Incorporating Additional Forms of Data Collection
ch. 4 Using Classroom Inquiry to Answer Multiple Questions
ch. 5 Overcoming Challenges With Data Collection
ch. 6 Linking Classroom Inquiry With Disciplinary Research
ch. 7 Obtaining Useful Inquiry Results, but More Data Is Needed
ch. 8 Using Classroom Inquiry to Evaluate New Assessment Measures
ch. 9 Classroom Inquiry for Measuring Feedback on Student Learning and Aptitudes
ch. 10 Classroom Inquiry and Scholarly Teaching

ch. 11 Beginning Your Scholarly Journey
Lessons Concerning Classroom Inquiry
Practical Advice forConducting Your Inquiry
From Scholarly Teaching to the Scholarship of Teaching and Learning
Models for Disseminating Your Inquiry Work
Resources for Learning More
An Invitation to Set Out on Your Scholarly Journey

Bibliography
Index

Additional Info:
Mapping the Territory of Teaching offers a review of the most current and important writings on the topic of scholarship of teaching and learning in higher education. One of the foremost experts in the field, Editor Maryellen Weimer is uniquely qualified to bring this information together. (From the Publisher)

Table Of Content:
ch. 1 Why and how to look
ch. 2 What to look at
ch. 3 Scholarly work on teaching and learning : an overview
ch. 4 The lens of experience : wisdom of practice
ch. 5 The lens of objectivity : research scholarship
ch. 6 Promising possibilities
ch. 7 Looking ahead : learning from what's behind
ch. 8 From looking to doing : advice for faculty
ch. 9 From looking to doing : advice for academic leaders
App. A Discipline-based pedagogical periodicals
App. B Cross-disciplinary and topical pedagogical periodicals

Additional Info:
In 2014, a roundtable on pedagogy appeared in the Journal of the American Academy of Religion with an initial piece by Vanessa Sasson. Although neither Sasson nor the respondents explicitly situated her article as a part of the broader body of work known as the “ Scholarship of Teaching and Learning” (SoTL), readers would reap benefit from such a contextualization. In this article, after first exploring what SoTL is and how it has interacted with the field of religious studies, I explore three main elements of this particular kind of scholarship: research with human subjects and the Institutional Review Board, a foundation in other scholarship, and assessment. In these three areas, I uncover special questions, considerations, and resources for all religious studies instructors interested in embarking upon a SoTL project with the aim of contributing to the ongoing conversation about pedagogy.

Additional Info:
Ernest L. Boyer's Scholarship Reconsidered offers a new paradigm that recognizes the full range of scholarly activity by college and university faculty and questions the existence of a reward system that pushed faculty toward research and publication and away from teaching. (From the Publisher)

Table Of Content:
Acknowledgements
Preface
ch. 1 Scholarship over Time.
ch. 2 Enlarging the Perspective.
ch. 3 The Faculty: A Mosaic of Talent.
ch. 4 The Creativity Contract.
ch. 5 The Campuses: Diversity with Dignity.
ch. 6 A New Generation of Scholars.
ch. 7 Scholarship and Community.

Additional Info:
Click Here for Book Review
Abstract: Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience autoethnography as a challenging, complex, and creative research methodology that can produce personally, professionally, and socially useful understandings of teaching and researching in higher education. The peer-reviewed chapters offer innovative and perspicacious explorations of interrelationships between personal autobiographies, lived educational experiences, and wider social and cultural concerns, across diverse disciplines and university contexts. This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings. This research is complemented by contributions from Canadian and Swedish scholars. The sociocultural, educational, and methodological insights communicated in this book will be valuable for specialists in the field of higher education and to those in other academic domains who are interested in self-reflexive, transformative, and creative research methodologies and methods. (From the Publisher)

Table Of Content:
Acknowledgements List of Figures

ch. 1 Writing Academic Autoethnographies: Imagination, Serendipity and Creative Interactions (Daisy Pillay, Inbanathan Naicker and Kathleen Pithouse-Morgan)
ch. 2 A Tinker’s Quest: Embarking on an Autoethnographic Journey in Learning “Doctoralness” (Liz Harrison)
ch. 3 Conversations and the Cultivation of Self-Understanding (Thelma Rosenberg)
ch. 4 Creative Self-Awareness: Conversations, Reflections and Realisations (Chris de Beer)
ch. 5 Curating an Exhibition in a University Setting: An Autoethnographic Study of an Autoethnographic Work (Lasse Reinikainen and Heléne Zetterström Dahlqvist)
ch. 6 My Mother, My Mentor: Valuing My Mother’s Educational Influence (Sizakele Makhanya)
ch. 7 From Exclusion through Inclusion to Being in My Element: Becoming a Higher Education Teacher across the Apartheid–Democratic Interface (Delysia Norelle Timm)
ch. 8 Transforming Ideas of Research, Practice and Professional Development in a Faculty of Education: An Autoethnographic Study (Lesley Wood)
ch. 9 The (In)Visible Gay in Academic Leadership: Implications for Reimagining Inclusion and Transformation in South Africa (Robert J. Balfour)
ch. 10 Informal Conceptual Mediation of Experience in Higher Education (Bert Olivier)
ch. 11 Subject to Interpretation: Autoethnography and the Ethics of Writing about the Embodied Self (Rose Richards)
ch. 12 Autoethnography as a Wide-Angle Lens on Looking (Inward and Outward): What Difference Can This Make to Our Teaching? (Claudia Mitchell)

Contributors Index

Additional Info:
Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new concepts, investigate threshold concepts as a framework, and explore their use within and beyond writing.

Part 1 raises questions about the ideologies of consensus that are associated with naming threshold concepts of a discipline. Contributions challenge the idea of consensus and seek to expand both the threshold concepts framework and the concepts themselves. Part 2 focuses on threshold concepts in action and practice, demonstrating the innovative ways threshold concepts and a threshold concepts framework have been used in writing courses and programs. Part 3 shows how a threshold concepts framework can help us engage in conversations beyond writing studies.

(Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies. It will be of great interest to scholars and graduate students in writing studies, especially those who have previously engaged with Naming What We Know. (From the Publisher)

Table Of Content:
Editors’ Introduction: Threshold Concepts, Naming What We Know and Reconsidering our Shared Conceptions (Linda Adler-Kassner, Elizabeth Wardle)

PART 1: CHALLENGES, CRITIQUES, AND NEW CONCEPTIONS
Ch 1. Recognizing the Limits of Threshold Concept Theory (Elizabeth Wardle, Linda Adler-Kassner, Jonathan Alexander, Norbert Elliot, J.W. Hammond, Mya Poe, Jacqueline Rhodes, Anne-Marie Womack)
Ch 2. Literacy Is a Sociohistoric Phenomenon with the Potential to Liberate and Oppress (Kate Vieira, Lauren Heap, Sandra Descourtis, Jonathan Isaac, Samitha Senanayake, Brenna Swift, Chris Castillo, Ann Meejung Kim, Kassia Krzus-Shaw, Maggie Black, Ọlá Ọládipọ`, Xiaopei Yang, Patricia Ratanapraphart, Nikhil M. Tiwari, Lisa Velarde, Gordon Blaine West)
Ch 3. Thinking like a Writer: Threshold Concepts and First Year Writers in Open-Admissions Classrooms (Cassandra Phillips, Holly Hassel, Jennifer Heinert, Joanne Baird Giordano, and Katie Kalish)
Ch 4. Writing as Practiced and Studied Beyond "Writing Studies" (Doug Hese, Peggy O'Neill)
Ch 5. Phetoric as Persistently "Troublesome Knowledge": Implications for Disciplinarity (Jennifer Helene Maher)
Ch 6. The World Confronts Us with Uncertainty: Deep Reading as a Threshold Concept (Patrick Sullivan)
Ch 7. Expanding the Inquiry: What Everyday Writing with Drawing Helps Us Understand about Writing and about Writing-Based Threshold Concepts (Kathleen Blake Yancey)

PART 2: USING THRESHOLD CONCEPTS TO ENGAGE WITH WRITING TEACHERS AND STUDENTS
Ch 8. Doors between Disciplines: Threshold Concepts and the Community College Writing Program (Mark Blaauw-Hara, Carrie Strand Tebeau, Dominic Borowiak, Jami Blaauw-Hara)
Ch 9. Extending What We Know: Reflections on the Transformational Value of Threshold Concepts for Writing Studies Contingent Faculty (Lisa Tremain, Marianne Ahokas, Sarah Ben-Zvi, Kerry Marsden)
Ch 10. Threshold Concepts and Curriculum Redesign in First-Year Writing (Heidi Estrem, Dawn Shepherd, Susan E. Shadle)
Ch 11. Framing Graduate Teaching Assistant Preparation around Threshold Concepts of Writing Studies (Aimee C. Mapes, Susan Miller-Cochran)
Ch 12. Threshold Concepts and the Phenomenal Forms (Deborah Mutnick)
Ch 13. Grappling with Threshold Concepts over Time: A Perspective from Tutor Education (Rebecca Nowacek, Aishah Mahmood, Katherine Stein, Madylan Yarc, Saul Lopez, Matt Thul)
Ch 14. "I Can't Go On, I'll Go On": Liminality in Undergraduate Writing (Matthew Fogarty, Páraic Kerrigan, Sarah O'Brien, Alison Farrell)

PART 3 : THRESHOLD CONCEPTS AND WRITING: BEYOND THE DISCIPLINE
Ch 15. Rethinking Epistemologically Inclusive Teaching (Linda Adler-Kassner)
Ch 16. Using a Threshold Concepts Framework to Facilitate an Expertise-Based WAC Model for Faculty Development (Elizabeth Wardle)
Ch 17. Talking about Writing: A Study of Key Writing Terms Used Instructionally Across the Curriculum (Chris M. Anson, Chen Chen, Ian G. Anson)

Editors’ Conclusion: Expanding and Examining What We (Think We) Know (Linda Adler-Kassner, Elizabeth Wardle)

About the Authors

Additional Info:
This volume focuses on SoTL, the scholarship of teaching and learning. It discusses how collaborations among and between disciplines can strengthen education and the ways in which students are taught.

The community of scholars at an institution can provide a fertile ground for interdisciplinary collaboration that can enliven the educational process and the research that supports it. The authors here come from many different disciplines where they teach and use SoTL to inform their own practice and share what they have done with others.

This is the 139th volume of the quarterly Jossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Foreword (Gary Poole)

ch. 1 Research and Relationships (Karen Weller Swanson)
This chapter provides the structure of a Community of Learners using a Scholarship of Teaching and Learning framework.

ch. 2 The University as a Community of Learners (Wallace Daniel)
Building on classical and recent studies of the learning paradigm of higher education, the author distinguishes between receiving ideas and using them and how universities might educate students to be more open to the world, open to discovery and creativity.

ch. 3 A Journey of Discovery: SoTL in Physician Assistant Education (Patricia J. Kelly)
This chapter is a description of the utilization of SoTL concepts and Brookfield’s Critical Incident Questionnaire in an evidence-based medicine course in physician assistant education.

ch. 4 The Scholarship of Teaching and Learning in Clinical Mental Health Counseling (Caroline M. Brackette)
This chapter describes the most commonly used pedagogical practices in the clinical mental health discipline and provides examples from a SoTL project along with reflections on the process of designing, facilitating, and analyzing the research.

ch. 5 SoTL in Teacher Education: Layers of Learning (Jane West)
A teacher educator describes how she shares ongoing SoTL research about her students’ writing with the students themselves, and how this process influences teaching and learning.

ch. 6 The Scholarship of Teaching and Learning in a Physical Therapy Program (Jeannette R. Anderson, Niamh M. Tunney)
Two educators provide an overview of what they have learned about the Scholarship of Teaching and Learning related to the education of future physical therapists and describe how they and their colleagues on faculty are integrating it into their academic lives.

ch. 7 Librarians, Libraries, and the Scholarship of Teaching and Learning (Peter Otto)
Information literacy, rather than being mere library jargon, encapsulates the pedagogical core across all disciplines; this chapter discusses the active role librarians can play as collaborators in small-scale or campus-wide initiatives to improve teaching and learning.


Index

Additional Info:
Develop effective models of practice and positively impact institutional teaching and learning quality. This volume provides examples and evidence of the ways in which post-secondary institutions in Canada have developed and sustained programs around the scholarship of teaching and learning (SoTL) that impact the institutional pedagogical climate. Topics include:

- the historical development of SoTL in Canada,
- institutional SoTL practices, including evidence of impact,
- program design and case studies, and
- continuing challenges with this work.

This is the 146th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Editor’s Notes (Nicola Simmons)
Foreword (Nancy Chick)

Section One: Canadian Context
ch. 1 The History of SoTL in Canada: Answering Calls for Action (Nicola Simmons, Gary Poole)
This chapter provides an account of the historical development of SoTL in Canada, including recommendations for moving forward

ch. 2 The Canadian Teaching Commons: The Scholarship of Teaching and Learning in Canadian Higher Education (Brad Wuetheric, Stan Yu)
This chapter maps the Scholarship of Teaching and Learning (SoTL) terrain in Canada through the perceptions of SoTL scholars at four levels (micro, meso, macro, mega)

Section Two: Program Design And Evaluation
ch. 3 The Intentional Design of a SoTL Initiative (Cheryl Amundsen, Esma Emmioglu, Veronica Hotton, Gregory Hum, Cindy Xin)
This chapter outlines how rationale and description of a program design are the underpinnings to evaluate any Scholarship of Teaching and Learning initiative and shows how this supports building on prior practice

ch. 4 The Scholarship of Teaching and Learning (SoTL) at Renaissance College (University of New Brunswick): A Case Study of SoTL at the Faculty Level (Thomas Mengel)
This chapter discusses how a university college moves SoTL forward by aligning with the larger institution and taking advantage of SoTLfriendly existing promotion and tenure policies

ch. 5 Developing the Scholarship of Teaching and Learning at the McMaster Institute for Innovation and Excellence in Teaching and Learning (Elizabeth Marquis, Arshad Ahmad)
This chapter outlines how research fellow positions, engagement of students as co-inquirers, and mapping priority areas for scholarship have the potential for substantial impact on institutional teaching, learning, and SOTL

Section Three: Exploring the Impact of SoTL Initiatives
ch. 6 SoTL2: Inquiring into the Impact of Inquiry (Janice Miller-Young, Michelle Yeo, Karen Manarin, Miriam Carey, Jim Zimmer)
This chapter examines the impact of Mount Royal’s SoTL program on participants’ scholarship at individual, department, and institutional levels as the institution moved from a college to a university

ch. 7 Exploring the SoTL Landscape at the University of Saskatchewan (Brad Wuetherick, Stan Yu, Jim Greer)
This chapter examines who conducts Scholarship of Teaching and Learning, and to what extent, at the University of Saskatchewan and what barriers and challenges impede SoTL work

ch. 8 Reconceptualizing the Scholarship of Teaching and Learning at the University of Waterloo: An Account of Influences and Impact (Julie A. Timmermans, Donna E. Ellis) This chapter outlines how one institution capitalized on events to move from a focus on SoTL to scholarly teaching and discusses the resulting benefits to the culture of teaching and learning

Section Four: Institutionally Networked SoTL
ch. 9 The Role of Small Significant Networks and Leadership in the Institutional Embedding of SoTL (Roselynn Verwoord, Gary Poole)
This chapter builds on notions of social networks, showing how consideration of their nature, relationships between them, and support for them can help create a positive teaching culture

ch. 10 Building Sustained Action: Supporting an Institutional Practice of SoTL at the University of Guelph (Natasha Kenny, Gavan P.L. Watson, Serge Desmarais)
This chapter outlines the symbiotic relationship between engagement in SoTL and a teaching-focused institutional culture, identifying the importance of committed leaders, rewards and recognition, and integrated networks at all organizational levels

Section Five: Synthesis
ch. 11 Synthesizing SoTL Institutional Initiatives toward National Impact (Nicola Simmons)
This chapter draws together the themes in this issue and outlines a model for building from institutional SoTL impact to national initiatives

Index

Additional Info:
The first textbook to offer novice and experienced teachers guidelines for the “how” and “why” of self-study teacher research

Designed to help pre- and in-service teachers plan, implement, and assess a manageable self-study research project, this unique textbook covers the foundation, history, theoretical underpinnings, and methods of self-study research. Author Anastasia Samaras encourages readers to think deeply about both the “how” and the “why” of this essential professional development tool as they pose questions and formulate personal theories to improve professional practice.

Written in a reader-friendly style and filled with interactive activities and examples, the book helps teachers every step of the way as they learn and refine research skills; conduct a literature review; design a research study; work in validation groups; collect and analyze data; interpret findings; develop skills in peer critique and review; and write, present, and publish their studies.

Key Features

• A Self-Study Project Planner assists teachers in understanding both the details and process of conducting self-study research.

• A Critical Friends Portfolio includes innovative critical collaborative inquiries to support the completion of a high quality final research project.

• Advice from the most senior self-study academics working in the U.S. and internationally is included, along with descriptions of the self-study methodology that has been refined over time.

• Examples demonstrate the connections between self-study research, teachers’ professional growth, and their students’ learning.

• Tables, charts, and visuals help readers see the big picture and stay organized.
(From the Publisher)

Table Of Content:
Preface
Acknowledgments
List of Tables

Part I: The 6 Ws of Self-Study Research
ch. 1 Understanding Self-Study: What and Why
ch. 2 Overview of the Self-Study Process: What and How
ch. 3 The Self-Study Community: When and Where and Who
ch. 4 The Self-Study Research Methodology: Why and How
ch. 5 Self-Study Methods: Why and How

Part II: Your Self-Study Project
ch. 6 Design
ch. 7 Protect
ch. 8 Organize Data
ch. 9 Collect Data
ch. 10 Analyze Data
ch. 11 Assess Research Quality
ch. 12 Write
ch. 13 Present and Publish

Appendix A: Sample of a Self-Study Teacher Research Exemplar Brief Highlighting Five Foci
Appendix B: Self-Study is Not Just for Classroom Teachers

Glossary
References
Index
About the Author

Additional Info:
Reflective practice has moved from the margins to the mainstream of professional education. However, in this process, its radical potential has been subsumed by individualistic, rather than situated, understandings of practice. Presenting critical perspectives that challenge the current paradigm, this book aims to move beyond reflective practice. It proposes new conceptualisations and offers fresh approaches relevant across professions. Contributors include both academics and practitioners concerned with the training and development of professionals.

Definitions of reflection (which are often implicit) often focus on the individual's internal thought processes and responsibility for their actions. The individual - what they did/thought/felt – is emphasised with little recognition of context, power dynamics or ideological challenge. This book presents the work of practitioners, educators, academics and researchers who see this as problematic and are moving towards a more critical approach to reflective practice.

With an overview from the editors and fourteen chapters considering new conceptualisations, professional perspectives and new practices, Beyond Reflective Practice examines what new forms of professional reflective practice are emerging. It examines in particular the relationships between reflective practitioners and those upon whom they practise. It looks at the ways in which the world of professional work has changed and the ways in which professional practice needs to change to meet the needs of this new world. It will be relevant for those concerned with initial and ongoing professional learning, both in work and in educational contexts. (From the Publisher)

Table Of Content:
Acknowledgments
List of Contributors
Introduction and Overview

Part I: Conceptual Challenges
ch. 1 Professionalism and social change – the implications of social change for the ‘reflective practitioner' (Nick Frost)
ch. 2 Relocating reflection in the context of practice (David Boud)
ch. 3 Beyond reflective practice: reworking the "critical" in critical reflection (Jan Fook)
ch. 4 A learning practice: Conceptualizing professional lifelong learning for the healthcare sector (Stephen Billett and Jennifer Newton)
ch. 5 Really reflexive practice: auto/biographical research and struggles for a critical reflexivity (Linden West)

Part II: Professional Perspectives
ch. 6 Voices from the past: professional discourse and reflective practice (Janet Hargreaves)
ch. 7 It’s all right for you two, you obviously like each other: recognizing challenges in pursuing collaborative professional learning through team teaching (Sue Knights, Lois Meyer and Jane Sampson)
ch. 8 Preparing for patient-centered practice: developing the patient voice in health professional learning (Penny Morris, Ernest Dalton, Andrea McGoverin, Fiona O'Neil, Jools Symons)
ch. 9 Informal Learning by Professionals in the United Kingdom (Geoffrey Chivers)
ch. 10 Judgment, narrative and discourse: a critique of reflective practice (David Satltiel)

Part III: New Practices
ch. 11 Re-imagining reflection: creating a theatrical space for the imagination in productive reflection (Kate Collier)
ch. 12 A step too far? From professional reflective practice to spirituality ( Cheryl Hunt)
ch. 13 Developing critical reflection within an interprofessional learning program (Kart Karban and Sue Smith)
ch. 14 Beyond reflection dogma (John Sweet)

Additional Info:
Robert and DeMethra’s book, Me-Searching and Re-Search, has caught my fancy in a number of ways. The book title cleverly captures what SPN is all about—it is about self narratives (the “me-search” part) and about scholarly meaning making (the “re-search” part). This eye-catching title also illuminates the authors’ intent to turn this seemingly intimidating method of self-inquiry into something very accessible and doable. Their jargon-free language is friendly and inviting. Although they don’t intend to make their many methodological tips and tools too prescriptive, their practical suggestions provided in this guide book are, indeed, helpful and useful. I believe that Robert and DeMethra have demonstrated admirable talents as effective educators by unpacking the complex method of SPN writing into bite-sized steps. I am fully convinced that the steps will help both novices, and the experienced researcher, to reach the ultimate height of producing engaging, and scholarly significant, SPN’s. The book is also fun to read. The authors intersperse throughout their own SPN’s, pedagogical insights from their doing and teaching, and real-life stories, in order to illustrate the methodological process, challenges, and triumphs. (From the Publisher)

Table Of Content:
Foreword
Preface

Part I: Setting The Stage For Writing An Spin
ch. 1 What Our Book Is About
ch. 2 Why Can’t I Write More Personally, More Honestly?
ch. 3 Autoethnographies, Memoirs, Personal Narrative Essays, Autobiographies
ch. 4 Okay Then! What Exactly Is Scholarly Personal Narrative Writing?

Part II: The Four Components of Spn: Pre-Search, Me-Search, Re-Search, We-Search
ch. 5 How Do You Get Started?
ch. 6 DeMethra’s Pre-Search Dissertation Process
ch. 7 Speaking to All the Me-Search Self-Doubters
ch. 8 Tell Your Story, Speak Your Truth
ch. 9 The SPN Way to Think About Research
ch. 10 The Relationship of Art to Truth in SPN Writing
ch. 11 The Centrality of Theme-Search in SPN Research
ch. 12 Moving from the Pre-, the Me-, and the Re-, to the We
ch. 13 DeMethra’s Use of We-Search and Universalizability in Her Dissertation

Part III: The Nuts and Bolts Spn Toolbox
ch. 14 The Nuts and Bolts Spn Toolbox

Part IV: Additional Resources For Spn Writers
ch. 15 Our SPN Course Syllabus
ch. 16 Putting It All Together
ch. 17 How to Deal with PSPND Syndrome
ch. 18 Creating an SPN Code of Ethics
ch. 19 How to Create Faculty Support for SPN Writing

References

Additional Info:
** By the authors of the acclaimed Introduction to Rubrics
** Major growth of interest in keeping journals or diaries for personal reflection and growth; and as a teaching tool
** Will appeal to college faculty, administrators and teachers

One of the most powerful ways to learn, reflect and make sense of our lives is through journal keeping.

This book presents the potential uses and benefits of journals for personal and professional development-particularly for those in academic life; and demonstrates journals' potential to foster college students' learning, fluency and voice, and creative thinking.

In professional life, a journal helps to organize, prioritize and address the many expectations of a faculty member's or administrator's roles. Journals are effective for developing time management skills, building problem-solving skills, fostering insight, and decreasing stress.

Both writing and rereading journal entries allow the journal keeper to document thinking; to track changes and review observations; and to examine assumptions and so gain fresh perspectives and insights over past events.

The authors present the background to help readers make an informed decision about the value of journals and to determine whether journals will fit appropriately with their teaching objectives or help manage their personal and professional lives. They offer insights and advice on selecting the format or formats and techniques most appropriate for the reader's purposes. (From the Publisher)

Table Of Content:
Tables and Figures
Acknowledgements
Preface

Part One
Journal Writing and Its Theoretical Foundation
ch. 1 Journal Writing: Definition and Rationale
ch. 2 Reflection and Learning from Experience
ch. 3 Reflection and Adult Development Theory

Part Two
Using Journals in Classrooms and Professional Life
ch. 4 Introducing and Structuring Classroom Journal Writing
ch. 5 Classroom Journal-Writing Techniques
ch. 6 Grading Classroom Journal Writing
ch. 7 Journal Writing in Professional Life
ch. 8 Journal Writing in the Computer Age

Part Three
A Collection of Case Studies
Teaching with Journals and Keeping Journals in Professional Life
ch. 9 Case Studies: Teaching With Journals
ch. 10 Case Studies: Journal Keeping in Professional Life

Afterword
Appendices
A. Journal Writing Techniques
B. Contributor Contact Information
References
Index

Additional Info:
Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this paper, we (a group of eight scholars from five different countries) describe how our interactions with SoTL have impacted the shaping of our academic identities. We have struggled to define the value, purpose, outcomes, and meanings of being a disciplined SoTL scholar, sometimes in addition to and sometimes in opposition to being a disciplinary scholar. Through analysis of our own 100-word reflective narratives, we identify common conflicts and configurations around our experiences of developing a SoTL identity. We describe how navigating among conflicting identities can lead us into a troublesome but deeply reflective liminal space, prompting profound realizations and the reconstruction of academic identity. Drawing on this notion of liminality helps us to understand our journeys as moving through a necessary and important transformational landscape, and allows us to suggest ways to support those engaging with SoTL to develop an integrative SoTL identity.

Additional Info:
Susan Peck MacDonald here tackles important and often controversial contemporary questions regarding the rhetoric of inquiry, the social construction of knowledge, and the professionalization of the academy. MacDonald argues that the academy has devoted more effort to analyzing theory and method than to analyzing its own texts. Professional texts need further attention because they not only create but are also shaped by the knowledge that is special to each discipline. Her assumption is that knowledge making is the distinctive activity of the academy at the professional level; for that reason, it is important to examine differences in the ways the professional texts of subdisciplinary communities focus on and consolidate knowledge within their fields.

MacDonald’s examination concentrates on three sample subdisciplinary fields: attachment research in psychology, Colonial New England social history, and Renaissance New Historicism in literary studies. By tracing, over a period of two decades, how members of each field have discussed a problem in their professional discourse, MacDonald explores whether they have progressed toward a greater resolution of their problems. In her examination of attachment research, she traces the field’s progress from its theoretical origins through its discovery of a method to a point of greater conceptual elaboration and agreement. Similarly, in Colonial New England social history, MacDonald examines debates over the values of narrative and analysis and, in Renaissance New Historicism, discusses particularist tendencies and ways in which New Historicist articles are organized by anecdotes and narratives.

MacDonald goes on to discuss sentence-level patterns, boldly proposing a method for examining how disciplinary differences in knowledge making are created and reflected at the sentence level.

Throughout her work, MacDonald stresses her conviction that academics need to do a better job of explaining their text-making axioms, clarifying their expectations of students at all levels, and monitoring their own professional practices. MacDonald’s proposals for both textual and sentence-level analysis will help academic professionals better understand how they might improve communication within their professional communities and with their students. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 Patterns in Disciplinary Variation
ch. 2 Attachment Research: Compact Problem Definition in a Conceptually Driven Field
ch. 3 Colonial New England Social History: The Problematics of Contemporary History Writing
ch. 4 Renaissance New Historicism: Epistemic and Nonepistemic Textual Patterns
ch. 5 Sentence-Level Differences in Disciplinary Knowledge Making
ch. 6 Professional Sytles and Their Consequences

Appendix: The Sample
Notes
References
Index

Additional Info:
Kennesaw’s Center for Excellence in Teaching and Learning maintains one of the most extensive directories of conferences focused on college/university teaching and their sponsoring organizations.  

Additional Info:
For more than a quarter of a century, Pat Schneider has helped writers find and liberate their true voices. She has taught all kinds -- the award winning, the struggling, and those who have been silenced by poverty and hardship. Her innovative methods have worked in classrooms from elementary to graduate level, in jail cells and public housing projects, in convents and seminaries, in youth at-risk programs, and with groups of the terminally ill. Now, in Writing Alone and with Others, Schneider's acclaimed methods are available in a single, well-organized, and highly readable volume. The first part of the book guides the reader through the perils of the solitary writing life: fear, writer's block, and the bad habits of the internal critic. In the second section, Schneider describes the Amherst Writers and Artists workshop method, widely used across the U.S. and abroad. Chapters on fiction and poetry address matters of technique and point to further resources, while more than a hundred writing exercises offer specific ways to jumpstart the blocked and stretch the rut-stuck. Schneider's innovative teaching method will refresh the experienced writer and encourage the beginner. Her book is the essential owner's manual for the writer's voice. (From the Publisher)

Table Of Content:
Contents
Foreword by Peter Elbow
Acknowledgments
How to Use This Book
Introduction: A Writer Is Someone Who Writes

Part I: The Writer Alone
1. "Feeling and Facing Fear"
2. "Getting Started (Again)"
3. "Toward a Disciplined Writing Life"
4. "Writing Practice: The Journal"
5. "Writing Practice: Developing Craft"
6. "Voice"
7. "Growing as a Writer"
8. "The Form Your Writing Takes"
9. "The Ethical Questions: Spirituality, Privacy, and Politics"

Part II: Writing With Others
Introduction: Writing With Others
10. "Basic Principles of a Healthy Workshop"
11. "Writing in a Classroom"
12. "Creating Your Own Workshop or Writing Group"
13. "Using Writing to Empower the Silenced"

Part III: Additional Exercises
Afterword
List of Exercises
Recommended Resources and Reading List
Credits

Index

Additional Info:
The Wabash Center for Teaching and Learning was established in the wake of heightened interest in teaching and learning following Ernest L. Boyer's 1990 Carnegie Foundation report on the professoriate. The Center was established specifically to strengthen teaching and learning in theology and religion. The praxis of Wabash Center programs directed to that quest, however, inevitably engaged participants in the scholarship of teaching and learning by highlighting questions from their teaching practice, the disciplinary shape of their teaching, and the influence of multiple publics on what and how they taught.

Additional Info:
The first seven volumes of the American Academy of Religion's "Teaching Religious Studies" series provide informative glimpses of how teachers in very different contexts understand the intellectual decisions, strategies, and actions that constitute their craft. Although individual volumes have different formats, the dominant image of good teaching that emerges is that it is founded on deep and sophisticated knowledge of the particular subject matter. Beyond that, many essays provide instructive anatomies of particular syllabi, moments in the classroom, or other aspects of teaching. Much of the material in the essays comes from reflective practitioners and there is relatively little sustained engagement with the contemporary literature on teaching and learning. Nonetheless, virtually any teacher can find in these volumes stimulating reflections on the intersections of substantive research and pedagogy in a variety of classroom contexts.

Additional Info:
Click Here for Book Review
Abstract: How world-class research makes its way into lecture halls and seminar rooms

Major research universities expect faculty to conduct significant research but also to excel as teachers. Too often those outside the classroom assume that these two functions have little in common when in fact the best teachers conduct exciting and innovative research that provides students the opportunity to learn by doing.

An Illinois Sampler presents personal accounts from faculty members at the University of Illinois at Urbana-Champaign and other contributors, about their research and how it enriches and energizes their teaching. Contributors from the humanities, engineering, social and natural sciences, and other disciplines explore how ideas, methods, and materials merge to lead their students down life-changing paths to creativity, discovery, and solutions. As faculty introduce their classes to work conducted from the Illinois prairie to the farms of Africa, from densely populated cities to dense computer coding, they generate an atmosphere where research, teaching, and learning thrive inside a feedback loop of education across disciplines.

Aimed at alumni and prospective students interested in the university's ongoing mission, as well as current faculty and students wishing to stay up to date on the diverse work being done around them, An Illinois Sampler offers a rare glimpse into the impact of cutting-edge research on undergraduate education in a rapidly changing world. The book also showcases the best, the most ambitious, and the most effective teaching practices developed and nurtured at one of the world's premier research universities.

"The late Ernie Boyer inspired his readers when he wrote about the 'scholarship' of teaching. Years later, the engagement of faculty in the scholarly assessment of what students know and can do and in the exploration of ways in which these outcomes might be improved remains a formidable challenge. This is especially the case in complex research universities. In this timely volume and in fields as diverse as dance, geology, music, medicine, kinesiology, mathematics, engineering, and microbiology we have firsthand accounts of what faculty members are doing to make a better tomorrow. The narratives are as inspiring as they are practical and deserve to be shared and read by those who care about the quality of American universities."--Stanley Ikenberry, President Emeritus of the University of Illinois

"The land-grant model is discovery of new knowledge, teaching students, and engaging the broader community. Something is lost when you try to separate the three concepts because they are mutually enriching--discovery comes in part by engaging the community, discovery by faculty and students strengthens education, etcetera. In this time of accountability and scarce resources, the academy must better explain this integration of effort, particularly in connection with the allocation of faculty time and compensation to research and engagement. The stories of scholar-educators from the University of Illinois, one of the great land-grant universities of the country, wonderfully illustrate how this all works."--Peter McPherson, President Emeritus of Michigan State University and President of the Association of Public and Land-grant Universities (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction: Charting Common Ground in the Teaching-Research Nexus (Mary-Ann Winkelmes and Antoinette Burton)
ch. 2 A Sense of the Earth (Bruce W. Fouke)
ch. 3 Collaborative Artists: How to Speak and Listen at the Same Time (Julie Jordan Gunn)
ch. 4 The Intimate University:’We Are All in This Together (Nancy Abelmann)
ch. 5 Painting with Numbers (and Shapes, and Symmetry) (Jayadev Athreya)
ch. 6 From Desk to Bench: Linking Students’ Interests to Science Curricula (Lauren A. Denofrio-Corrales and Yi Lu)
ch. 7 Bringing Statistics to Life (Flavia C. D. Andrade)
ch. 8 The Humanity of Teaching: Reflections from the Education Justice Project (D. Fairchild Ruggles, with Hugh Bishop, Rebecca Ginsburg, Audrey Petty, Anke Pinkert, and Agniezska Tuszynska)
ch. 9 Prairie Tales: The Life of the Lecture at Illinois (Laurie Johnson)
ch. 10 Engineering Professors Who Are Reengineering Their Courses: The iFoundry Perspective (Luisa-Maria Rosu, with Betty Jo Barrett, Bryan Wilcox, Geoffrey Herman, Raymond Price, and Lizanne DeStefano)
ch. 11 It’s More than an ‘Ghetto Story’: Using Dancehall as a Pedagogical Tool in the Classroom (Karen Flynn)
ch. 12 Experiencing Histories of the City (Mark D. Steinberg)
ch. 13 More than Creativity: Infusing Research in the Design Studio (William Sullivan)
ch. 14 The Maps on Our Backs (Thomas J. Bassett)
ch. 15 My Education as a Medical School Teacher (Richard I. Tapping)
ch. 16 Dance and the Alexander Technique: A Dynamic Research-Teaching Design (Rebecca Nettl-Fiol)
ch. 17 Five Things Only I Care About (Carol Spindel)
ch. 18 Creative Code in the Design Classroom: Preparing Students for Contemporary Professional Practice (Bradley Tober)
ch. 19 Cybernavigating (Kate Williams)
ch. 20 Humanities and Sciences at Work: Liberatory Education for Millennials (Kyle T. Mays)

About the Contributors

Additional Info:
Click Here for Book Review
Abstract: What does it mean to be authentic? Why should it matter whether or not we become more authentic? How might authenticity inform and enhance the social practice of the scholarship of university teaching and, by implication, the learning and development of students?

Authenticity in and through Teaching introduces three distinct perspectives on authenticity, the existential, the critical and the communitarian, and shows what moving towards greater authenticity involves for teachers and students when viewed from each of these angles.

In developing the notion of ‘the scholarship of teaching as an authentic practice', this book draws on several complementary ideas from social philosophy to explore the nature of this practice and the conditions under which it might qualify as 'authentic'. Other concepts guiding the analysis include ‘virtue’, 'being', ‘communicative action’, 'power', ‘critical reflection’ and ‘transformation’.

Authenticity in and through Teaching also introduces a vision of the scholarship of teaching whose ultimate aim it is to serve the important interests of students. These important interests, it is argued, are the students’ own striving and development towards greater authenticity. Both teachers and students are thus implicated in a process of transformative learning, including objective and subjective reframing, redefinition and reconstruction, through critical reflection and critical self-reflection on assumptions. It is argued that, in important ways, this transformative process is intimately bound up with becoming more authentic.

Rather than being concerned principally with rendering research evidence of ‘what works’, the scholarship of teaching emerges as a social practice that is equally concerned with the questions surrounding the value, desirability and emancipatory potential of what we do in teaching. The scholarship of teaching, therefore, also engages with the bigger questions of social justice and equality in and through higher education.

The book combines Carolin Kreber's previous research on authenticity with earlier work on the scholarship of teaching, offering a provocative, fresh and timely perspective on the scholarship of university teaching and professional learning. (From the Publisher)

Table Of Content:
List of Illustrations
Acknowledgements
Preamble: Three Case Studies Introduction

ch. 1 Surfacing the Complex Meaning of Authenticity
ch. 2 Focusing on Authenticity In and Through Teaching
ch. 3 Placing the Scholarship of Teaching within a Broader Notion of Academic Professionalism
ch. 4 Exploring the Role of Virtues and Internal Goods in the Scholarship of Teaching
ch. 5 Questioning Knowledge Claims
ch. 6 Recognising Power
ch. 7 Challenging the Notion of the Scholarship of Teaching as an Evidence-based Practice
ch. 8 Going Public
ch. 9 Concluding Comments

Reference
Index

Additional Info:
In Teachers as Learners, a collection of landmark essays, noted teacher educator and scholar Sharon Feiman-Nemser shines a light on teacher learning.

Arguing that serious and sustained teacher learning is a necessary condition for ambitious student learning, she examines closely how teachers acquire, generate, and use knowledge about teaching over the trajectory of their careers. Together, these essays bear witness to the evolution and development of a body of scholarship about teacher learning in which the author herself played a catalyzing role. (From the Publisher)

Table Of Content:
Forward
Introduction - Investigating Teacher Learning: Framing an Inquiry

Part I - Mapping the Field
ch. 1 Learning to Teach
ch. 2 Teacher Preparation
ch. 3 From Preparation to Practice
ch. 4 Multiple Meanings of New Teacher Induction

Part II - Teacher Learning During Teacher Preparation
ch. 5 Pitfalls of Experience in Teacher Preparation
ch. 6 The First Year of Teacher Preparation
ch. 7 When is Student Teaching Teacher Education?

Part III - Mentoring, Induction, and New Teacher Learning
ch. 8 Linking Mentoring and Teacher Learning
ch. 9 Helping Novices Learn to Teach
ch. 10 Mind Activity in Teaching and Mentoring

Acknowledgements
Notes
About the Author
About the Contributors
Index

Additional Info:
This book is designed for lecturers on a wide range of professional courses. It directly addresses questions that come up again and again in seminar discussions; questions that are fundamental to the values and perspectives of academics across the disciplines:

• What is meant by the scholarship of teaching and learning in higher education?
• What is the purpose of higher education?
• Are lecturers really 'students' on these courses?
• How do you do 'reflective' writing?
• What do we do with all this theory and jargon?
• What does CPD in this area involve?
• How do you do 'research' on teaching and learning?

This book does not treat each element of the curriculum separately – course design, assessment, evaluation of teaching etc. – since that approach has been well handled by others. Instead, like other books in the series, it addresses elements of the curriculum in an integrated way, thereby educating the reader in how to approach a range of higher education related issues.

This book provides a scholarly introduction to the literature on these questions. Like other books in the series, it offers a concise treatment of complex questions. It also provides directions for future study. (From the Publisher)

Table Of Content:
List of contributors
Introduction (Rowena Murray)

ch. 1 The scholarship of teaching and learning in higher education: an overview (Marian McCarthy)
ch. 2 What's learning for? Interrogating the scholarship of teaching and learning (Ian Finlay)
ch. 3 Lecturers as students-in a 'meaningful sense' (Christine Sinclair)
ch. 4 Learning to write about teaching: understanding the writing demands of lecturer development programmes in higher education (Barry Stierer)
ch. 5 Resources on higher education teaching and learning (Helen Fallon)
ch. 6 Starting with the discipline (Jacqueline Potter)
ch. 7 Beyond common sense: a practitioner's perspective (Matthew Alexander)
ch. 8 Evaluating teaching and learning: enhancing the scholarship of teaching by asking students what they are learning (Diana Kelly)
ch. 9 Reconsidering scholarship reconsidered (Glynis Cousin)
ch. 10 Doing small-scale qualitative research on educational innovation (Sarah Skerratt)
ch. 11 Doing small-scale quantitative research on educational innovation (Ruth Lowry)
ch. 12 Combining qualitative and quantitative: mixed-methods in small-scale research (Sarah Skerratt)
ch. 13 Writing for publication about teaching and learning in higher education (Rowena Murray)

Bibliography
Index

Additional Info:
Click Here for Book Review
What are the foundational moments of meaningful scholarship of teaching and learning (SoTL) projects? How do teacher-scholars collect, develop, and share useful insights about student learning? How do they work through the pinch points that frustrate, confuse, or elude many SoTL practitioners? By unpacking SoTL processes through rich narratives that illustrate what they look like, this collection offers inspiration to anyone at any stage of engagement with SoTL.

This book takes discussions of SoTL to a new level. Its subtitle reflects the microscopic lenses SoTL processes can apply to student learning experiences to understand how they happen, what they look like, what they mean, and what we can do about them. Going beyond definitions, how-to, theory, and debates about methods and standards, the contributors offer a SoTL primer documenting how practitioners have intentionally thought through key moments in their work. These procedural vignettes present powerful examples of what doing SoTL looks like when done well.

The authors represent a range of disciplines (the humanities, social sciences, natural sciences, and professions) and a mixture of familiar and unfamiliar names. Nancy Chick has selected contributions that compellingly illuminate why their authors focused on a particular critical moment, the questions they asked as they refined their approaches, and the theoretical and observational tools they employed to conduct their research. Each introduces a specific critical moment in doing SoTL, taking the reader through the author’s reflections, concerns, and choices in doing meaningful SoTL work.

The aim is to support potential practitioners, inform educational developers who teach new SoTL practitioners, and inspire experienced SoTL scholars to reflect on their own practice. This is a compelling collection for anyone interested in practitioner reflection, intentional design, and advancing the field of SoTL and the quality of teaching and learning. (From the Publisher)

Table Of Content:
Foreword (James Rhem)

Introduction

Part One: Strong Foundations

Ch 1. Using Intuition, Anecdote, and Observation: Rich Sources of SoTL Projects (Gary Poole)
Ch 2. Learning Matters: Asking Meaningful Questions (Anthony Ciccone)
Ch 3. The SoTL Literature Review: Exploring New Territory (Margy MacMillan)
Ch 4. Educational Research and SoTL: Converging in the Commons (Kimberley A. Grant)
Ch 5. Identifying a Tradition of Inquiry: Articulating Research Assumptions (Carol Berenson)
Ch 6. Ensuring Design Alignment in SoTL Inquiry: Merging Research Purpose and Methods (Robin Mueller)
Ch 7. Respect, Justice, and Doing Good: The Ethics Review (Ryan C. Martin)

Part Two: Methods and Methodologies

Ch 8. Methods and Measures Matter: Meaningful Questionnaires (Trent W. Maurer)
Ch 9. Classroom Observations: Exploring How Learning Works (Bill Cerbin)
Ch 10. Conducting Interviews: Capturing What Is Unobserved (Janice Miller-Young)
Ch 11. Close Reading: Paying Attention to Student Artifacts (Karen Manarin)
Ch 12. Student Think-Alouds: Making Thinking and Learning Visible (Lendol Calder)

Part Three: Making an Impact

Ch 13. Writing SoTL: Going Public for an Extended Audience(Jessie L. Moore)
Ch 14. Reading SoTL: Exploring Scholarly Conversations (David J. Voelker)
Ch 15. Developing SoTL Locally: From Classroom to Learning Object (Dan Bernstein)
Ch 16. The SoTL Conference: Learning While Professing (Jennifer Meta Robinson)

Contributors

Index

Additional Info:
From the Foreword
These authors have clearly shown the value in looking for the signature pedagogies of their disciplines. Nothing uncovers hidden assumptions about desired knowledge, skills, and dispositions better than a careful examination of our most cherished practices. The authors inspire specialists in other disciplines to do the same. Furthermore, they invite other colleagues to explore whether relatively new, interdisciplinary fields such as Women's Studies and Global Studies have, or should have, a signature pedagogy consistent with their understanding of what it means to 'apprentice' in these areas.

How do individual disciplines foster deep learning, and get students to think like disciplinary experts?

With contributions from the sciences, humanities, and the arts, this book critically explores how to best foster student learning within and across the disciplines.

This book represents a major advance in the Scholarship of Teaching and Learning (SoTL) by moving beyond individual case studies, best practices, and the work of individual scholars, to focus on the unique content and characteristic pedagogies of major disciplines.

Each chapter begins by summarizing the SoTL literature on the pedagogies of a specific discipline, and by examining and analyzing its traditional practices, paying particular attention to how faculty evaluate success. Each concludes by the articulating for its discipline the elements of a "signature pedagogy" that will improve teaching and learning, and by offering an agenda for futureresearch.

Each chapter explores what the pedagogical literature of the discipline suggests are the optimal ways to teach material in that field, and to verify the resulting learning. Each author is concerned about how to engage students in the ways of knowing, the habits of mind, and the values used by experts in his or her field.

Readers will not only benefit from the chapters most relevant to their disciplines. As faculty members consider how their courses fit into the broader curriculum and relate to the other disciplines, and design learning activities and goals not only within the discipline but also within the broader objectives of liberal education, they will appreciate the cross-disciplinary understandings this book affords. (From the Publisher)

Table Of Content:
Acknowledgements
Foreword
Preface

ch. 1 From Generic to Signature Pedagogies (Nancy L. Chick, Aeron Haynie, Regan A.R. Gurung)

Section One - Humanities
ch. 2 From Learning History to Doing History (Joel M. Sipress, David J. Voelker)
ch. 3 Unpacking a Signature Pedagogy in Literary Studies (Nancy L. Chick)

Section Two - Fine Arts
ch. 4 Vision and Re-Vision in Creative Writing Pedagogy (Rebecca Meacham)
ch. 5 Theory and Practice (Gary Don, Christa Gsrvey, Mitra Sadephpour)
ch. 6 Critique as Signature Pedagogy in the Arts (Helen Klebesdel and Lisa Kornetsky)

Section Three - Social Sciences
ch. 7 Moving Toward a Signature Pedagogy in Geography (Cary Komoto)
ch. 8 Teaching and Learning in the "Interdisciplinary Discipline" of Human Development (Denise S. Bartell, Kristen M. Vespia)
ch. 9 Developing Habits of the Mind, Hand, and Heart in Psychology Undergratuates (Blaine F. Peden, Carmen R. Wilson VanVoorhis)
ch. 10 Signature Pedagogy and the Sociological Imagination (Eri Fujieda)

Section Four - Natural Sciences and Mathematics
ch. 11 Signature Pedagogy in Agriculture (Michael A. Wattiaux)
ch. 12 The Evolution of Scientific Teaching Within The Biological Sciences (Angela Bauer-Dantoin)
ch. 13 Signature Pedagogies and SOTL Practices in Computer Science (Diane Christie)
ch. 14 Mathematical Reasoning (Kathryn Ernie, Rebecca LeDocq, Sherrie Serros, Simei Tong)
ch. 15 Signature Pedagogies in Introductory Physics (Mark J. Lattery)

Index

Additional Info:
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.
(From the Publisher)

Table Of Content:
Foreword
Preface

ch. 1 What Is the Scholarship of Teaching and Learning?
ch. 2 Why Do SoTL?
ch. 3 How Do I Get Started?
ch. 4 How Can I Move My Project Forward?
ch. 5 What Are the Practical and Ethical Issues I Must Consider?
ch. 6 How Do I Design My SoTL Project?
ch. 7 How Do I Make My SoTL Public and Document My Work?
ch. 8 What Are the Disciplinary and Institutional Contexts of SoTL?
ch. 9 Where Do We Go From Here?

Appendices
Bibliography
Index

Additional Info:

Additional Info:
This is a book for anyone who has ever considered engaging in the scholarship of teaching and learning – known familiarly as SoTL – and needs a better understanding of what it is, and how to engage in it. The authors describe how to create a SoTL project, its implications for promotion and tenure, and how it fosters:

* Increased satisfaction and fulfillment in teaching
* Improved student learning
* Increased productivity of scholarly publication
* Collaboration with colleagues across disciplines
* Contributing to a growing and important body of literature

This guide provides prospective SoTL scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out his or her next steps. The process and worksheets are the fruit of the successful SoTL workshops the authors have offered at their institution for many years.

SoTL differs from scholarly and reflective teaching in that it not only involves questioning one’s teaching or a teaching strategy, but also formally gathering and exploring evidence, researching the literature, refining and testing practices, and finally going public. The purpose of SoTL is not just to make an impact on student learning, but through formal, peer-reviewed communication, to contribute to the larger knowledge base on teaching and learning.

While the roots of SoTL go back some 30 years, it was Ernest Boyer in his classic Scholarship Reconsidered who made the case for the parity of the scholarships of integration, of discovery, of application, and of scholarship of teaching as vital to the health of higher education. Glassick, Huber, and Maeroff ’s subsequent Scholarship Assessed articulated the quality standards for SoTL, since when the field has burgeoned with the formation of related associations, a proliferation of conferences, the launching of numerous journals, and increasing recognition and validation by institutions. (From the Publisher)

Table Of Content:
ch. 1 Introduction to the Scholarship of Teaching and Learning
ch. 2 Reflecting on Teaching and Learning
ch. 3 Introduction to the Steps in the SoTL Research Process
ch. 4 Generating the Research Idea
ch. 5 Design the Study
ch. 6 Collecting the Data
ch. 7 Analyzing the Data
ch. 8 Present and Publish Your Results
ch. 9 Challenges of and Solutions for Doing Research on Teaching and Learning

Appendix A: SoTL Conferences
Appendix B: SoTL Journals
Appendix C: Disciplinary Journals
Appendix D: Journals about Higher Education in General

References
Index

Additional Info:
The Scholarship of Teaching and Learning (SoTL) should be an integral part of every academic’s life, representing not only the pinnacle of effortful teaching, but also standing side by side with more conventional disciplinary scholarship. Although practiced by many instructors for years, SoTL has garnered national attention resulting in a spate of new journals to publish pedagogical research.

SoTL helps students, fosters faculty development, and has been integrated into higher education. This volume provides readers with challenges that will motivate them to engage in SoTL and take their pedagogical research further. We include many key features aimed to help both the teacher new to research and SoTL and also researchers who may have a long list of scholarly publications in non-pedagogical areas and who have not conducted research.

This is the 136th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
ch. 1 Advancing Scholarly Research on Teaching and Learning (Regan A. R. Gurung, Janie H. Wilson)

This chapter provides a brief history of the Scholarship of Teaching and Learning (SoTL), delineates the main audience for this volume, and presents a framework of the volume with a preview of each chapter.

ch. 2 Using Assessment and SoTL to Enhance Student Learning (K. Laurie Dickson, Melinda M. Treml)

Coordinating SoTL and assessment efforts strengthens the processes of inquiry, evidence, and innovation that lead to the continual improvement of student learning. Examples are provided for how to work collaboratively with colleagues to use these processes to continually inform the teaching practices within classrooms, academic programs, and institutions.

ch. 3 Designing SoTL Studies - Part I: Validity (Robert A. Bartsch)

This chapter discusses how to improve validity in SoTL studies through generating appropriate measures and using designs that examine causality between an activity and students’ performance.

ch. 4 Designing SoTL Studies - Part II: Practicality (Robert A. Bartsch)

This chapter suggests solutions to common practical problems in designing SoTL studies. In addition, the advantages and disadvantages of different types of designs are discussed.

ch. 5 Statistical Models for Analyzing Learning Data (Georjeanna Wilson-Doenges)

This chapter will provide potential models for analyzing learning data through a discussion of screening data and then analyzing that data using appropriate statistical techniques.

ch. 6 Navigating the IRB: The Ethics of SoTL (Ryan C. Martin)

This chapter discusses Institutional Review Boards (IRBs) as they apply to the SoTL. Specifically, it describes when SoTL projects must receive IRB approval, why they must get IRB approval, the review process, and some special issues of concern with regard to SoTL.

ch. 7 Tell a Good Story Well: Writing Tips (Randolph A. Smith)

This chapter gives reasons why writing is important, summarizes general writing guidelines common tomany academic disciplines, and provides specific writing guidelines that authors should use to make their manuscripts stronger and more likely to be acceptable to editors.

ch. 8 Navigating the Minefields of Publishing (Andrew N. Christopher)

From the perspective of a journal editor and experienced author, this chapter provides counsel on the "ins" and "outs" of publishing empirical research in peer-reviewed journals.

ch. 9 Faculty Development Centers and the Role of SoTL (Beth M. Schwartz, Aeron Haynie)

This chapter discussesways that faculty development and teaching centers can foster the practice of SoTL and create a campus culture where SoTL is recognized as important scholarly work.

Index

Additional Info:
Founded in 2001, JoSoTL is a peer reviewed forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. Articles are theory-based and supported by evidence and promote effective practices in teaching and learning that add to the knowledge base.

Additional Info:
An open-access, peer-reviewed, international electronic journal, publishing articles in the scholarship of teaching and learning (SoTL). Published twice a year by the Coulter Faculty Commons for Excellence in Teaching & Learning at Western Carolina University.

Additional Info:
Since 1986, when K. Patricia Cross first began to write and speak about Classroom Research, faculty across the country have been inspired by her vision of a learner-centered, teaching-directed approach aimed at understanding and improving student learning. In the intervening five years, hundreds of college teachers at dozens of institutions have taken up her challenge to become "Classroom Researchers," engaging in the systematic and ongoing study of teaching and learning. This volume of New Directions for Teaching and Learning is a collection of examples illustrating a range of ways Classroom Research can be used in a variety of disciplines and settings. It is a gathering of teachers' stories that are also teaching stories, narratives that distill hundreds of hours of experience into a few pages. Whether they are faculty, faculty developers, or academic administrators, readers can profit by learning from the hard-won experience and insights distilled in these early lessons from success. This is the 46th issue of the quarterly journal New Directions for Teaching and Learning. (From the Publisher)

Table Of Content:
Notes

Part 1 - Introduction
ch. 1 Introduction and overview - From classroom assessment to classroom research (Thomas A. Angelo)
ch. 2 Ten Easy pieces - assessing higher learning in four dimensions (Thomas A. Angelo)

Part 2 - Examples from the disciplines
ch. 3 Re-Visioning our teaching - classroom research and composition (Melissa Sue Kort)
ch. 4 Classroom research in accounting - assessing for learning (Philip G. Cottell, Jr.)
ch. 5 Using classroom research in a large introductory science class (John Olmsted III)
ch. 6 Classroom research in psychology - assessment techniques to enhance teaching and learning (Charles J. Walker )
ch. 7 Classroom research in physics - Gaining insights into visualization and problem solving (David M. Nakaji)

Part 3 - Examples from campus programs
ch. 8 Implementing classroom research in a state university - a developmental process (Elizabeth Berry, Marilyn Filbeck, Carrie Rothstein-Fisch, Helen Saltman)
ch. 9 Using cooperative learning and classroom research with culturally divers students (Susan Obler, Voiza Arnold, Carol Sigala, Linda Umbdenstock)
ch. 10 Implementing and maintaining a classroom research program for faculty (Nancy E. Stetson)

Appendix
Index

Additional Info:
This research explores key features of the scholarship of teaching and learning presented in nine higher education pedagogical journals. In an effort to better understand the domain in which the journal Teaching Sociology resides, descriptive and comparative analyses indicate that there is notable variation in the type of knowledge offered to teacher-scholars in different disciplines and in the patterns of authorship in terms of solo or multiple authors and gender. Teaching Sociology appears to fare well in comparison with other journals for the criteria examined. The critical issue of determining how this knowledge serves us in practice remains.

Additional Info:
Intended as a resource to assist faculty and campuses in thinking carefully about ethical dimensions of the scholarship of teaching and learning, Ethics of Inquiry provides an overview of the issues, sets the context and offers multiple perspectives from which to view these issues. The volume includes seven case studies by scholars of teaching and learning reflecting on ethical dimensions and dilemmas in their work. Each case is followed by three commentaries by respondents, including students, with diverse points of view. (From the Publisher)

Table Of Content:
Foreword (Lee S. Shulman)
Introduction
Ethics and Aspiration in the Scholarship of Teaching and Learning (Pat Hutchings)

Case 1
ch. 1 The Ethics of Comparison: A Statistician Wrestles with the Orthodoxy of a Control Group (John P. Holcomb, Jr.)
Commentary 1 (Roberto L. Corrado)
Commentary 2 (Joan B. Garfield)
Commentary 3 (Caroline Hodges Persell)

Case 2
ch. 2 Using Student Work as Evidence (David Takacs)
Commentary 1 (Amy Driscoll)
Commentary 2 (Kevin Miller)
Commentary 3 (Cynthia Scheinberg)

Case 3
ch. 3 Refining Questions and Renegotiating Consent (Suzanne Burgoyne)
Commentary 1 (Richard Gale)
Commentary 2 (Peter J. Markie)
Commentary 3 (Helen A. Neville)
Case 4
ch. 4 Balancing Pedagogic Needs with the Needs of a Classroom Experiment (Charles McDowell)
Commentary 1 (Peter Alexander)
Commentary 2 (Heather E. Bullock)
Commentary 3 (Eileen M. Tanner)

Case 5
ch. 5 Too Close for Comfort and/or Validity (Tomás Galguera)
Commentary 1 (Camille Calica)
Commentary 2 (David M. Donahue)
Commentary 3 (Judith Haymore Sandholtz)

Case 6
ch. 6 From Private to Public Classrooms: 'Inadequate' Student Texts in the Scholarship of Teaching and Learning (James E. Seitz)
Commentary 1 (Christie Raney)
Commentary 2 (Mariolina Rizzi Salvatori)
Commentary 3 (Annette Seitz)

Case 7
ch. 7 Giving Public Students' Work: The Movie (Sherry Linkon)
Commentary 1 (Randy Bass)
Commentary 2 (Thomas Hatch)
Commentary 3 (John Stern)

ch. 8 Questions To Shape Practice

Annotated Bibliography
Research Ethics and the Scholarship of Teaching and Learning (James Bequette, and Chris Bjork)
Biographical Notes

Additional Info:
A comprehensive guide to navigating the IRB process, choosing a research question, exploring SoTL research designs, mapping evidence, creating a data analysis plan, crafting a project timeline, and strategizing about the dissemination of SoTL project results. Fee structure.  

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Drawing on the experience with the individuals, campuses, and professional associations associated with the Carnegie Academy for the Scholarship of Teaching and Learning and the Institutional Leadership Program, this important resource examines four critical areas where engagement with the scholarship of teaching and learning can have a significant effect. This book is intended for a broad audience of campus leaders, faculty, and people in foundations and other education associations with an interest in supporting new directions in teaching and learning. (From the Publisher)

Table Of Content:
Preface
About the Authors
Executive Summary

ch. 1 Why the Scholarship of Teaching and Learning Matters Today
ch. 2 Teachers and Learning
ch. 3 The Scholarship of Teaching and Learning, Professional Growth, and Faculty Development
ch. 4 The Scholarship of Teaching and Learning Meets Assessment
ch. 5 Valuing—and Evaluating—Teaching
ch. 6 Getting There: Leadership for the Future

Appendix A: Exploring Impact: A Survey of Participants in the CASTL Institutional Leadership and Affiliates Program, 2009
Appendix B: The Carnegie Academy for the Scholarship of Teaching and Learning: An Overview of the Program
Appendix C: Looking Back from 2030

References
Name Index
Subject Index

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Despite growing literature and research, the scholarship of teaching is a subject that has experienced considerable ambiguity, as well as unresolved issues in its assessment and evaluation. With innovative and practical solutions designed to improve the scholarly process as a whole, this issue presents the outcomes of a Delphi Study conducted by an international panel of academics working in postsecondary teaching and learning and faculty evaluation scholarship. Examining the growth in the scholarship of teaching from different perspectives, the authors identify its important components, define its characteristics and outcomes, and reach consensus on its most pressing issues. They discuss in greater depth a model to guide much needed educational development initiatives as well as the crucial role of the faculty developer in promoting effective growth and development. Achieving their goal to present the scholarship of teaching in a way that is consistent with its research, the authors have contributed a valuable resource for current and future scholarship in this important field. (From the Publisher)

Table Of Content:
Conceptualizing the Scholarship of Teaching and Identifying Unresolved Issues(Carolin Kreber)
ch. 1 The Framework for This Volume
ch. 2 The Relation Between Research and the Scholarship of Teaching (Michael B. Paulsen)
ch. 3 Assessing the Scholarship of Teaching: Valid Decisions from Valid Evidence (Michael Theall, John A. Centra)
ch. 4 Learning More from the Wisdom of Practice (Maryellen Weimer)
ch. 5 Scholarly Teaching and the Scholarship of Teaching (Laurie Richlin)
ch. 6 Expertise and the Scholarship of Teaching (Ronald Smith)
ch. 7 The Scholarship of Teaching and Its Implementation in Faculty Development and Graduate Education (Carolin Kreber)
ch. 8 Making Explicit the Development Toward the Scholarship of Teaching (Cynthia B. Weston, Lynn McAlpine)
ch. 9 Observations, Reflections, and Speculations: What We Have Learned About the Scholarship of Teaching and Where It Might Lead (Carolin Kreber)
Index

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The article is a reflection on what I perceive to be a confusion about the relation between theoretical judgments and judgments of pedagogical efficacy. My interest in the issue originated with my own confusion over persistent student resistance to certain assigned texts that I had initially felt confident would prove valuable in the classroom. The essay unfolds in three segments. In the first, I recount how this concern about the relation between theoretical judgments and judgments of pedagogical efficacy evolved out of my own teaching. I next list three tentative conclusions about the correlation or lack of correlation between theoretical judgments and judgments of pedagogical efficacy. In the concluding segment, I call for concerted resistance to the tendency of pure rationality to colonize the aesthetic and dramatic components of experience so essential to transformative teaching and learning.

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The use of reflection as a tool to support and develop practice is becoming increasingly recognised across education, healthcare and the social sciences. Reflection is assumed to create depth of knowledge and meaning, both for self and those practised upon. Running alongside the use of reflection is the prevalent use of action research which some see as a way of approaching the study of human beings from a philosophical perspective, in which sharing takes place within mutually supportive environments. As a result, many academics and practitioners suggest that one cannot improve the methodology of action research without considering philosophical reflection.

In Action Research and Reflective Practice, the author argues that reflective practice and action research can become mechanistic in their use unless fresh creative approaches are employed. Exploring the tension between the use of evidence-based practice, based upon solid ‘objective’ research, and reflection, with its ‘subjectivity’ and personal perception, this book argues that reflection is research. The author increases the use and effectiveness of both action research and reflection through the application of new creative and visual approaches.

Action Research and Reflective Practice demonstrates that creative approaches can be utilised effectively in critically reflexive ways, creating a new style of action research that is both innovative and theoretically robust. The resultant approach will improve evidence-based research in education, healthcare and other social sciences to enhance perception and understanding of events, identity and self. This book will be highly beneficial to undergraduate and postgraduate students, as well as educational and social researchers, across a broad range of subjects within the social sciences. (From the Publisher)

Table Of Content:
Part I From evidence-based practice to researcher of the self
ch. 1 The tension in evidence-based practice and reflective practice
ch. 2 The relationship between reflection and action research
ch. 3 An overview of theories of consciousness and unconsciousness

Part 2 Creativity and the practitioner-researcher
ch. 4 What do we mean by creativity?
ch. 5 Using metaphor and symbolism as analysis
ch. 6 Infinite possibilities of knowing and transformation
ch. 7 Concluding thoughts: the linkages to action research and critical creativity

Index

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Engineering professors, like professors in every field, have always experimented with innovative instructional methods, but traditionally little was done to link the innovations to learning theories or to evaluate them beyond anecdotal reports of student satisfaction. More scholarly approaches have become common in the past two decades as a consequence of several developments, including a change in the engineering program accreditation system to one requiring learning outcomes assessment and continual improvement, and the literature of the scholarship of teaching and learning in engineering has grown rapidly. Most published studies have used surveys and quantitative research methods, approaches with which engineers tend to be relatively comfortable, but studies that use some of the qualitative methods characteristic of social science research have also begun to appear. The challenge to engineering education is to make the scholarship of teaching and learning equal to the scholarships of discovery, integration, and application in the faculty reward system.

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This article argues that there is an identifiable scholarship of teaching and learning in theology and religion that, though varied in its entry points and forms, exhibits standards of excellence recognizable in other forms of scholarship. Engaging in this scholarship enhances a professor’s possession of practice and often reveals insights into student learning and the contours of a field that can advance both educational and disciplinary projects. Through conversation with a form of the scholarship of teaching and learning that emerged most clearly in work associated with the Carnegie Foundation for the Advancement of Teaching, we describe starting points and generative assumptions that have been employed in the discourse of the scholarship of teaching and learning in theology and religion as they have emerged in submissions to Teaching Theology and Religion over the past decade and a half and point to its benefits.

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Reviews programs such as the Carnegie Academy for the Scholarship of Teaching and Learning and literature on the scholarship of teaching at the higher education level. Suggests that the scholarship of teaching is not synonymous with excellent teaching, but requires faculty to "go meta," to systematically investigate questions of student learning. Also examines issues of credibility, openness, and sustainability.

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The three short essays collected in this manuscript respond to Patricia O'Connell Killen and Eugene V. Gallagher's “Sketching the Contours in the Scholarship of Teaching and Learning in Theology and Religion,” published in issue 16, no. 2 of this journal (2013). See additional responses by Charles R. Foster, Stephen Brookfield, and Pat Hutchings published in Teaching Theology and Religion

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Click Here for Book Review
Abstract: Take your great idea to the next level with action research

How—and when—can we find time to conduct meaningful action research? Great ideas and thought-provoking questions can only blossom through methodical inquiry. Nancy Fichtman Dana steps in as your action-research coach and leads you on a journey through wonderings to real change in your classroom.

From framing your question to presenting your research, this guide will encourage, challenge, and ultimately lead you through the action research process. Teachers, students, and action-research coaches alike will learn how to:

• Reframe initial wonderings into pointed inquiries
• Creatively analyze both qualitative and quantitative data
• Draw action-research topics out of ordinary discussions with colleagues
• Share findings with others to help them improve as well

With real-life vignettes, self-guided worksheets, and an included DVD, Digging Deeper into Action Research is your go-to guide each time you embark on a new journey toward professional growth. (From the Publisher)

Table Of Content:
List of Figures
Foreword
Preface
Acknowledgments
Introduction to the Inspire to Inquire DVD
About the Author
How to Use the Inquiry Books

ch. 1 Why Do Teacher Research Anyway?
Teacher Research Defined
How to Define Your Research
Why It's Important: The 5 Es

ch. 2 Developing and Fine-Tuning Your Wondering
Wondering Defined
How to Define Your Wondering
The Wondering Litmus Test

ch. 3 Developing and Fine-Tuning Your Research Plan
Research Plan Defined
How to Define Your Research Plan
The Inquiry Plan Litmus Test

ch. 4 Analyzing Your Data
Data Analysis Defined
How to Avoid Data Analysis Paralysis
The Data Analysis Litmus Test

ch. 5 Presenting Your Research
Presentation Defined
How to Define Your Presentation
The Presentation Litmus Test

ch. 6 On Your Way: Teacher Research as a Way of Being in the World
Inquiry Stance Defined
How to Define Your Stance
Living the Life of an Inquirer

References
Index

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Kennesaw’s Center for Excellence in Teaching and Learning provides an extensive list of disciplinary and interdisciplinary journals in the scholarship of teaching and Learning (SoTL) focused on undergraduate and graduate education for teachers at colleges and universities, organized alphabetically. Last updated in July 2017.

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This article argues that the primary intellectual embodiment of the Wabash Center's ethos of hospitality is a particular kind of reflection on teaching and learning, "midrange reflection." It defines and describes midrange reflection and then discusses the two essential skills required to facilitate it as distinct from other types of reflection and discussion: (1) the ability to identify issues in the life of a learning community, and (2) the ability to design sequences of questions and intellectual activities that promote reflection on those issues. As the underlying, if not defining practice of Wabash Center workshops, colloquies, and consultations, midrange reflection is crucial to the significant learning that occurs in Wabash Center programs and to participants’ ability to take their deeper understanding and insights back into their classrooms and professional lives.

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What is distinctive about the ways specific disciplines are traditionally taught, and what kinds of learning do they promote? Do they inspire the habits of the discipline itself, or do they inadvertently contradict or ignore those disciplines? By analyzing assumptions about often unexamined teaching practices, their history, and relevance in contemporary learning contexts, this book offers teachers a fresh way to both think about their impact on students and explore more effective ways to engage students in authentic habits and practices.

This companion volume to Exploring Signature Pedagogies covers disciplines not addressed in the earlier volume and further expands the scope of inquiry by interrogating the teaching methods in interdisciplinary fields and a number of professions, critically returning to Lee S. Shulman’s origins of the concept of signature pedagogies. This volume also differs from the first by including authors from across the United States, as well as Ireland and Australia.

The first section examines the signature pedagogies in the humanities and fine arts fields of philosophy, foreign language instruction, communication, art and design, and arts entrepreneurship. The second section describes signature pedagogies in the social and natural sciences: political science, economics, and chemistry. Section three highlights the interdisciplinary fields of Ignatian pedagogy, women’s studies, and disability studies; and the book concludes with four chapters on professional pedagogies – nursing, occupational therapy, social work, and teacher education – that illustrate how these pedagogies change as the social context changes, as their knowledge base expands, or as online delivery of instruction increases. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword

ch. 1 “Signature Pedagogies in the Liberal Arts and Beyond”(Aeron Haynie, Nancy L. Chick, & Regan A.R. Gurung)

Section One: Humanities and Fine Arts
ch. 2 “The Socratic Method: Teaching and Writing About Philosophy’s Signature Pedagogy” (Stephen Bloch-Shulman )
ch. 3 “Traditions and Transformations: Signature Pedagogies in the Language Curriculum” (Jennifer Ham and Jeanne Schueller )
ch. 4 “Counter Signatures in Communication Pedagogy” (Dugald Williamson)
ch. 5 “Signature Pedagogies in Art and Design” (Ellen Sims and Alison Shreeve )
ch. 6 “The Enterprising Artist and the Arts Entrepreneur: Emergent Pedagogies for New Disciplinary Habits of Mind” (Christina Hong, Linda Essig, and Ruth Bridgstock)

Section Two: Social and Natural Sciences
ch. 7 “Signature Pedogogies in Political Science: Teaching Students How Political Actors Behave” (Jeffrey L. Bernstein)
ch. 8 “Is There a Signature Pedagogy in Economics?”(Mark H. Maier, KimMarie McGoldrick, and Scott P. Simkins)
ch. 9 “Signature Pedagogies in Chemistry” (Steven Gravelle and Matthew A. Fisher)

Section Three: Interdisciplinary Fields and Programs
ch. 10 “Reflection in Action: A Signature Ignatian Pedagogy for the 21st Century” (Rebecca S. Nowacek and Susan Mountin )
ch. 11 “A Signature Feminist Pedagogy: Connection and Transformation in Women’s Studies” (Holly Hassel and Nerissa Nelson)
ch. 12 “Mapping an Emerging Signature Pedagogy for Disability Studies” (Sheila O’Driscoll)

Section Four: Professions
ch. 13 “Competence and Care: Signature Pedagogies in Nursing Education” (Thomas Lawrence Long, Jennifer Telford, Karen Breitkreuz, Desiree Diaz, John McNulty, Arthur Engler, and Carol Polifroni)
ch. 14 “Relational Learning and Active Engagement in Occupational Therapy Professional Education” (Patricia Schaber, Lauren Marsh, and Kimerly J. Wilcox)
ch. 15 “Toward a Comprehensive Signature Pedagogy in Social Work Education” (La Vonne J. Cornell-Swanson )
ch. 16 “Toward a Signature Pedagogy in Teacher Education” (Linda K. Crafton and Peggy Albers)

About the Authors
Index

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A bibliography of important essays about the scholarship of teaching, compiled by Kathleen McKinney at Illinois State University in Spring 2013.

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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. (From the Publisher)

Table Of Content:
Foreword

ch. 1 Surveying the scholarship of teaching and learning
ch. 2 Defining features
ch. 3 Mapping the commons
ch. 4 Pathways into the scholarship of teaching and learning
ch. 5 The campus as commons
ch. 6 Knowledge building and exchange
ch. 7 An action agenda for the scholarship of teaching and learning

App Survey of CASTL scholars

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An early demonstration of the value to teachers (and students) of writing the scholarship of teaching (SoTL) by defining a challenge to classroom learning, a “problem” to be investigated (much as we define a problem for our guild research to address) – in this case: learning goals and student pre-knowledge.

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An active blog spot supporting "efforts to make public the reflection and study of teaching and learning” — advice and tips for writing the scholarship of teaching.