The Scholarship of Teaching and Learning series showcases new inquiry into the relationship between teaching and learning in post-secondary education. Drawing on disciplinary approaches, scholars from the humanities, social and natural sciences, and professions share theoretical frameworks and investigative outcomes while situating their work within broader contexts that transcend disciplinary boundaries. This series aims to support a transformative agenda for higher education by advancing understanding of what matters in student-centered learning and catalyzing innovation and improvement in teaching. Contact: Sarah Jacobi, Acquiring Editor, email@example.com
Jennifer Meta Robinson, Whitney M. Schlegel and Mary Taylor Huber, editors
Faculty often worry that students can’t or won’t read critically, a foundational skill for success in academic and professional endeavors. “Critical reading” refers both to reading for academic purposes and reading for social engagement. This volume is based on collaborative, multidisciplinary research into how students read in first-year courses in subjects ranging from scientific literacy through composition. The authors discovered the good (students can read), the bad (students are not reading for social engagement), and the ugly (class assignments may be setting students up for failure) and they offer strategies that can better engage students and provide more meaningful reading experiences.
Karen Manarin, Miriam Carey, Melanie Rathburn, and Glen Ryland; Foreword by Pat Hutchings
Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students’ learning is affected by faculty members’ efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.
William Condon, Ellen R. Iverson, Cathryn A. Manduca, Carol Rutz, and Gudrun Willett; Foreword by Mary Taylor Huber; Afterword by Richard Haswell
Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atrocity.
Howard Tinberg and Ronald Weisberger
Informed by the scholarship of teaching and learning (SOTL), Connected Science presents a new approach to college science education for the 21st century. This interdisciplinary approach stresses integrative learning and pedagogies that engage students through open-ended inquiry, compelling real-world questions, and data-rich experiences. Faculty from a variety of disciplines and institutions present case studies based on research in the classroom, offering insights into student learning goals and best practices in curriculum design. Synthetic chapters bring together themes from the case studies, present an overview of the connected science approach, and identify strategies and future challenges to help move this work forward.
Edited by Tricia A. Ferrett, David R. Geelan, Whitney M. Schlegel, and Joanne L. Stewart; Foreword by Mary Taylor Huber and Pat Hutchings
The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research.
Edited by Kathleen McKinney; Foreword by Mary Taylor Huber
Literary Learning explores the nature of literary knowledge and offers guidance for effective teaching of literature at the college level. What do English majors need to learn? How can we help them develop the skills and knowledge they need? By identifying the habits of mind that literary scholars use in their own research and writing, Sherry Lee Linkon articulates the strategic knowledge that lies at the heart of the discipline, offering important insights and models for beginning and experienced teachers.
Sherry Lee Linkon
Citizenship Across the Curriculum advocates the teaching of civic engagement at the college level, in a wide range of disciplines and courses. Using "writing across the curriculum" programs as a model, the contributors propose a similar approach to civic education. In case studies drawn from political science and history as well as mathematics, the natural sciences, rhetoric, and communication studies, the contributors provide models for incorporating civic learning and evaluating pedagogical effectiveness. By encouraging faculty to gather evidence and reflect on their teaching practice and their students’ learning, this volume contributes to the growing field of the scholarship of teaching and learning.
Edited by Michael B. Smith, Rebecca S. Nowacek, and Jeffrey L. Bernstein
Foreword by Pat Hutchings and Mary Taylor Huber
To prepare today's students to meet growing global environmental challenges, colleges and universities must make environmental literacy a core learning goal for all students, in all disciplines. But what should an environmentally literate citizen know? What teaching and learning strategies are most effective in helping students think critically about human-environment interactions and sustainability, and integrate what they have learned in diverse settings? Educators from the natural and social sciences and the humanities discuss the critical content, skills, and affective qualities essential to environmental literacy. This volume is an invaluable resource for developing integrated, campus-wide programs to prepare students to think critically about, and to work to create, a sustainable society.
Edited by Heather L. Reynolds, Eduardo S. Brondizio, and Jennifer Meta Robinson
with Doug Karpa and Briana L. Gross
“As Americans flock to college in record numbers, higher education has an unprecedented opportunity to help a new majority of Americans achieve the knowledge and determination to redeem the full promise of democracy—for liberty, justice, equal dignity, and the quality of our shared futures.Citizenship Across the Curriculum provides rich guidance for faculty members on what it means to take these responsibilities seriously."
Carol Schneider / Association of American Colleges and Universities
“Anyone reading [Teaching Environmental Literacy] will walk away with ideas for how to address the most critical issue of the 21st century in his or her classroom. For that reason, I recommend this book for a much larger audience than college and university faculty. Even educators who work with our youngest children will find fodder in this book for self-reflection about what, why, and how to teach. I recommend it for teachers of all stripes who work to promote a sustainable future for our children."
National Science Teachers Association