Disciplinary styles in the scholarship of teaching and learning: exploring common ground

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American Association for Higher Education, May 30, 2002 - Education - 243 pages
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Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history of discourse about teaching and learning in the disciplines, the ways in which disciplinary "styles" influence inquiry into teaching and learning, and the nature and roles of interdisciplinary exchange. The authors hope to "contribute to a common language for trading ideas, enlarging our pedagogical imaginations, and strengthening our scholarly work." Disciplines represented: chemistry; communication studies, engineering, English studies, history, management sciences, mathematics, psychology, and sociology. A collaboration of The Carnegie Foundation for the Advancement of Teaching and AAHE

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The Scholarship of Teaching and Learning in
Historians and the Scholarship
English Studies in the Scholarship of Teaching

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About the author (2002)

Mary Taylor Huber is a senior scholar at The Carnegie Foundation for the Advancement of Teaching. A cultural anthropologist, she has written widely about cultures of teaching in higher education, including recent publications on "Disciplinary Styles in the Scholarship of Teaching" (2002), "Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers" (2004), and, with Pat Hutchings, "The Advancement of Learning: Building the Teaching Commons" (2005).

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