Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground

Front Cover
Mary Taylor Huber, Sherwyn P. Morreale
American Association for Higher Education, 2002 - Education - 243 pages
0 Reviews
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

From inside the book

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

The Scholarship of Teaching and Learning in
8
Historians and the Scholarship
45
English Studies in the Scholarship of Teaching
69
Copyright

8 other sections not shown

Common terms and phrases

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).

Bibliographic information