Campus Progress: Supporting The Scholarship Of Teaching And Learning

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Barbara L. Cambridge
American Association for Higher Education, Jan 1, 2004 - Education - 228 pages
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Over forty colleges, universities, and associations report the latest developments in the scholarship of teaching and learning. Sections of the book include developing infrastructure, collaborating for change, instituting policies, documenting and assessing impact, and learning along the way. Framed with essays by AAHE Vice President Barbara Cambridge and Carnegie Foundation Vice President Pat Hutchings, the book's chapters reveal the strategies developed by institutions of all kinds to foster the scholarship of teaching and learning.

This book constitutes an introduction to scholarly teaching and the scholarship of teaching and learning, and will interest anyone who is concerned about student learning and the kind of inquiry that helps promote that learning.

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Contents

TABLE OF CONTENTS
1
INSTITUTING POLICIES
3
LEARNING ALONG THE
9
DEVELOPING INFRASTRUCTURE
11
Chapter One Mutual Benefits Continuing Challenges 21
21
Creating a Self Perpetuating Program 2932
29
Chapter Five Engaging Community College Faculty in Scholarship
37
Chapter Six Building an Infrastructure to Support Instruction 4346
43
Protopublicity Multivocality
93
Chapter Seven Interdisciplinary Practices to Enhance the Culture of Teaching
99
Introduction Duane Roen 103107
103
Supporting Professional Development Teaching
111
Developing a Program in a Large
121
Chapter Five Valuing the Scholarship of Teaching and Learning in Promotion
129
Chapter Seven Promotion and Tenure Track Record 137141
137
DOCUMENTING AND ASSESSING IMPACT
143

Chapter Eight Organizing and Bargaining for Scholarship of Teaching
51
COLLABORATING FOR CHANGE
55
Chapter One Unlocking the Potential of Collaborations 6368
63
Chapter TWo The Citadel Academy for the Scholarship of Teaching Learning
69
Chapter Three Sustaining a Community of Practice at Middlesex Community
75
Chapter Four Developing Collaborative Practices at Rider University 8186
81
Chapter Five Lessons Learned at the University of MontanaMissoula 8791
87
Documenting Student Learning 159162
159
Introduction Marcia Babb and Richard Gale 177180
177
Chapter Two Embedding the Scholarship of Teaching and Learning
187
Chapter Four What It Really Takes 195197
195
Chapter Six From Discussion to Action 203206
203
Chapter Eight Disciplinary and Campus Collaborations 211213
211
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About the author (2004)

Barbara L. Cambridge is a senior program officer at the National Council of Teachers of English.

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