Posts Tagged ‘scholarship of teaching and learning’
January 23 - Antidotes for the Publish or Perish Syndrome
By: Mark J. Cooper, PhD in Faculty Development
Most universities require tenure-track faculty members to achieve in three particular domains – teaching, service, and scholarship. Scholarship provokes the most anxiety. Faculty members quickly succumb to the publish or perish syndrome; a syndrome depicted by obsessive thoughts about scholarship expectations, a frenzy to publish, restless nights, and a plethora of excuses. The antidotes cleverly identified in this article are designed to treat the publish or perish syndrome.
December 8 - Get Recognized for Your Scholarly Work on Teaching and Learning
By: Mary Bart in Teaching and Learning
Magna Publications and The Teaching Professor are seeking nominations for the Maryellen Weimer Scholarly Work on Teaching and Learning Award. Now in its fourth year, the award recognizes outstanding scholarly contributions that advance college-level teaching and learning practices.
February 17 - Evidence-based Teaching: Staying Current on What Works
By: Maryellen Weimer, PhD in Teaching Professor Blog
My former colleague Jim Fairweather has written a paper commissioned by the National Academies National Research Council Board of Science Education which makes some interesting points. But first a bit of background.
June 15 - Teaching and Learning Award Winners Recognized at Sold-Out Teaching Professor Conference
By: Mary Bart in Teaching Careers
Last week McGraw-Hill and Magna Publications announced the winners of the second annual Scholarly Work on Teaching and Learning Award. The award recognizes outstanding scholarly contributions that advance college-level teaching and learning practices.
June 8 - Articles Not to Miss
By: Maryellen Weimer, PhD in Faculty Development, Teaching Professor Blog
We handed out the 2010 McGraw-Hill and Magna Publications Scholarly Work on Teaching and Learning Award at the recent Teaching Professor Conference. The review committee designated two finalist articles along with the winning piece, and all three of these articles are open with free access (for a limited period for two of the articles). I
May 20 - Inquiry into the College Classroom
By: Paul Savory, PhD, and Amy Goodburn, PhD in Teaching and Learning
Are our students learning? Are they developing? Are we having an impact? These questions are only a small sample of those that faculty ask before, during, and after each course that they teach. Faculty often attempt to answer such questions using the evidence they have—student remarks during class and office hours, student performance on examinations or homework assignments, student comments solicited via teaching evaluations, and their own classroom observations. While these forms of evidence can be useful, such informal assessments also can be misleading, particularly because they are generally not systematic or fully representative.
January 19 - Moving Past the Old ‘Teaching vs. Research’ Debate
By: Maryellen Weimer, PhD in Teaching Careers
The argument persists: teaching and research are complementary—each in some synergistic way builds on and supports the other. Standing against the argument is an impressive, ever-growing array of studies that consistently fail to show any linkage between teaching effectiveness and research productivity. Because administrators have a vested interest in faculty being able to do both well, the two sides continue to exchange arguments and accusations in a debate that has grown old, tired, and terribly nonproductive.
December 10 - Making the Shift from Rhetoric to Performance
By: Michael Harris, PhD, and Roxanne Cullen, PhD in Academic Leadership
Discussion of teaching and learning as an academic, scholarly endeavor has become an acceptable conversation on college campuses. A shift is beginning to take place whereby the scholarship of teaching and learning is now being taken seriously. We are making progress in higher education by making undergraduate education intentional, thus moving toward a learner-centered paradigm.
September 11 - Encouraging Faculty Involvement in the Scholarship of Teaching and Learning
By: Rob Kelly in Teaching and Learning
Despite the admirable goal of improving student learning by assessment, many faculty members are uneasy about participating in assessment-related activities. One way to overcome negative feelings about assessment while promoting improved student learning is to encourage faculty to engage in the scholarship of teaching and learning (SoTL).
