As this example illustrates, scholarship doesn’t always have to take the form of articles in refereed journals and sometimes when the scholarship is pedagogical, other
Learning communities, an approach to curriculum design that links two or more courses, can improve student success and retention and help students develop effective learning
A large study of students enrolled in geography courses at multiple universities in Australia, New Zealand, the United Kingdom, and the United States looked at
The relatively new pedagogical periodical Academy of Management Learning & Education has a regular feature I very much enjoy and wish was part of more
I am just finishing up a book on pedagogical scholarship, more specifically a review of previously published work on teaching and learning authored by faculty
Start with a list of 12 familiar ways to learn course content: reading texts or other printed material; writing term papers, participating in group activities in class, doing major team projects, doing cases, taking multiple choice exams, giving presentations to the class, learning about different theories, doing practical exercises, solving problems, doing library research, or exercising a lot of creativity. Now hypothesize as to which learning style prefers which of these approaches to learning.
Research on learning styles now spans four decades. The amount of work ebbs and flows with more flowing recently. Interestingly, work on learning styles continues
In 1989 the administration at Central Arizona College made a decision to move toward a competency-based curriculum for all of its courses and certificate and degree programs—a wise decision given all the changes taking place within the community college’s district and within higher education in general, says Linda Heiland, CAC’s associate vice president for institutional effectiveness and chief academic officer…
As interest in scholarly work on teaching and learning continues to grow and more faculty are trying their hands at work in this arena, materials are needed that summarize the available methods and approaches used in systematic analyses of classroom practices and learning outcomes. Just such a resource appeared last year in the Journal of Engineering Education…
Despite increased external pressure on teaching and learning innovation, top-down, centralized strategic initiatives usually fail to produce large-scale transformational change. And the problem with smaller-scale
