Campus Progress
Supporting the Scholarship of Teaching and Learning

Paper: 978 1 56377 066 1 / $36.95
 
Published: June 2004  

Publisher: Stylus Publishing
238 pp., 8 1/2" x 11"
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.

Table of Contents:
INTRODUCTION by Barbara L. Cambridge, American Association for Higher Education; SECTION I: DEVELOPING INFRASTRUCTURE: Introduction by Constance E. Cook, University of Michigan; Chapter One: Mutual Benefits, Continuing Challenges by Jane Nelson and Audrey Kleinsasser, University of Wyoming; Chapter Two: Launching a Center for Learning, Teaching, Communication, and Research by Libby Falk Jones, Berea College; Chapter Three: Keeping Falcons as Falcons: Creating a Self- Perpetuating Program by John G. Sullivan, Deborah Thurlow Long, and Rosemary Haskell, Elon University; Chapter Four: A Freestanding Teaching Academy by Josef M. Broder and Patricia L. Kalivoda, University of Georgia; Chapter Five: Engaging Community College Faculty in Scholarship of Teaching and Learning by Maria Harper-Marinick, Maricopa Community Colleges; Chapter Six: Building an Infrastructure to Support Instruction by Rosslyn Smith, Texas Tech University; Chapter Seven: Furthering the Scholarship of Teaching and Learning the Wisconsin Way by Anthony Ciccone, University of Wisconsin-Milwaukee; Chapter Eight: Organizing and Bargaining for Scholarship of Teaching and Learning by Sherry Linkon and John Russo, Youngstown State University; SECTION 2: COLLABORATING FOR CHANGE: Introduction by Devorah Lieberman, Wagner College; Chapter One: Unlocking the Potential of Collaborations by Cheryl Albers, Buffalo State College; Chapter Two: The Citadel Academy for the Scholarship of Teaching, Learning, and Evaluation: An Interdisciplinary and Collaborative Approach by Suzanne T. Mabrouk, Virginia M. DeRoma, Kenneth P. Brannan, Terry M. Mays, Harry D. Davakos, Michael B. Barrett, Alix G. Darden, and L. Christine Fudge, The Citadel; Chapter Three: Sustaining a Community of Practice at Middlesex Community College by Phyllis Gleason and Jessie Klein, Middlesex Community College; Chapter Four: Developing Collaborative Practices at Rider University by Phyllis M. Frakt, Don Ambrose, Jean Kutcher, and Arlene, Wilner Rider University; Chapter Five: Lessons Learned at the University of Montana-Missoula by Betsy W. Bach, William T. Borrie, Mark S. Cracolice, and Steven E. Gaskill, University of Montana-Missoula; Chapter Six: Technology as Collaborative Practice: Protopublicity, Multivocality, and Knowledge Brokering by Darren Cambridge, American Association for Higher Education: Chapter Seven: Interdisciplinary Practices to Enhance the Culture of Teaching and Learning at a Doctoral/Research Extensive University by Charles E. Sternheim, University of Maryland College Park; SECTION 3: INSTITUTING POLICIES: Introduction by Duane Roen, Arizona State University; Chapter One: Not There Yet: Supporting Professional Development, Teaching Excellence, and the Scholarship of Teaching and Learning by Dorothy Zinsmeister University System of Georgia; Chapter Two: Faculty Roles and Rewards in the New American University -Redefining/Refining the Institutional Mission by Milton Glick, Arizona State University; Chapter Three: Peer Review of Teaching: Developing a Program in a Large, Research Extensive, Land-Grant Institution by Maxine P. Atkinson, Alton J. Banks, Judy C. Peel, and J. Douglas Wellman, North Carolina State University; Chapter Four: Multiple Sites of Authority by Jennifer Meta Robinson, Indiana University Bloomington; Chapter Five: Valuing the Scholarship of Teaching and Learning in Promotion and Tenure Reviews by Cheryl McConnell, Rockhurst University; Chapter Six: Changing Policies and Procedures Related to Appointment, Promotion, and Tenure by Charlotte Ravaioli and Lansdale D. Shaffmaster, Keystone College; Chapter Seven: Promotion and Tenure Track Record by Constance J. Post Iowa State University; SECTION 4 DOCUMENTING AND ASSESSING IMPACT: Introduction by Ellen L. Wert, Teacher Education Accreditation Council; Chapter One: Mapping Progress by Daryl G. Smith, Claremont Graduate University; Chapter Two: Why Do Self-Assessment? by Sharon Lewis, Ken Carter, and Heather Patrick, Oxford College of Emory University; Chapter Three: Making Learning Visible: Using Electronic Portfolios to Document Institutional Impact by Elizabeth Barkley, Karen Gillette, Mike McHargue, William Patterson, and Charlotte, Thunen Foothill College; Chapter Four: What Matters Over Time: Documenting Student Learning by Carmen Werder, Western Washington University; Chapter Five: The Long and Winding Road Using Course Portfolios to Document the Scholarship of Interdisciplinary Teaching and Learning by Matt Kaplan, University of Michigan; Chapter Seven: Documenting Results and Celebrating Success by Talya Bauer, Portland State University; Chapter Six:Using Data to Support and Enhance the Scholarship of Teaching and Learning by Kathleen McKinney, James Broadbear, Deborah Gentry, Patricia Klass, Sharon Naylor, and Nicky Virgil, Illinois State University; SECTION 5 LEARNING ALONG THE WAY: Introduction by Marcia Babb and Richard Gale, The Carnegie Foundation for the Advancement of Teaching; Chapter One: Navigating the Scholarship of Teaching and Learning by Nancy Randall, Malaspina University-College; Chapter Two: Embedding the Scholarship of Teaching and Learning Through Cross-Campus Collaboration by Barbara Mae Gayle and Marlene Moore, University of Portland; Chapter Three: An Ongoing Journey by Lawrence S. Albert, Michael R. Moore, and Kathryn C. Mincey, Morehead State University; Chapter Four: What It Really Takes by Barbara E. Walvoord, University of Notre Dame; Chapter Five: Gathering Support for Change by Kelly McNeilis, Richard Myers, and Timothy Knapp, Southwest Missouri State University; Chapter Six: From Discussion to Action by Mary L. Beaudry and Alease S. Bruce, University of Massachusetts Lowell; Chapter Seven: Scholarship at an Urban, Comprehensive University by Richard C. Turner, Indiana University-Purdue University Indianapolis; Chapter Eight: Disciplinary and Campus Collaborations by Carla B. Howery, American Sociological Association and Sherwyn P. Morreale, National Communication Association; CONCLUSION by Pat Hutchings, The Carnegie Foundation for the Advancement of Teaching.



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