Item description for Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling (JB - Anker) by Kathleen McKinney...
The Challenges and Joys of Juggling There has been growing demand for workshops and materials to help those in higher education conduct and use the scholarship of teaching and learning. This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects. Though targeted at those new to the field of SoTL, more seasoned SoTL researchers and those attempting to support SoTL efforts will find the book valuable. It can be used as an individual reading, a shared reading in SoTL writing circles, a resource in workshops on SoTL, and a text in seminars on teaching. Contents include:
The functions, value, rewards, and standards for SoTL work
Working with colleagues, involving students, writing grants, integrating SoTL into your professional life, and finding useful resources
Practical and ethical issues associated with SoTL work
Making your SoTL public and documenting your work
The status of SoTL in disciplinary and institutional contexts
Applying the goals of SoTL to enhance student learning and development.
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Est. Packaging Dimensions: Length: 0.75" Width: 6" Height: 8.75" Weight: 0.65 lbs.
Release Date May 25, 2007
ISBN 1933371293 ISBN13 9781933371290
Availability 0 units.
More About Kathleen McKinney
Kathleen McKinney has an academic affiliation as follows - Illinois State University, Normal, Illinois Illinois State University.
Reviews - What do customers think about Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling (JB - Anker)?
A "Must Have" For the Teaching Professional Jun 12, 2007
This book is a concise yet comprehensive single resource for anyone interested in what we have come to call `the scholarship of teaching and learning.' It is packed with practical information on the essentials - how to frame research questions, gather evidence, and go public with the findings - but it also offers much, much more. It provides a brief history of SoTL, explains why faculty should consider doing it, discusses the practical and ethical issues involved in doing SoTL work, and suggests how faculty can fit their SoTL work into their institutions' reward structure. It also contains 8 appendices that provide additional information on everything from SoTL-oriented Journals and Newsletters to examples of Tenure and Promotion language. Although it is the perfect entry point for faculty new to SoTL (in fact, there is a whole chapter titled "How Do I Get Started"), even faculty who have been involved in SoTL for years will gain new insights and find much useful information.