Item description for Inquiry into the College Classroom: A Journey Toward Scholarly Teaching (JB - Anker) by Paul Savory, Amy Nelson Burnett & Amy Goodburn...
An essential companion for university faculty interested in conducting scholarly inquiry into their classroom teaching, this practical guide presents a formal model for making visible the careful, difficult, and intentional scholarly work entailed in exploring a teaching question. As a how-to guide, this is an invaluable resource for planning and conducting classroom research---formulating questions and hypotheses, defining a data collection methodology, collecting data, measuring the impact, and documenting the results. Inquiry Into the College Classroom is filled with richly illustrative examples that highlight how university faculty from a range of academic disciplines have performed scholarly inquiries into their teaching and leads faculty on a journey that includes:
Developing a formal model for structuring the exploration of a classroom inquiry question
Providing a practical and useful guide for faculty interested in exploring teaching and learning challenges
Detailing faculty experiences in measuring specific changes in student learning or perspectives
Demonstrating how to document classroom inquiry in a form to be shared, used, and reviewed by other faculty
Sharing useful and practical suggestions for getting started with a classroom inquiry
Highlighting different models for disseminating classroom inquiry work
Linking classroom inquiry to larger conversations about the scholarship of teaching and learning
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Est. Packaging Dimensions: Length: 0.5" Width: 6" Height: 9" Weight: 0.75 lbs.
Release Date May 4, 2007
ISBN 1933371250 ISBN13 9781933371252
Availability 0 units.
More About Paul Savory, Amy Nelson Burnett & Amy Goodburn
Reviews - What do customers think about Inquiry into the College Classroom: A Journey Toward Scholarly Teaching (JB - Anker)?
Terrific book - well written and excellent examples May 22, 2007
A much needed guide for faculty interested in formally exploring their teaching and their students' learning. The book shares a detailed approach for mapping out a plan for exploring a teaching question in one's classroom. It offers useful advice and strategies for developing an inquiry question, collecting data to support the inquiry, and then documenting the inquiry. In the development of the inquiry model (Chapter 1), the authors highlight the similarity and differences needed for making an inquiry an example of scholarly teaching versus Scholarship of Teaching and Learning work (I love the "travel guide" analogy used by the authors for describing their approach for the chapter). While the recent national emphasis on SOTL has helped re-energize the role of teaching in the academy, those of us who help direct campus efforts need to realize that not all faculty want to become a SOTL researcher. Rather many faculty simply want to become a scholarly teacher (one focused on exploring and improving their teaching and sharing their results, but not necessarily focused on making "teaching" a research area). Chapters 2 through 10 offer excellent examples of inquiry projects completed by faculty from numerous academic areas. The final chapter concludes with useful practical advice and resources for getting started with an inquiry project.