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Informationen zum Autor Regan A. R. Gurung is Chair of Human Development at the University of Wisconsin, Green Bay. He has served for many years on the campus Faculty Development Committee and has also been Chair of the same. He is currently campus representative for a CASTL Leadership Site, and is a member of a national taskforce for the scholarship of teaching and learning. He is author of Health Psychology: A Cultural Approach (2006). Beth M. Schwartz is Professor of Psychology at Randolph College. She is founding director of the Faculty Development Center on her campus. In February 2006, she received the APLS (American Psychology and Law Society) Outstanding Teaching and Mentoring Award. Klappentext The scholarship of teaching and learning (SoTL) is one of the most dynamic areas of research in the field of higher education today in which faculty continuously evaluate the quality of their teaching and its affect on student learning. Faculty are being held accountable for the effectiveness of their teaching and in turn they are starting to engage in SoTL-related intellectual exchanges not only in their research agendas but also in the ways in which they teach their students in the classroom. At the heart of this new movement, there is a simple idea: take a close look at how you teach and how your students learn, use the same methodology that you would use for formal investigations (be it in the humanities or sciences), and hold your research to the same standards most notably peer review. Optimizing Teaching and Learning will serve as a guide for anyone who is interested in improving their teaching, the learning of their students, and at the same time contribute to the scholarship of teaching and learning. It bridges the gap between the research and practice of SoTL, with explicit instructions on how to design, conduct, analyze, and write-up pedagogical research, including samples of actual questionnaires and other materials (e.g., focus group questions) that will jumpstart investigations into teaching and learning. It also explores the advantages and disadvantages of various pedagogical practices and present applications of SoTL using case studies from a variety of disciplines. This book will serve as an invaluable resource for both seasoned faculty and new faculty who are just beginning to assess their teaching methods and learn how to think beyond the content. Zusammenfassung Optimizing Teaching and Learning will serve as a practical guide for anyone! anywhere! who is interested in improving their teaching! the learning of their students! and correspondingly! contribute to the scholarship of teaching and learning. Inhaltsverzeichnis Preface viii Acknowledgments xiii 1 What Is Pedagogical Research? 1 Multidisciplinary Roots of Pedagogical Research 3 Examining Definitions of Scholarship 4 The Other SoTL: Action Research and Teacher Research 6 Beginnings 8 Why Is Pedagogical Research Important? 11 A Teaching Hierarchy 12 A Caveat 16 How Can Pedagogical Research Be Useful to You? 16 2 Pedagogical Research: Focussing on the Teaching 18 Assessing Our Teaching Effectiveness 20 What Can We Learn from the "Best" College Teachers? 25 Creating your Teaching Philosophy Statement 31 How Do I Teach? 33 Using Teaching Inventories 34 Determining Your Teaching Goals 38 Assessment Tools 43 Alternative Classroom Assessment Techniques 65 Teaching Portfolios 68 Learning to Conduct Pedagogical Research: How to Get Started: Designing Your Pedagogical Research Program 70 Developing Your Research Ideas and Questions 72 Focus on Student Learning: Connecting Your Learning Goals, Assessment Choice, and Teaching Technique 75 Applying the Findings of Your Pedagogical Research...
