Praise for The Scholarship of Teaching and Learning Reconsidered "A worthy capstone that pulls together two decades of Carnegie Foundation projects on the scholarship of teaching and learning. The authors review the genesis of these ideas and envision a future of continued integration of a culture of evidence in the world's universities and colleges. Projects end but the work continues." —Lee S. Shulman, president emeritus, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education emeritus, Stanford University "This book captures the most important lessons from a decade of thoughtful experimentation with methods to improve the learning outcomes of American college students. The authors have deep experience in institutionalizing various approaches that have been devised and endorsed by faculty in many kinds of higher education settings. It will be a manual for those seeking to improve their own teaching and learning outcomes." —Katharine Lyall, president emerita, University of Wisconsin System "The authors recount the history of research into one's own teaching, further develop its conceptualization, and make recommendations for how to bring it into the mainstream. Collectively, they have been at the center of the movement and have written, spoken, strategized, and organized conversations and scholarly work on the topic for many years. They present rich examples from many different environments and an unwavering vision of the benefits of the scholarship of teaching and learning and its potential." —Nancy Chism, Indiana University School of Education, Indianapolis "This book reframes the literature on the scholarship of teaching and learning, faculty development, assessment, and the future of higher education. The writing sparkles with fresh analysis on teaching, learning, academic culture, and the possibilities for change. This book will help both individual faculty and entire institutions to enhance scholarly teaching and to deepen student learning." —Peter Felten, assistant provost and director, Center for the Advancement of Teaching and Learning, and associate professor of history, Elon University

The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact

Education & Teaching

Hutchings, Pat

Huber, Mary Taylor

Ciccone, Anthony

Higher & Continuing Education

Jossey-Bass

The Great Barrier Reef Marine Park is 344 400 square kilometres in size and is home to one of the most diverse ecosystems in the world. This comprehensive guide describes the organisms and ecosystems of the Great Barrier Reef, as well as the biological, chemical and physical processes that influence them. Contemporary pressing issues such as climate change, coral bleaching, coral disease and the challenges of coral reef fisheries are also discussed. In addition, the book includes a field guide that will help people to identify the common animals and plants on the reef, then to delve into the book to learn more about the roles the biota play. Beautifully illustrated and with contributions from thirty-three international experts, The Great Barrier Reef is a must-read for the interested reef tourist, student, researcher and manager. While it has an Australian focus, it can equally be used as a baseline text for most Indo-Pacific coral reefs.

The Great Barrier Reef: Biology, Environment and Management

CSIRO Publshing

A publication of The Carnegie Foundation for the Advancement of Teaching, this important resource builds on the work of Carnegie's best-selling books, Scholarship Reconsidered and Scholarship Assessed. The Advancement of Learning explores the premise that the scholarship of teaching and learning holds the key to improving the quality of higher education. The Advancement of Learning answers questions readers are likely to have: 
<ul>
<li>What are the defining elements of the scholarship of teaching and learning?</li> <li>What traditions does it build on?</li> <li>What are its distinctive claims and possibilities?</li> <li>What are the implications of the scholarship of teaching and learning for academic culture and careers?</li> <li>How does it shape the student experience?</li> </ul> In addition, authors Mary Taylor Huber and Pat Hutchings introduce a new concept that expands on the scholarship of teaching and learning--the teaching commons. As the authors explain, the teaching commons is a conceptual space in which communities of educators committed to inquiry and innovation come together to exchange ideas about teaching and learning and use them to meet the challenges of educating students for personal, professional, and civic life.

The Advancement of Learning: Building the Teaching Commons

American higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. Today's circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you're in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success. Use this book to: <ul>
<li>Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectiveness</li> <li>Shift the view of assessment from being externally driven to internally motivated</li> <li>Learn how assessment results can help inform decision-making</li> <li>Use assessment data to manage change and improve student success</li> </ul>
Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.

Using Evidence of Student Learning to Improve Higher Education (Jossey-bass Higher and Adult Education)

Kuh, George D.

Ikenberry, Stanley O.

Jankowski, Natasha A.

Cain, Timothy Reese

Ewell, Peter T.

Kinzie, Jillian

Describes strategies through which faculty can document and "go public" with their teaching―be it for purposes of improvement or evaluation. Each of nine chapters features a different strategy―from the fairly simple, low-risk "teaching circle," to "course portfolios," to more formal departmental occasions such as faculty hiring―with reports by faculty who have actually tried each strategy, guidelines for good practice, and an annotated list of resources.

Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review

Routledge

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