Janie H. Wilson & Regan A. R. Gurung 
Doing the Scholarship of Teaching and Learning, Measuring Systematic Changes to Teaching and Improvements in Learning [PDF ebook] 
New Directions for Teaching and Learning, Number 136

The Scholarship of Teaching and Learning (So TL) should be anintegral part of every academic’s life, representing not onlythe pinnacle of effortful teaching, but also standing side by sidewith more conventional disciplinary scholarship. Although practicedby many instructors for years, So TL has garnered national attentionresulting in a spate of new journals to publish pedagogicalresearch.

So TL helps students, fosters faculty development, and has beenintegrated into higher education. This volume provides readers withchallenges that will motivate them to engage in So TL and take theirpedagogical research further. We include many key features aimed tohelp both the teacher new to research and So TL and also researcherswho may have a long list of scholarly publications innon-pedagogical areas and who have not conducted research.

This is the 136th volume of this Jossey-Bass higher educationseries. It offers a comprehensive range of ideas and techniques forimproving college teaching based on the experience of seasonedinstructors and the latest findings of educational andpsychological researchers.

Tabella dei contenuti

1. Advancing Scholarly Research on Teaching and Learning1
Regan A. R. Gurung, Janie H. Wilson
This chapter provides a brief history of the Scholarship of Teaching and Learning (So TL), delineates the main audience for thisvolume, and presents a framework of the volume with a preview ofeach chapter.

2. Using Assessment and So TL to Enhance Student Learning7
K. Laurie Dickson, Melinda M. Treml
Coordinating So TL and assessment efforts strengthens the processesof inquiry, evidence, and innovation that lead to the continualimprovement of student learning. Examples are provided for how towork collaboratively with colleagues to use these processes tocontinually inform the teaching practices within classrooms, academic programs, and institutions.

3. Designing So TL Studies–Part I: Validity 17
Robert A. Bartsch
This chapter discusses how to improve validity in So TL studiesthrough generating appropriate measures and using designs thatexamine causality between an activity and students’performance.

4. Designing So TL Studies–Part II: Practicality35
Robert A. Bartsch
This chapter suggests solutions to common practical problems indesigning So TL studies. In addition, the advantages anddisadvantages of different types of designs are discussed.

5. Statistical Models for Analyzing Learning Data49
Georjeanna Wilson-Doenges
This chapter will provide potential models for analyzing learningdata through a discussion of screening data and then analyzing thatdata using appropriate statistical techniques.

6. Navigating the IRB: The Ethics of So TL 59
Ryan C. Martin
This chapter discusses Institutional Review Boards (IRBs) as theyapply to the So TL. Specifically, it describes when So TL projectsmust receive IRB approval, why they must get IRB approval, thereview process, and some special issues of concern with regard to So TL.

7. Tell a Good Story Well: Writing Tips 73
Randolph A. Smith
This chapter gives reasons why writing is important, summarizesgeneral writing guidelines common tomany academic disciplines, andprovides specific writing guidelines that authors should use tomake their manuscripts stronger and more likely to be acceptable toeditors.

8. Navigating the Minefields of Publishing 85
Andrew N. Christopher
From the perspective of a journal editor and experienced author, this chapter provides counsel on the ‘ins’ and ‘outs’ of publishingempirical research in peer-reviewed journals.

9. Faculty Development Centers and the Role of So TL101
Beth M. Schwartz, Aeron Haynie
This chapter discussesways that faculty development and teachingcenters can foster the practice of So TL and create a campus culturewhere So TL is recognized as important scholarly work.

INDEX 113

Circa l’autore

Regan A. R. Gurung, Ph D, is Ben J. and Joyce Rosenberg Professor of Human Development and Psychology at the University of Wisconsin, Green Bay. He is the author/editor of 9 other books and has published over 90 peer-reviewed publications. Janie H. Wilson is the editor of Doing the Scholarship of Teaching and Learning, Measuring Systematic Changes to Teaching and Improvements in Learning: New Directions for Teaching and Learning, Number 136, published by Wiley.