Disciplinary styles in the scholarship of teaching and learning exploring common ground

Cover of: Disciplinary styles in the scholarship of teaching and learning |

Published by American Association for Higher Education in Washington, DC .

Written in English

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Subjects:

  • Education -- Research.,
  • College teaching.,
  • Learning.

Edition Notes

Book details

StatementMary Taylor Huber and Sherwyn P. Morreale, editors.
ContributionsHuber, Mary Taylor, 1944-, Morreale, Sherwyn P., Carnegie Foundation for the Advancement of Teaching., American Association for Higher Education.
Classifications
LC ClassificationsLB2331 .D54 2002
The Physical Object
Paginationxi, 243 p. ;
Number of Pages243
ID Numbers
Open LibraryOL3583581M
ISBN 101563770520
LC Control Number2002280916
OCLC/WorldCa49349467

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Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history of discourse about teaching and learning in the disciplines, the ways in which disciplinary "styles" influence inquiry into teaching and learning, and the nature and roles of 4/5(1).

Mary Taylor Huber is a senior scholar at The Carnegie Foundation for the Advancement of Teaching. A cultural anthropologist, she has written widely about cultures of teaching in higher education, including recent publications on "Disciplinary Styles in the Scholarship of Teaching" (), "Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers" (), and, with Pat.

In response to an orienting essay about the scholarship of teaching and learning, scholars from 10 disciplines describe the evolution of a discourse about teaching and learning, the ways in which their discipline's style of discourse influences inquiry into teaching and learning, and the nature and role of intellectual exchange across disciplines around such by:   Huber, Mary Taylor and Morreale, Sherwyn P., "Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground" ().

Centers for Teaching and Technology - Book Library. Cited by: Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history Disciplinary styles in the scholarship of teaching and learning book discourse about teaching and learning in the disciplines, the ways in which disciplinary "styles" influence inquiry into teaching and learning, and the nature and roles of interdisciplinary exchange.

The authors hope to "contribute to a common language for trading ideas, enlarging our Author: Mary Taylor Huber. Disciplinary styles in the scholarship of teaching: reflections on the Carnegie Academy for the Scholarship of Teaching and Learning (orienting essay) / Mary Taylor Huber History lessons: historians and the scholarship of teaching and learning / Lendol Calder, William W.

Cutler III, and T. Mills Kelly. Whatever the future of the scholarship of teaching and learning, it will no longer be mostly a matter of parallel play. In presenting the "sounds and silences" of these 10 disciplines to a polyglot audience, this volume's contributors seek to help develop a common language "for trading ideas, enlarging our pedagogical imaginations, and Pages: Get this from a library.

Disciplinary styles in the scholarship of teaching and learning: exploring common ground. [Mary Taylor Huber; Sherwyn P Morreale; Carnegie Foundation for the Advancement of Teaching.; American Association for Higher Education.;] -- Will the scholarship of teaching and learning find its home with other pedagogical discussions -- on the margins of most disciplines.

On the Road with Disciplinary Styles in the Scholarship of Teaching and Learning By Mary Taylor Huber and Sherwyn P. Morreale. From the June There is growing interest in using disciplinary vocabularies, themes, and methods to address discipline-specific.

Disciplinary Styles in the Scholarship of Teaching: Reflections on. The Carnegie Academy for the Scholarship of Teaching and Learning," given at the 7th International Improving Student Learning Symposium "Improving Student Learning Through the Disciplines, " September. University of York, UK.

(In Press. In Improving Student. Folks: Disciplinary styles in the scholarship of teaching and learning book excerpt looks at some of the issues that surface in carrying out the scholarship of teaching and learning in various disciplines.

It is from the chapter, Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation, by Mary Taylor-Huber and Sherwyn P.

Morreale, in and important new book: Disciplinary Styles in the Scholarship of Teaching and Learning. "Disciplinary Styles in the Scholarship of Teaching and Learning." A paper presented at the 7th International Improving Student Learning Symposium Improving Student Learning Through the Disciplines.

SeptemberUniversity of York, UK. All about Details: Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground by Mary Taylor Huber. LibraryThing is a cataloging and social networking site for bookloversAuthor: Mary Taylor Huber.

Scholarship of Teaching & Learning. Quick Look. Balancing Acts Disciplinary Styles in the Scholarship of Teaching and Learning Exploring Common Ground. We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. Request PDF | Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground | In response to an orienting essay about the scholarship of teaching and learning, scholars.

Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground by Mary Taylor Huber (Editor), Sherwyn P Morreale (Editor) starting at $ Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground has 1 available editions to buy at Half Price Books Marketplace.

Book Description: The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines.

inquiry. The introduction is "Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation" by Mary Taylor Huber and Sherwyn P. Morreale. The essays are: (1) "Disciplinary Styles in the Scholarship of Teaching: Reflections on The Carnegie Academy for the Scholarship of Teaching.

Mary Taylor Huber is a senior scholar with the Bay View Alliance, a network of research universities in the US and Canada exploring ways to strengthen departmental and institutional cultures of teaching and learning.

She serves as a contributing editor at Change: The Magazine of Higher Learning and as an editor of the book series on Scholarship of Teaching and Learning at the Indiana. The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines.5/5(1).

SoTL Inquiry Methods. Your selection of inquiry methods should be guided by your research question and the research expertise you bring to your scholarship of teaching and learning (SoTL) work – or the research expertise you are willing to develop. Disciplinary styles in the scholarship of teaching and learning: Exploring common ground.

Learning Styles and Disciplinary Differences. Book. Full-text available This paper has taken David A. Kolb's Experiential Learning Theory (ELT) as a part of teaching pedagogy, where Kolb. "Disciplinary Styles in the Scholarship of Teaching and Learning." Paper presented at the 7th International Improving Student Learning Symposium, September HTML Version.

Travel between the disciplinary and interdisciplinary poles of the scholarship of teaching and learning has always been exciting—sometimes easy, sometimes arduous; sometimes welcomed, sometimes feared. the tensions were evident early on, when Sherwyn Morreale and I edited an exploratory collection of essays titled Disciplinary Styles in the Scholarship of Teaching: Seeking Common Ground ().

Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground - Mary Taylor Huber and Sherwyn P. Morreale, editors Call Number: URI LB D57 ISBN: Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history of discourse about teaching and learning in the.

This book explores the role of authenticity in higher education. Kreber’s work contributes to the Scholarship of Teaching and Learning movement, which includes post-secondary educators from a variety of disciplines who emphasize teaching as a scholarly discipline in its own right (Huber and Morreale, Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground.

To get started with Scholarship of Teaching & Learning (SoTL), we recommend the following texts, available from our lending library. Enhancing Learning through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling by Kathleen McKinney; Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground edited by Mary Huber and.

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.

Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground Authors: Huber, M.T.

& Morreale, S.P. Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling Author: McKinney, K Enhancing Scholarly Work on Teaching & Learning: Professional Literature that Makes a Difference.

Poole, Gary D. () "Using the Scholarship of Teaching and Learning at Disciplinary, National and Institutional Levels to Strategically Improve the Quality of Post-secondary Education," International Journal for the Scholarship of Teaching and Learning: Vol.

The Canadian Journal for the Scholarship of Teaching and Learning Volume 8|Issue 3 Article 10 June Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education Clarke Mathany University of Guelph, [email protected] Katie M.

ClowFile Size: KB. Approaches to Teaching Scholarship Historical and International Perspectives Globally, approaches to teaching scholarship now share the general aim of improving student learning.

However, different parts of the world appear to have taken varying starting points for doing so. Benjamin (, p.

), in her study on the scholarship of teaching. resources on teaching and learning and offer opportunities for academic staff to engage in inquiry projects focused on particular aspects of teaching and learning within their disciplines.

Discussing the nature of discipline-based pedagogical inquiry in their book Disciplinary Styles in the Scholarship of Teaching and Learning, Huber and.

Uninvolved: “I have little interest in whatever you do.” Permissive: “I care about whatever you want to do.” Authoritarian: “Do it because I said so!” Authoritative: “I care about you and I have high expectations for your behaviour.” What’s your discipline style.

Each of these styles is characterised by certain adult attitudes and strategies related to the four. The scholarship of teaching and learning in engineering.

In Huber, M.T & Morreale, S. (eds.), Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Washington, D.C: American Association for Higher Education. The Scholarship of Teaching and Learning J. Douglas Wellman North Carolina State University Abstract The origins and conceptual foundations for the scholarship of teaching and learn-ing (SOTL) are described.

National programs aimed at building understanding and ac-ceptance of SOTL are reviewed. To illustrate campus activity, NC State's faculty-led. The Journal on Excellence in College Teaching (ISSN ) is a peer-reviewed journal published at Miami University by and for faculty at universities and two- and four-year colleges to increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their.

The Joy Shechtman Mankoff Center for Teaching & Learning at Connecticut College promotes effective teaching that cultivates. engaged student learning. The Center fosters a campus culture that values a diversity of learning, teaching, and disciplinary styles; encourages honest discussion of teaching and learning; and cultivates.

However, although several research on learning styles and disciplinary differences reflecting a distinction in the use of learning styles between students from different majors, the relationship between learning styles, Academic Years and students’ Fields of Study are not File Size: 1MB.

The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines.

learning. The CTL fosters a campus culture that values a diversity of learning, teaching and disciplinary styles, welcomes honest discussion of teaching and learning, and encourages the scholarship of teaching and learning.

To achieve its mission, the CTL organizes programming that facilitates the exchange of ideas about teaching and. Publications. In addition to our work at Vanderbilt, Center for Teaching staff members contribute to the broader higher education community through publications.

Our scholarly work includes research in our “home” disciplines, the scholarship of teaching and learning, and the scholarship of educational development. Highlights Publications Highlights Since its founding inthe CFT’s Author: Rhett Mcdaniel.Scholarship of Teaching and Learning benefits students' educational experience directly, but there is added value to the institution and faculty.

Innovation in teaching and learning is central to improving as an educational institution. Reciprocal benefits between faculty and students can emerge; interactions in the classroom may inspire.

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