Enhancing Scholarly Work on Teaching And Learning: Professional Literature That Makes a Difference - Hardcover

Über die Autorin bzw. den Autor

Maryellen Weimer teaches beginning students introductory communication courses full-time at Penn State Berks, where she is a professor of teaching and learning. In 2005, Weimer received the Milton S. Eisenhower Award for Distinguished Teaching, one of Penn State’s university-wide teaching awards.
Weimer received a Ph.D. in speech communication in 1981 from Penn State. Spending most of her career at Penn State, Weimer has held several different positions at the university. For ten years she directed the university’s Instructional Development Program. She also served as a senior research associate in Penn State’s Center for the Study of Higher Education, where she was an associate director of the National Center on Postsecondary Teaching, Learning, and Assessment, a U.S. Department of Education Research and Development Center funded for five years.
Over the past twenty years, Weimer has consulted with more than 275 colleges and universities in the United States and Canada as well as overseas on a variety of instructional issues. She regularly keynotes national conferences and regional meetings.
Since 1987, Weimer has edited Teaching Professor, a monthly newsletter on college teaching. She has authored or edited nine books, including one on faculty development, one on teaching for new faculty, and an anthology edited with Robert Menges,Teaching on Solid Ground: Using Scholarship to Improve Practice (Jossey-Bass, 1995). Her most recent Jossey-Bass book,Learner-Centered Teaching: Five Key Changes to Practice, was published in 2002.

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"In her characteristically research-based, direct and practical style, Maryellen Weimer provides a much-needed guide, critique and roadmap of the scholarship of teaching and learning. Weimer's new book will be of use to teachers, researchers, and administrators alike, and nicely complements her Learner-Centered Teaching and Classroom Research by Cross and Steadman."
Thomas A. Angelo, Director, University Teaching Development Centre, Victoria University of Wellington, New Zealand

"Yet again, Maryellen Weimer has made a perfectly timed contribution to the pursuit of excellence in teaching and learning. Enhancing Scholarly Work on Teaching and Learning does, indeed, shed clarifying light on the exciting new emphasis on scholarly approaches to teaching. In her distinctively conversational and clear style, Dr. Weimer maps out the nature of pedagogical literaturehow to read it and how to contribute to it. As always, Maryellen grounds her work in a wealth of experience that she so skillfully translates into practical suggestions for constructive work. This book is the perfect next step in the journey to understand the benefits of scholarly teaching."
Gary Poole, Ph.D., Director, Centre for Teaching and Academic Growth Founding Director, Institute for the Scholarship of Teaching and Learning University of British Columbia

"The revolution called the 'scholarship of teaching' was started by Boyer, but this book puts his ideas and those of many others on the tarmac of reality. It forcefully and convincingly answers the question, 'what's next?' I think it has the potential for laying the foundation for a new discipline of practice comparable to what has been achieved in other disciplines."
Charles Walker, Professor of Psychology, St. Bonaventure University, Olean, NY

Aus dem Klappentext

Enhancing Scholarly Work on Teaching and Learning includes an analysis of the practitioner literature on teaching and learning in two main categoriesthe wisdom of practice and research scholarship. The first category uses the lens of experience to analyze instructional issues, and the second category employs more objective frames to assess instructional issues. The book explores four experiential approaches to teaching and learning (personal accounts of change, recommended-practices reports, recommended-content reports, and personal narratives), and includes an analysis of the three most common research methods (quantitative investigation, qualitative studies, and descriptive research). Enhancing Scholarly Work on Teaching and Learning also includes information about other methods in addition to the main approaches.

Weimer looks ahead and conjectures on a better future for both those who do and those who use scholarship on teaching and learning. She gives advice to faculty who have never done pedagogical scholarship and suggestions for those who wish to improve their work. She also includes suggestions for academic leaders for getting faculty connected to the literature and ways to be supportive to faculty interested in doing pedagogical scholarship.