基本説明
Synthesizes findings from the scholarship of teaching and learning in order to help university teachers choose techniques and tools that maximize student learning.
Full Description
Over the past two decades, a growing body of scholarship of teaching and learning (SoTL) has emerged. This empirical study of teaching methods, course design, and student study practices has yielded invaluable information about how teachers teach and learners learn. Yet, university faculty members remain largely unaware of the findings of SoTL research. As a result, they tend to choose their teaching techniques and tools based on intuition and previous experience rather than on scientific evidence of effectiveness.
This book synthesizes SoTL findings to help teachers choose techniques and tools that maximize student learning. In order to stimulate future SoTL research, the book also recommends numerous areas for future investigation. It concludes with advice for documenting teaching effectiveness for tenure review committees.
Contents
Contributors
Foreword
William Buskist
Acknowledgments
Introduction
Beth M. Schwartz and Regan A. R. Gurung
Benefits of Using SoTL in Picking and Choosing Pedagogy
Randolph A. Smith
Building Rapport in the Classroom and Student Outcomes
Janie H. Wilson, Shauna B. Wilson, and Angela M. Legg
Using Technology to Enhance Teaching and Learning
Christopher R. Poirier and Robert S. Feldman
Online Teaching
Chandra M. Mehrotra and Lawrence McGahey
Experiential Learning
Kristin M. Vespia, Georjeanna Wilson-Doenges, Ryan C. Martin, and Deirdre M. Radosevich
How Should Students Study?
Regan A. R. Gurung and Lee I. McCann
Selection of Textbooks or Readings for Your Course
R. Eric Landrum
Are You Really Above Average? Documenting Your Teaching Effectiveness
Jane S. Halonen, Dana S. Dunn, Maureen A. McCarthy, and Suzanne C. Baker
Index
About the Editors
