This book addresses the all-important dimensions of collaboration in the study of learning raised by such questions as: Should teachers engage students directly in discussions and inquiry about learning? To what extent? What is gained by the collaboration?
This book addresses the all-important dimensions of collaboration in the study of learning raised by such questions as: Should teachers engage students directly in discussions and inquiry about learning? To what extent? What is gained by the collaboration?Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Carmen Werder directs the Teaching-Learning Academy at Western Washington University, where she also teaches rhetoric and directs Writing Instruction Support. As a Carnegie Scholar, she initiated an ongoing study of the use of personal metaphors in developing a sense of agency. She has headed up both CASTL initiatives on working with students as co-inquirers in the scholarship of teaching and learning: the Sustaining Student Voices cluster (2003-06) and the current Institutional Leadership Program Student Voices themed group (2006-09). Megan M. Otis is a graduate student in anthropology at Western Washington University. She has been an active participant in WWU's SoTL initiative, the Teaching-Learning Academy (as both an undergraduate and graduate student), and has been deeply involved in the CASTL Student Voices group. Pat Hutchings
Inhaltsangabe
Acknowledgements Foreword-Pat Hutchings and Mary Taylor Huber The Carnegie Foundation for the Advancement of Teaching Section I. Foundations 1. Foundations of Student-Faculty Partnerships in SoTL. Theoretical and Developmental Considerations-Christopher Manor Stephen Bloch-Schulman Kelly Flannery and Peter Felten 2. Students in Parlor Talk on Teaching and Learning. Conversational Scholarship-Carmen Werder Luke Ware Cora Thomas and Erik Skogsberg 3. Participatory Action Research as a Rationale for Student Voices in the Scholarship of Teaching and Learning-Megan M. Otis and Joyce D. Hammond 4. Challenges and Caveats-Betsy Newell Decyk Michael Murphy Deborah G. Currier and Deborah T. Long 5. Invoking the "L" in the Scholarship of Learning and Teaching-Jane Verner and William Harrison Lay Section II. Enactment 6. A Range of Student Voices in the Scholarship of Teaching and Learning-Kathleen McKinney Patricia Jarvis Gary Creasey and Derek Herrmann 7. Equalizing Voices. Student-Faculty Partnership in Course Design-Ayesha Delpish Alexa Darby Ashley Holmes Mary Knight-McKenna Richard Mihans Catherine King and Peter Felten 8. Been There Done That Still Doing It. Involving Students in Redesigning a Service-Learning Course-Jessie L. Moore Lindsey Altvater Jillian Mattera and Emily Regan 9. Engaging Students as Scholars of Teaching and Learning. The Role of Ownership-Ellen E. Gutman Erin M. Sergison Chelsea J. Martin and Jeffrey L. Bernstein 10. Student Voices through Researching and Promoting Learner Autonomy-Michael D. Sublett Jeffrey A. Walsh Kathleen McKinney and Denise Faigao 11. Capturing Students' Learning-Tom Drummond and Kalyn Shea Owens Not the Conclusion. Sustaining Student Voices-Carmen Werder and Megan M. Otis
Acknowledgements Foreword-Pat Hutchings and Mary Taylor Huber The Carnegie Foundation for the Advancement of Teaching Section I. Foundations 1. Foundations of Student-Faculty Partnerships in SoTL. Theoretical and Developmental Considerations-Christopher Manor Stephen Bloch-Schulman Kelly Flannery and Peter Felten 2. Students in Parlor Talk on Teaching and Learning. Conversational Scholarship-Carmen Werder Luke Ware Cora Thomas and Erik Skogsberg 3. Participatory Action Research as a Rationale for Student Voices in the Scholarship of Teaching and Learning-Megan M. Otis and Joyce D. Hammond 4. Challenges and Caveats-Betsy Newell Decyk Michael Murphy Deborah G. Currier and Deborah T. Long 5. Invoking the "L" in the Scholarship of Learning and Teaching-Jane Verner and William Harrison Lay Section II. Enactment 6. A Range of Student Voices in the Scholarship of Teaching and Learning-Kathleen McKinney Patricia Jarvis Gary Creasey and Derek Herrmann 7. Equalizing Voices. Student-Faculty Partnership in Course Design-Ayesha Delpish Alexa Darby Ashley Holmes Mary Knight-McKenna Richard Mihans Catherine King and Peter Felten 8. Been There Done That Still Doing It. Involving Students in Redesigning a Service-Learning Course-Jessie L. Moore Lindsey Altvater Jillian Mattera and Emily Regan 9. Engaging Students as Scholars of Teaching and Learning. The Role of Ownership-Ellen E. Gutman Erin M. Sergison Chelsea J. Martin and Jeffrey L. Bernstein 10. Student Voices through Researching and Promoting Learner Autonomy-Michael D. Sublett Jeffrey A. Walsh Kathleen McKinney and Denise Faigao 11. Capturing Students' Learning-Tom Drummond and Kalyn Shea Owens Not the Conclusion. Sustaining Student Voices-Carmen Werder and Megan M. Otis
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