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Search returned 78 results using Keyword: "Scholarship of teaching and learning"



1. Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) .
The CASTL Program, one of the first initiatives to support the development of a scholarship of teaching and learning, was sponsored by the Carnegie Foundation started in 1998. This archive highlights selected work promoting teaching and learning from a variety of disciplines.
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2. Center of inquiry: Assessment support.
The Center of Inquiry works with faculty and staff at liberal arts institutions to develop stronger assessment programs that match the institutions unique mission and culture.
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3. 2015. Improve with Metacognition.
This website offers resources (e.g. videos, research articles, and blogs) on the processes of teaching and learning in higher education.
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4. New Directions for Teaching and Learning.
New Directions for Teaching and Learning continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
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5. POD: Professional and Organization Development Network .
A listserv discussing teaching and learning issues as related to faculty development. No login required to read postings.
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6. Society for Learning Analytics Research (SoLAR).
The Society for Learning Analytics Research (SoLAR) is an inter-disciplinary network of leading international researchers who are exploring the role and impact of analytics on teaching, learning, training and development.
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7. AAC&U. Summer/Fall 2005. Integrative learning.
This edition of Peer Review focuses on the usage of integrative learning as a tool for building connectedness in student learning.
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8. Ambrose, S. A., & Poklop, L. 2015, January/February. Do Students Really Learn from Experience?.
“For more than a century, experiential learning—most notably cooperative education—has been embedded in the curriculum at Northeastern University. The original program placed eight students in four companies, in an “earn-learn-earn-learn” model that enabled students to pay for their tuition with the income from their co-op jobs.”
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9. Ambrose, S.A., & Poklop, L. . 2015, January/February. Do Students Really Learn From Experience? .
A year-long qualitative study at Northeastern University identifies findings as well as approaches to a cooperative curriculum that emphasizes experiential learning. This article describes the impact of experiential learning at this institution and how it gives students the opportunity to apply knowledge and skills in real-world situations.
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10. Anderson, P., Gonyea, R.M., Anson, C.M., & Paine, C. 2015. The Contributions of Writing to Learning and Development: Results from a Large-Scale Multi-institutional Study.
This article explores how and to what degree writing in college is associated with learning and development. The study examined survey responses from over 70,000 first-year and senior students enrolled at 80 colleges/universities in the U.S., and was a partnership between NSSE and CWPA.
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11. Bender, E. and Gray, D. 1999. The scholarship of teaching. Research and Creative Activity, 22(1).
The authors provide a short essay expressing the need for scholarship into university teaching and students learning.
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12. Bender, E., & Gray, D. 1999. The scholarship of teaching.
The authors provide a short essay expressing the need for scholarship into university teaching and students learning.
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13. Bengiamin, N.N., & Leimer, C. (2012). SLO-based grading makes assessment an integral part of teaching.
This study investigates whether grades can be used as effective assessment if certain deficits of grading are addressed.
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14. Benjamin, R. February 2011. Avoiding a tragedy of the commons in postsecondary education.
At this moment in history, human capital -- the stock of knowledge and skills citizens possess-- is our country’s principal resource. To develop human capital requires a high performing educational system, as education is the primary venue for preserving and enhancing human capital. But a storm is brewing in plain sight. Here’s a brief, incomplete, but ominous sketch of the problem and what it means for assessment.
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15. Booth, A. 2011. ‘Wide-awake learning’: Integrative learning and humanities education.
Dr. Alan Booth of the University of Nottingham argues for the inclusion of integrative learning in the teaching of humanities in UK universities to add depth, breadth, linkages across divisions, and rich learning experiences as preparation for future endeavors.
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16. Boyer, E. 1997. Scholarship Reconsidered: Priorities of the Professoriate.
Boyer’s seminal text, where the “scholarship of teaching” is first coined as a phrase, suggests that there is a strong need to reconsider role of teaching in scholarly life. Noting that, “inspired teaching keeps the flame of scholarship alive” (pg. 24), he explains the need for faculty to interrogate their teaching practice.
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17. Bransford, J.D. and Donovan, S.M. 2005. How students learn: history, mathematics, and science in the classroom.
From the Publisher: “The book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction…”
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18. Brown, G. 2004. How Students Learn, Supplement to the Routledge Falmer Key Guides for Effective Teaching in Higher Education Series.
Written to provide an understanding of theories of student learning and including a list of useful additional readings at the end, this resource serves as basis for understanding the Key Guides in Effective Teaching in Higher Education series.
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19. Brownell, J. E., & Swaner, L. E. 2010. Five high-impact practices: Research on learning outcomes, completion, and quality.
"This monograph examines what educational research reveals about five educational practices: first-year seminars, learning communities, service learning, undergraduate research, and capstone experiences."
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20. Carey, S. J. (Ed.). 2015. Faculty leadership for integrative liberal learning.
This issue, sponsored by the Teagle and Mellon foundations, offers insights about the central role of faculty in galvanizing the necessary experiences that cross disciplines, units, and campus boundaries to promote integrative learning.
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21. Castejón, J., Castejón Costa, J., & Gilar Corbí, R. 2012. An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies.
Exploring the role of several variables in academic achievement, the authors find that general intelligence is the most explanatory for academic achievement. But in their creation of a new model of academic achievement, the authors discuss other motivational factors that play into academic achievement.
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22. Cerbin, B. n.d. Exploring How Students Learn.
Dr. Cerbin’s web site offers a collection of short write-ups and videos regarding student learning at the university level.
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23. Chen, H. L., & Light, T. P. 2010. Electronic portfolios and student success: Effectiveness, efficiency, and learning.
This publication presents an overview of electronic portfolios and ways individuals and campuses can implement e-portfolios to enhance and assess student learning, recognizing that learning occurs in many places, takes many forms, and is exhibited through many modes of representation. This work is illustrated through multiple campus case study examples.
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24. Coker, J. S., & Porter, D. J. 2015, January/February. Maximizing Experiential Learning for Student Success.
“The positive impacts of experiential learning are well documented: gains in deep learning, practical competence, persistence rates, civic engagement, appreciation of diversity, professional networks, and many others (Kuh and O'Donnell, 2013; Hesser, 2013). For example, a recent national study by the Association of American Colleges and Universities (AAC&U) showed that experiential learning has powerful benefits for students across every area measured by the National Survey of Student Engagement (Finley and McNair, 2013). This being the case, efforts by individual campuses to improve experiential-learning programs can have significant educational rewards.”
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25. Coker, J.S., & Porter, D.J. . 2015, January/FebruarY. Maximizing Experiential Learning for Student Success.
The results of a study conducted at Elon University yield three best-practices for experiential learning: (1) Provide a wide array of experiential learning opportunities for students; (2) Frame experiences for broad liberal-learning outcomes; and (3) provide all students with access to each type of experience.
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26. Cook-Sather, A., Bovill, C., & Felten, P. 2014. Engaging students as partners in learning and teaching: A guide for faculty.
This text offers practical advice to faculty and administrators on creating effective ways of engaging students.
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27. Denecke, D., Kent, J., & Wiener, W. 2011. Preparing future faculty to assess student learning.
Seeking to enhance teaching and student learning through assessment, this report looks at the efficacy of using programs similar to and including Preparing Future Faculty (PFF) to prepare graduate students entering the professoriate.
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28. Diamond, R. M. 2008. Designing and assessing courses and curricula: A practical guide. (3rd ed.).
This updated book provides readers with tools and examples for those interested in adopting a learner-centered approach in their courses.
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29. Driscoll, M.P. 2005. Psychology of Learning for Instruction (3rd Ed.).
Intended for use across the range of instructional settings, this book offers ideas on the usage of various learning theories. The author seeks to clarify complex terms and theories within the field.
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30. Ellsworth, J.B. 2000. Surviving change: A survey of educational change models.
This book presents a theoretical road map for teachers, professors, or administrators who seek guidance from the educational change literature. The introduction presents an overview of assumptions, early traditions of change research, other reviews of change research, and practical application of education change theory.
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31. Elrod, S. . 2014, Summer. Quantitative Reasoning: The Next "Across the Curriculum" Movement.
This article explains what Quantitative Reasoning (QR) is, why faculty and administrators need to expand the opportunities students have to understand and engage in QR, offers learning outcomes to establish in associate through master’s level courses, and ways to assess programs that stress QR.
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32. Elrod, S. 2014, Summer. Quantitative Reasoning: The Next "Across the Curriculum" Movement .
The ability to think quantitatively, or quantitative reasoning (QR), clearly plays a central role in undergraduate education. But what do terms like quantitative reasoning, quantitative literacy, and quantitative fluency really mean for student learning, the curriculum, program development, faculty development, or accreditation? Why should QR be taught across the curriculum and in interdisciplinary contexts? In addition, this publication explores learning outcomes for QR.
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33. Everhart, B. & Gerlach, J. M. May/Jun2012. Satisfaction with data management systems in standards-based alignment.
Abstract: The article discusses the results of a study that examined the data management systems (DMS) in teacher education units across the U.S. Some functions of the DMS products are portfolio capabilities and data related. The study showed that majority of unit heads have used DMS products as a major component of their assessment systems. Commercial DMS products preferred by unit heads include LiveText, Task Stream and Wire Learning Assessment.
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34. Fincher, R. and Work, J. 2006. Perspectives of the scholarship of teaching.
Building on and contesting Boyer’s ideas regarding the scholarship of teaching, the authors suggest that a scholarship of teaching includes the functions of application, integration, and research.
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35. Gaston, P. L. 2015, April. General Education Transformed: How We Can, Why We Must.
“This publication calls for a re-envisioning of general education with clear, purposeful pathways for all students, allowing them to actively demonstrate their learning through high-impact practices and teaching strategies that are transferable across disciplines, departments, institutions, and even state systems. It addresses student success in terms of both college completion and achievement of essential twenty-first-century learning outcomes, including those articulated in LEAP and in Lumina Foundation's Degree Qualifications Profile, and how this general education framework helps to foster essential capacities for career, citizenship, and global engagement for today's diverse and mobile students.”
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36. Gilchrist, D., & Oakleaf, M. April 2012. An essential partner: The librarian’s role in student learning assessment.
Debra Gilchrist and Megan Oakleaf, two leaders in librarianship and assessment, document the ways librarians contribute toward campus efforts of student learning assessment. The paper includes a variety of examples of institutions that have developed student learning assessment processes.
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37. Grovo Learning. 2014, December. Bite Size Is the Right Size: How Microlearning Shrinks the Skills Gap in Higher Education.
This paper is designed to educate learning and development professionals on the advantages microlearning can offer their organizations and a brief introduction on how to create it.
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38. Gurung, R. A. R., & Wilson, J. H. (Eds.). 2013. Doing the scholarship of teaching and learning: Measuring systematic changes to teaching and improvements in learning.
This special issue by the Journal of New Directions for Teaching and Learning directly addresses the questions of why and how to approach the field of Scholarship of Teaching and Learning. In particular, it seeks to close the gap between teachers, researchers, faculty and administrators who are interested in joining the field and how to conduct Scholarship of Teaching and Learning. The issue covers questions regarding how to design, write up and publish such scholarship in addition to understanding some of the requirements for such research to get IRB approval. This is a great resource for all members of the education community who are interested in getting involved in Scholarship of Teaching and Learning.
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39. Harris, D. 2011. Value-added measures in education what every educator needs to know .
This book examines misuse and the use of value-added assessment measures in teacher evaluation and improvement, and policy making.
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40. Hauhart, R.C. & Grahe, J.E. 2012. A national survey of American higher education capstone practices in sociology and psychology.
Previous research on capstones in sociology and psychology has suggested that there is a typical capstone experience required by three quarters of all four-year colleges and universities in the United States. This article reports results from a national survey that confirm that sociology and psychology capstone courses conform generally to a common format. The findings further indicate that factors related to student limits and time limits predominate with respect to those variables that produce less successful course outcomes.
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41. Huber, M. T., & Hutchings, P. 2005. Integrative learning: Mapping the terrain.
Integrative Learning explores the challenges to integrative learning today as well as its longer tradition and rationale within a vision of liberal education. In outlining promising directions for campus work, the authors draw on AAC&U's landmark report, Greater Expectations, as well as the Carnegie Foundation's long-standing initiative on the scholarship of teaching and learning. Readers will find a map of the terrain of integrative learning on which promising new developments in undergraduate education can be cultivated, learned from, and built upon.
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42. Huber, M. T., & Hutchings, P. 2005. The advancement of learning: Building the teaching commons.
In this book, the authors explore the history of the scholarship of teaching and learning as well as provide examples of good practices. Resources and supports needed to sustain the scholarship of teaching and learning for faculty are also provided.
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43. Hutchings, P. April 2010. Opening doors to faculty involvement in assessment.
Much of what has been done in the name of assessment has failed to induce large numbers of faculty to systematically collect and use evidence of student learning to improve teaching and enhance student performance. Pat Hutchings, a senior associate at The Carnegie Foundation for the Advancement of Teaching, examines the dynamics behind this reality, including the mixed origins of assessment, coming both from within and outside academe, and the more formidable obstacles that stem from the culture and organization of higher education itself. Then, she describes six ways to bring the purposes of assessment and the regular work of faculty closer together, which may make faculty involvement more likely and assessment more useful.
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44. Hutchings, P. 1988. The course portfolio: How faculty can examine their teaching to advance practice and improve student learning.
This book discusses AAHE efforts to develop teaching as a sharable, scholarly activity and teacher practice's effect on student learning.
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45. Hutchings, P. April 2011. What new faculty need to know about assessment.
As a new faculty member, you will have questions about your students’ learning—as all thoughtful teachers do: Are they really learning what I’m teaching? How well do they understand the key concepts I’m focusing on? Can they apply what they’re learning in new contexts? What can I do better or differently to help students develop the skills and knowledge they need to be effective in this class, in subsequent courses, and in their future life and work? This assessment brief focuses upon an introduction for faculty to assessment of student learning.
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46. Hutchings, P., Babb, M., and Bjork, C. 2002. The scholarship of teaching and learning in higher education: An annotated bibliography.
Written in three parts, an explanation of the SoTL, exemplars, and resources for engaging in practice, this annotated bibliography provides an ample number of resources for faculty and other academic personnel.
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47. In W. Houghton (Ed.), Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. 2004, March. Deep and surface approaches to learning.
In this document we look at the associated concept of approaches to learning. The original work on approaches to learning was carried out by Marton and Saljo (1976). Their study explored students’ approaches to learning a particular task. Students were given an academic text to read, and were told that they would subsequently be asked questions on that text. The students adopted two differing approaches to learning. The first group adopted an approach where they tried to understand the whole picture and tried to comprehend and understand the academic work. These students were identified with adopting a deep approach to learning. The second group tried to remember facts contained within the text, identifying and focusing on what they thought they would be asked later. They demonstrated an approach that we would recognize as rote learning, or a superficial, surface approach.
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48. Jankowski, N. July 2011. Juniata College: Faculty led assessment.
Juniata College was identified as an example of good assessment practice for the faculty-led Center for the Scholarship of Teaching and Learning (SoTL Center) that champions and supports evidence-based teaching; an administration-supported accountability website that provides data and information about outcomes to multiple audiences; and the use of evidence of student learning to make improvements at the institution and individual course levels.
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49. Jankowski, N. April 2012. St. Olaf College: Utilization-Focused Assessment.
The National Institute for Learning Outcomes Assessment (NILOA) selected St. Olaf as a case study institution due to the institutional framing of assessment as inquiry in support of student learning and as meaningful, manageable, and mission-driven; the utilization-focus/backward-design approach employed in assessment; the integration of student learning outcomes assessment processes into faculty governance structures; and the collaborative involvement of multiple stakeholders and diverse ways in which evidence of student learning is utilized throughout the institution.
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50. Jonassen, D. H., & Land, S. M. (Eds.). 2000. Theoretical Foundations of Learning Environments.
This book provides an understanding of the theory of Open-Ended Learning Environments (OELE’s). OELE’s are a problem-solving and questioning centered approach to student learning. The editors explain that the book is intended as an introduction for, “instructional designers, mathematics and science educators, learning psychologist and anyone else...”
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51. Kimberly D. Tanner. 2012, Summer. Promoting Student Metacognition.
This paper discusses various ways instructors can integrate/teach metacognitive strategies in their class, and how metacognition can help faculty, as well. Metacognition can promote conceptual changes in students, improve thinking skills, and result in better academic performance.
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52. Klein-Collins, R., Ikenberry, S.O., & Kuh, G.D. 2014, January/February. Competency-Based Education: What the Board Needs to Know.
Increasingly, higher education is moving away from credit hours toward an approach that focuses on what students actually know and can do with what they learn; such as Competency-Based Education (CBE). This article discusses the basics of CBE, the role of assessment, and what governing boards need to know.
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53. Kuh, G. D., Chen, D. P., & Nelson Laird, T. F. 2007. Why teacher-scholars matter: Some insights from FSSE and NSSE.
With a desire for students to innovate and inquire, teacher-scholars are increasingly important, this article explores teacher-scholars in more depth.
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54. Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. 2005. Student success in college: Creating conditions that matter.
"Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. This book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment."
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55. Lakin, M. B., Seymour, D., Nellum, C. J., & Crandall, J. R. 2015. Credit for Prior Learning: Charting Institutional Practice for Sustainability.
This report focuses on credit for prior learning (CPL) and addresses the barriers and successful strategies for incorporating CPL.
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56. Lederman, D. 2012, April 30. Credit Hour (Still) Rules.
This article describes Western Governors University's attempt to link student learning to assessments rather than the standard credit hour.
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57. London, M., & Hall, M. 2011. Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor-controlled, adaptive learning to learner-driven, generative learning.
Traditional instruction is adaptive-that is, instructor-driven, face-to-face and/or online training to teach skills and knowledge and convey information, policies, and procedures. In contrast, generative learning is learner-driven, collaborative, and problem-focused. Web 2.0 technologies can support both types of learning but are especially valuable for generative learning. This article reviews learning processes and Web 2.0 capabilities, describes two case examples, outlines ways to design Web 2.0 training applications, and discusses the changing role of learning professionals from delivering structured, one-way adaptive learning to designing and facilitating generative learning opportunities.
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58. Lopes, V., & Dion, N. 2015. Pitfalls and Potential: Lessons from HEQCO-Funded Research on Technology-Enhanced Instruction.
This report from HEQCO focuses on the effective implementation of technology in the classroom, lessons learned from previous studies, and notes several best practices when researching the effectiveness of introducing new technology into educational settings.
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59. Maki, P. L. 2004. Assessing for learning, building a sustainable commitment across the institution.
This book offers colleges and universities a framework and tools to design an effective and collaborative assessment process appropriate for their culture and institution. It encapsulates the approach that Peggy Maki has developed and refined through the hundreds of successful workshops she has presented nationally and internationally.
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60. Mangan, K. 2012, August 6. At medical schools' simulation centers, new doctors can learn without fear.
Assessment of applied learning in medical schools is the focus of this article.
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61. McKinney, K. 2011, January 28. Teaching resources and innovations library for sociology (TRAILS): A small sampling of what we know about learning from cross-discipline scholarship of teaching and learning and educational research.
This resource provides various principles obtained through the literature on cognition of learning. The information is relevant across all stages of the learning process: generalized notions of the learning process applicable to students, actions institutions can take to facilitate and amplify the learning process, and best practices for college teachers.
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62. Mentkowski, M., & Associates. 2000. Learning that lasts: Integrating learning, development, and performance in college and beyond.
Today's colleges and universities face increasing pressure to develop programs and curricula that will teach students how to handle what it means for learners to transform themselves and for educators to foster essential skills for learning, leading, teamwork, and adapting with integrity in college and beyond. The authors draw from two decades of longitudinal studies on student learning in the acclaimed curriculum at Alverno College—and on leading educational theories—to present a theory of deep and durable learning.
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63. Michael Bassis. July 2015. A Primer on The Transformation of Higher Education in America.
The collection covers a variety of topics: changing paradigms, early calls for change, prominent analyses and prescriptions, critical concepts, processes and tools, prominent transformation efforts in both the for-profit and not-for-profit sectors, barriers to change, critiques of “transformation,” influential websites, supportive foundations and other material of note.
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64. Michael Bassis. August 17, 2015. The Transformation of Higher Education in America: Understanding the Changing Landscape.
Michael Bassis assembled a fairly comprehensive annotated collection of material that describe and analyze the changing landscape of American higher education from multiple points of view. The collection, A Primer on The Transformation of Higher Education in America, covers a variety of topics: changing paradigms, early calls for change, prominent analyses and prescriptions, critical concepts, processes and tools, prominent transformation efforts in both the for-profit and not-for-profit sectors, barriers to change, critiques of “transformation”, influential websites, supportive foundations and other material of note.
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65. Newell, W. H. 2010. Educating for a Complex World: Integrative Learning and Interdisciplinary Studies.
Dr. Newell argues that in order to help students make sense of the complex and changing world, universities should adopt an integrative and interdisciplinary approach and provides a framework for implementation. Situated across disciplines, integrative learning creates a space for students to challenge assumptions and develop holistic understandings.
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66. Nyamekye, A. September 2011. Putting myself to the test.
In a routine evaluation, my principal praised my organization, management, and facilitation, but posed the following question: “How do you know the kids are really getting it?” She urged me to develop more-rigorous assessments of student learning. Ego and uncertainty inspired me to measure the impact of my instruction. I thought I was effective, but I wanted proof.
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67. Powell, J. W. 2011. Outcomes assessment: Conceptual and other problems .
In his essay, Powell calls for reform of outcomes assessment in general education.
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68. Ranellucci, J., Muis, K. R., Duffy, M., Wang, X., Sampasivam, L. and Franco, G. M. 2012. To master or perform? Exploring relations between achievement goals and conceptual change learning.
Looking at the relationship between the types of goals set by students and the learning that occur in light of these goals, this article explains that students who set strong mastery-oriented goals are more likely to achieve deep learning and conceptual change. Students who desire performance related goals (approach or avoidance) are not as likely to engage in deep learning or conceptual change.
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69. Riordan, T. 2005. Education for the 21st century: Teaching, learning, and assessment.
We may never reach agreement on all of the dimensions of learning that are integral to an undergraduate education, but there is obviously growing consensus on some of those dimensions. In any case, students will learn more effectively when we have made clear at our own institutions and in our programs not just what they will study but how they will be able to act and think as a result of their education. While there is room, indeed a need, in our teaching practice for a wide variety of pedagogies, those that engage students in the active practice of the disciplines are truer to the spirit of the learning we desire for our students. The same goes for assessment of student learning. All teachers evaluate their students; the key is to develop means of evaluation that truly assess the kind of learning discussed here.
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70. Rutschow, E. Z., & Diamond, J. 2015, April. Laying the Foundations: Early Findings from the New Mathways Project.
This report analyzes the development of the New Mathways Project from spring 2012 through its first year of implementation at nine colleges in Texas in 2013-2014, as well as student outcomes at the colleges before and during NMP implementation. The NMP aligns math content to specific fields of study and teaches at an accelerated pace to help students stay on track.
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71. Seymour, E., Wiese, D., Hunter, A. & Daffinrud, S.M. 2000. Creating a better mousetrap: On-line student assessment of their learning gains.
This paper discusses the development of an instrument that is designed to summarize the learning gains that students perceive they have made, both as a consequence of particular aspects of class pedagogy, and of the teacher’s pedagogical approach.
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72. Shu-Chuan, S., Bor-Chen, K., & Yu-Lung, L. 2012. Adaptively Ubiquitous Learning in Campus Math Path.
The purposes of this study are to develop and evaluate the instructional model and learning system which integrate ubiquitous learning, computerized adaptive diagnostic testing system and campus math path learning. The researcher first creates a ubiquitous learning environment which is called "adaptive U-learning math path system".
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73. Strother, S., & Sowers, N. 2014, July. Community College Pathways: A Descriptive Report of Summative Assessments and Atudent Learning.
“Carnegie’s Community College Pathways (CCP) offers two pathways that reduce the amount of time required to complete developmental mathematics and earn college-level math credit. The Pathways aim to improve student success while maintaining rigorous content, pedagogy, and learning outcomes.”
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74. The Civic Learning and Democratic Engagement National Task Force. 2012. A crucible moment: College learning and democracy's future.
The importance of civic learning in colleges and universities is the focus of this report. A civic institutional matrix for institutional use is included.
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75. Tinberg, H., Killian, D., Duffy, and Mino, J. 2007. The scholarship of teaching and learning at the two-year college: Promise and peril .
The authors propose that two-year college faculty are well-situated to engage in the scholarship of teaching and learning. Aware of the challenges faced by two-year college faculty, they offer three examples of “embedded” research that might help faculty at these institutions solidify their place as scholars.
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76. Vasilyeva, E., Pechenizkiy, M., & Puuronen, S. 2005. Proceedings from I-KNOW ’05: Knowledge management challenges in web-based adaptive e-learning systems.
A number of recent studies have contributed to Knowledge Management (KM) and E-learning integration. They are mainly based on organizational learning analysis. In this paper, KM is discussed from the viewpoint of adaptation in e-learning systems. The main components of adaptive e-learning system are discussed with respect to the KM processes. We analyze users and developers of adaptive e-learning systems and the knowledge, with which they operate.
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77. Witman, Paul D., and Laurie Richlin. 2007. The Status of the Scholarship of Teaching and Learning in the Disciplines.
The concept of the Scholarship of Teaching and Learning (SoTL) was developed over 15 years ago. This survey review of current associations, conferences, and journals examines the SoTL in 20 different disciplines as demonstrated by scholarly production within these disciplines.
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78. Zull, J.E. 2011. From brain to mind: Using neuroscience to guide change in education.
In From Brain to Mind, biochemist and neuroscientist James Zull argues that in order to make substantive changes in how we deliver education to students, we need to understand how the brain processes information and organizes it into a meaningful whole. In order to do so, he argues for a distinction between the brain and the mind, as well as offers an explanation of how the function of the brain may interact with our environment in order to help create our mental representations of the world around us.
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