Positioning Scholarly Work on Teaching and Learning

Excerpt: In this short invited essay I want to raise some concerns about positioning scholarship on teaching and learning within the disciplines. As this journal and others attest, not all pedagogical work is located there, but with the recent interest in scholarly work on teaching and learning there has been an accompanying move to more firmly wed pedagogical scholarship to the disciplines (Healey 2000). I’d like to begin with what is lost when the preference is for pedagogical scholarship owned by the disciplines

Is There a Solution to Students Multitasking in Class?

But students can\u27t multitask when they are trying to learn something, and that\u27s because learning is not like a lot of other activities. It requires sophisticated mental processing that\u27s easily compromised by multitasking. And that\u27s a fact. It\u27s been well established in the research for years, and it continues to be verified by more recent research findings. Maryellen Weimer, Ph.D., has edited The Teaching Professor newsletter since 1987 and writes the Teaching Professor blog at www.teachingprofessor.com. She is a professor emerita of Teaching and Learning at Penn State Berks. Dr. Weimer has consulted with over 300 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences. She has published many books, including: Inspired College Teaching: A Career- Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference (Jossey-Bass, 2006), Learner-Centered Teaching: Five Key Changes to Practice (Jossey-Bass, 2002).https://knowledge.e.southern.edu/onlineseminars/1024/thumbnail.jp

Improving Higher Education: Issues and Perspectives on Teaching and Learning

To Faculty Belongs the Ultimate Instructional Prerogative Instruction Can Be Improved Instructional Tips, Tricks, and Techniques Bless and Curse Improvement Instructional Improvement is a Difficult Process Faculty Want to Improve Conclusion Reference

Learner-Centered Teaching : Five Key Changes to Practice

xiv, 287 p.; ill.; 23 cm

Enhancing Scholarly Work on Teaching & Learning: Professional Literature That Makes a Difference

In this book, Maryellen Weimer provides an essential resource for anyone who is engaged in efforts to improve teaching in higher education. This comprehensive book draws on a wide array of sources to help practitioners build on the foundation laid by existing scholarly work on teaching and learning. Enhancing Scholarly Work on Teaching and Learning reviews previously published work on teaching and learning to better guide those engaged in pedagogical scholarship and to help develop a literature that meets the needs of faculty. Enhancing Scholarly Work on Teaching and Learning includes an analysis of the practitioner literature on teaching and learning in two main categories—the wisdom of scholarship 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

Positioning Scholarly Work on Teaching and Learning

Excerpt: In this short invited essay I want to raise some concerns about positioning scholarship on teaching and learning within the disciplines. As this journal and others attest, not all pedagogical work is located there, but with the recent interest in scholarly work on teaching and learning there has been an accompanying move to more firmly wed pedagogical scholarship to the disciplines (Healey 2000). I’d like to begin with what is lost when the preference is for pedagogical scholarship owned by the disciplines

Learner-centered teaching : five key changes to practice

xxv, 258 p. ; 24 cm

Improving Your Classroom Teaching

Using vivid examples, classroom strategies, teaching tips and feedback tools, this book demonstrates how to improve teaching skills. Weimer dissects the elements of good teaching - enthusiasm, organization, clarity, among others - and emphasizes that good teaching can come in a variety of guises

Inspired College Teaching: A Career-Long Resource for Professional Growth

Praise for Inspired College Teaching "The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members; her ability to identify issues that are shared and solvable; and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume. In addition, her personal and professional reflections on her long career as a faculty member, writer, and faculty developer expose tantalizing research questions that young education researchers might want to examine. The originality of this volume is its exploration of and reflection on a faculty member's career from a long-term perspective. The focus on iterative self and course renewal is personal and thus practical. In a way, it is a 'workshop between book covers' or perhaps several workshops!" — Laura L. B. Border, director, Graduate Teacher Program and Collaborative Preparing Future Faculty Network, University of Colorado at Boulder "A book by Maryellen Weimer always displays her wonderful grasp of the literature on college teaching and learning, her ability to tell good stories, and her wit and wisdom. This one is no exception." —Nancy Van Note Chism, professor, Indiana University School of Education, Indiana University-Purdue University Indianapolis "Although I work at a faculty teaching center and encounter many books on teaching, I have seen very few that span the full arc of the teaching career and what steps can be taken at each stage in order to retain vitality all the way through the way that this book does. I look forward to getting my own copy and using it as a resource in the faculty development activities of my center. It will have a wide readership." —Mano Singham, University Center for Innovation in Teaching and Education, Case Western Reserve University From the Inside Flap Good teaching requires a lot from teachers: emotional energy, the will to keep caring, intellectual stamina, creative approaches, vigilance, perseverance to find the way back from failure, and faith in the power of feedback to promote learning. In this groundbreaking work, Maryellen Weimer, acclaimed education author, experienced college teacher, and editor of The Teaching Professor, posits that the growth and development of a college teacher should be seen as a journey and shows how this career-long quest can be just as exciting as its destination. Inspired College Teaching reveals what faculty at all levels (beginning, mid-career, and senior) are best positioned to accomplish as teachers. It proposes activities that faculty can use across their careers to awaken their intellectual curiosity, develop instructional prowess, and keep alive the motivation to teach with passion. Filled with wisdom and a healthy dose of wit, Inspired College Teaching puts the spotlight on how faculty can best use Weimer's tested improvement process. Step by step, she shows how to select changes, how to adapt them, how to implement them, how to assess their effects, how to revise them, and when to infuse these changes elsewhere in the classroom. This method rests on Weimer's premise that faculty can and should play the central role in their own improvement process. Only by being truly involved can faculty undertake the transformative activities that result in vibrant, invigorated teaching. Inspired College Teaching is the hands-on resource that can help faculty understand and plan for all that it takes to sustain teaching excellence across a career

Learner-centered teaching: five key changes to practice

In this new edition of the classic work, one of the nation's most highly regarded authorities on effective college teaching offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom, including the most up-to-date examples of practice in action from a variety of disciplines, an entirely new chapter on the research support for learner-centered approaches, and a more in-depth discussion of how students' developmental issues impact the effectiveness of learner-centered teaching. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone