Scholarship on teaching and learning has exploded in volume and influence in recent decades, providing all of us who are dedicated to improving our roles as professors with a dizzying array of books and other resources. Faculty development as a specific area of study and professional growth and centers designed to promote and support better teaching (often called CETLs for Center for Excellence in Teaching and Learning or CATLs for Center for the Advancement of Teaching and Learning) have multiplied on campuses around the globe

Zubizarreta, John

English

UNL | Libraries

University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Chapters from NCHC Monographs Series National Collegiate Honors Council
2018
"Breaking Barriers in Teaching and Learning" -
Reading to Improve Teaching and Learning
John Zubizarreta
Columbia College
Follow this and additional works at: http://digitalcommons.unl.edu/nchcmonochap
Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons,
Educational Methods Commons, Higher Education Commons, Higher Education Administration
Commons, Liberal Studies Commons, and the Social and Philosophical Foundations of Education
Commons
This Article is brought to you for free and open access by the National Collegiate Honors Council at DigitalCommons@University of Nebraska -
Lincoln. It has been accepted for inclusion in Chapters from NCHC Monographs Series by an authorized administrator of
DigitalCommons@University of Nebraska - Lincoln.
Zubizarreta, John, ""Breaking Barriers in Teaching and Learning" -Reading to Improve Teaching and Learning" (2018). Chapters from
NCHC Monographs Series. 31.
http://digitalcommons.unl.edu/nchcmonochap/31
211
afterword
Reading to Improve Teaching and Learning
John Zubizarreta
Columbia College
Scholarship on teaching and learning has exploded in volume 
and influence in recent decades, providing all of us who are dedi-
cated to improving our roles as professors with a dizzying array of 
books and other resources. Faculty development as a specific area 
of study and professional growth and centers designed to promote 
and support better teaching (often called CETLs for Center for 
Excellence in Teaching and Learning or CATLs for Center for the 
Advancement of Teaching and Learning) have multiplied on cam-
puses around the globe.
The United States is home to a number of support networks, 
including POD (Professional and Organizational Development 
Network in Higher Education), NEFDC (New England Faculty 
Development Consortium), SRFIDC (Southern Regional Fac-
ulty and Instructional Development Consortium), and HBCU 
(Historically Black Colleges and Universities) Faculty Develop-
ment Network. These support networks have also proliferated 
worldwide. Country-specific organizations include groups such 
as SEDA (Staff and Educational Development Association, U.K.), 
HERDSA (Higher Education Research and Development Society 
of Australia), STLHE (Society for Teaching and Learning in Higher 
Education, Canada), JAED (Japan Association for Educational 
Development in Higher Education), and SFDN (Swiss Faculty 
Development Network). ICED (International Consortium for 
Educational Development) is one example of a fully international 
association that holds its biennial meetings in locations such as 
South Africa, Canada, Sweden, Thailand, Spain, Australia, United 
States, Germany, and Finland. Even specialized journals such as 
212
Afterword
The Journal of Faculty Development and the Journal on Centers for 
Teaching and Learning are now widely circulated as resources for 
faculty development and improvement of teaching and learning.
Many instructional and organizational initiatives have also pro-
duced new approaches and rekindled traditional strategies for better 
teaching and deeper learning. Collaborative learning, cooperative 
learning, problem-based learning, team-based learning, integra-
tive learning, team teaching, flipped classrooms, interdisciplinary 
courses and programs, professional and student learning portfo-
lios, outcomes-based curricula, reflective practice, active-learning 
pedagogies, scholarship of teaching and learning, evidence-based 
practice, neuroscience and learning, online education, differenti-
ated educational programs, developmental education, learning 
styles or preferences, learning mindsets, resilience, the first-year 
experience, high-impact practices, service learning, backward 
design—all of these (the list goes on and on) have become ubiqui-
tous mantras in higher education. Such movements have sparked 
much attention to the art and craft of teaching and the complexities 
involved in inspiring the kind of meaningful, transformative, and 
lasting learning that we prize in honors and in all our academic and 
experiential programs designed for promoting excellence in our 
students’ learning. All of these strategies and ideals undergird the 
ideas and practical suggestions found in this volume.
But where do we begin to study the myriad resources avail-
able on teaching and learning? In this volume, each of the chapters 
contains useful references that provide a starting point for further 
reading on a variety of topics. The wealth of information avail-
able in print and online journals and in websites is enormous, 
and I trust that today’s professors are skilled enough to search for 
them in standing libraries and in the rapidly changing landscape 
of the Internet. In my long tenure in honors education, however, 
I am regularly and pleasantly surprised by how hungry new as 
well as seasoned honors faculty, administrators, and students are 
to learn more about the complexities of teaching and learning. At 
one conference after another, at one institute after another, in one 
NCHC listserv post after another, questions about recommended 
213
Afterword
resources abound. This hunger is a sign of the dynamic character of 
honors professionals and students who are dedicated to academic 
excellence.
In the following section, I offer a selected list of many books 
that readers may find helpful in discovering or revisiting ways 
to improve our work as instructors and scholars of teaching and 
learning. From the venerable lecture to the flipped classroom, from 
Socratic discussion to online threaded forums, from test design to 
electronic portfolios, the books I share represent some of the best 
thinking, research, and writing in our field. One of the lessons we 
may glean from inspecting such resources is how honors has long 
been at the forefront of many of the inspiring theories and best-
practice applications found in decades of scholarship on teaching 
and learning. The essays in this volume are a glimpse into the cre-
ativity and vitality of our programs, faculty, and students. Honors 
has never been behind the curve.
Considering the exemplary pedagogies and examples shared 
by our present authors, I suppose that one of the challenges that 
lies ahead for honors and that we should embrace with urgency 
is how to reimagine and retool higher education so that all our 
students—honors or not—enjoy the benefits of the deep, transfor-
mative learning we value in honors. The time for breaking barriers 
in teaching and learning is now.
Happy reading!



Breaking Barriers in Teaching and Learning  -Reading to Improve Teaching and Learning

DigitalCommons@University of Nebraska

University of Nebraska - LincolnDigitalCommons@University of Nebraska - LincolnChapters from NCHC Monographs Series National Collegiate Honors Council2018"Breaking Barriers in Teaching and Learning" -Reading to Improve Teaching and LearningJohn ZubizarretaColumbia CollegeFollow this and additional works at: http://digitalcommons.unl.edu/nchcmonochapPart of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons,Educational Methods Commons, Higher Education Commons, Higher Education AdministrationCommons, Liberal Studies Commons, and the Social and Philosophical Foundations of EducationCommonsThis Article is brought to you for free and open access by the National Collegiate Honors Council at DigitalCommons@University of Nebraska -Lincoln. It has been accepted for inclusion in Chapters from NCHC Monographs Series by an authorized administrator ofDigitalCommons@University of Nebraska - Lincoln.Zubizarreta, John, ""Breaking Barriers in Teaching and Learning" -Reading to Improve Teaching and Learning" (2018). Chapters fromNCHC Monographs Series. 31.http://digitalcommons.unl.edu/nchcmonochap/31211afterwordReading to Improve Teaching and LearningJohn ZubizarretaColumbia CollegeScholarship on teaching and learning has exploded in volume and influence in recent decades, providing all of us who are dedi-cated to improving our roles as professors with a dizzying array of books and other resources. Faculty development as a specific area of study and professional growth and centers designed to promote and support better teaching (often called CETLs for Center for Excellence in Teaching and Learning or CATLs for Center for the Advancement of Teaching and Learning) have multiplied on cam-puses around the globe.The United States is home to a number of support networks, including POD (Professional and Organizational Development Network in Higher Education), NEFDC (New England Faculty Development Consortium), SRFIDC (Southern Regional Fac-ulty and Instructional Development Consortium), and HBCU (Historically Black Colleges and Universities) Faculty Develop-ment Network. These support networks have also proliferated worldwide. Country-specific organizations include groups such as SEDA (Staff and Educational Development Association, U.K.), HERDSA (Higher Education Research and Development Society of Australia), STLHE (Society for Teaching and Learning in Higher Education, Canada), JAED (Japan Association for Educational Development in Higher Education), and SFDN (Swiss Faculty Development Network). ICED (International Consortium for Educational Development) is one example of a fully international association that holds its biennial meetings in locations such as South Africa, Canada, Sweden, Thailand, Spain, Australia, United States, Germany, and Finland. Even specialized journals such as 212AfterwordThe Journal of Faculty Development and the Journal on Centers for Teaching and Learning are now widely circulated as resources for faculty development and improvement of teaching and learning.Many instructional and organizational initiatives have also pro-duced new approaches and rekindled traditional strategies for better teaching and deeper learning. Collaborative learning, cooperative learning, problem-based learning, team-based learning, integra-tive learning, team teaching, flipped classrooms, interdisciplinary courses and programs, professional and student learning portfo-lios, outcomes-based curricula, reflective practice, active-learning pedagogies, scholarship of teaching and learning, evidence-based practice, neuroscience and learning, online education, differenti-ated educational programs, developmental education, learning styles or preferences, learning mindsets, resilience, the first-year experience, high-impact practices, service learning, backward design—all of these (the list goes on and on) have become ubiqui-tous mantras in higher education. Such movements have sparked much attention to the art and craft of teaching and the complexities involved in inspiring the kind of meaningful, transformative, and lasting learning that we prize in honors and in all our academic and experiential programs designed for promoting excellence in our students’ learning. All of these strategies and ideals undergird the ideas and practical suggestions found in this volume.But where do we begin to study the myriad resources avail-able on teaching and learning? In this volume, each of the chapters contains useful references that provide a starting point for further reading on a variety of topics. The wealth of information avail-able in print and online journals and in websites is enormous, and I trust that today’s professors are skilled enough to search for them in standing libraries and in the rapidly changing landscape of the Internet. In my long tenure in honors education, however, I am regularly and pleasantly surprised by how hungry new as well as seasoned honors faculty, administrators, and students are to learn more about the complexities of teaching and learning. At one conference after another, at one institute after another, in one NCHC listserv post after another, questions about recommended 213Afterwordresources abound. This hunger is a sign of the dynamic character of honors professionals and students who are dedicated to academic excellence.In the following section, I offer a selected list of many books that readers may find helpful in discovering or revisiting ways to improve our work as instructors and scholars of teaching and learning. From the venerable lecture to the flipped classroom, from Socratic discussion to online threaded forums, from test design to electronic portfolios, the books I share represent some of the best thinking, research, and writing in our field. One of the lessons we may glean from inspecting such resources is how honors has long been at the forefront of many of the inspiring theories and best-practice applications found in decades of scholarship on teaching and learning. The essays in this volume are a glimpse into the cre-ativity and vitality of our programs, faculty, and students. Honors has never been behind the curve.Considering the exemplary pedagogies and examples shared by our present authors, I suppose that one of the challenges that lies ahead for honors and that we should embrace with urgency is how to reimagine and retool higher education so that all our students—honors or not—enjoy the benefits of the deep, transfor-mative learning we value in honors. The time for breaking barriers in teaching and learning is now.Happy reading!

\u3ci\u3eBreaking Barriers in Teaching and Learning\u3c/i\u3e: Reading to Improve Teaching and Learning

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1031&amp;context=nchcmonochap

Breaking Barriers in Teaching and Learning -Reading to Improve Teaching and Learning

Abstract

Similar works

Full text

Available Versions

UNL | Libraries

DigitalCommons@University of Nebraska