Scholarship of Teaching and Learning Bibliography
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- Boyer Commission (1998). REINVENTING UNDERGRADUATE EDUCATION: A Blueprint for America's Research Universities. Retrieved March 28, 2006.
- Educating the Net Generation This 264 page report explores the current generation of learners, highlights implications for colleges and universities, and includes 3 chapters by students.
- The Association of American Colleges and Universities (2002). Greater Expectations: A New Vision for Learning as a Nation Goes to College. Retrieved March 28, 2006.
From the Preface: "a recommendation to rethink what we should expect from, and how we should provide, college education in the twenty-first century. The report challenges all stakeholders to unite for collective action, creating a coherent educational system designed to help all students achieve the greater expectations that are the hallmark of our time."
- Ewell, P. T. (1997). "Organizing for Learning: A New Imperative". AAHE Bulletin December:{{{Pages}}}.[1]
From the December 1997 AAHE Bulletin: "To get systemic improvement, we must make use of what is already known about learning itself, about promoting learning, and about institutional change."
- Donovan, Jennifer (2004). Bye-bye Bio 101: Teach science the way you do science. Retrieved March 28, 2006.
From the opening paragraph: "University science education needs reform, and effective methods are already known. Yet for years, many scientists and educators have actively resisted changing their teaching methods. Now, a group of persistent reformers is raising scientists' awareness of successful approaches to science teaching and providing them with tools to implement those strategies in their own classrooms and institutions.
The Advancement of Learning: Building the Teaching Commons. (2005). Huber, M. T., & Hutchings, P. San Fransisco: Jossey-Bass.
"All who are committed to this teaching mission, we conclude, must seek ways to make new pedagogical practices, tools, and understandings broadly available, not only by building the teaching commons but also by protecting it and ensuring access" (p. x)
- Halpern, D. F. & Hakel, M. D. (2003). "Applying the Science of Learning to the University and Beyond Teaching for Long-Term Retention and Transfer". Change July/August:36-41.
From the first page: "The preparation of virtually every college teacher consists of in-depth study in an academic discipline: chemistry professors study advanced chemistry, historians study historical methods and periods, and so on. Very little, if any, of our formal training addresses topics like adult learning, memory, or transfer of learning. And these observations are just as applicable to the cognitive, organizational, and educational psychologists who teach topics like principles of learning and performing, or evidence-based decision-making. We have found precious little evidence that content experts in the learning sciences actually apply the principles they teach in their own classrooms. Like virtually all college faculty, they teach the way they were taught. But, ironically (and embarrassingly), it would be difficult to design an educational model that is more at odds with the findings of current research about human cognition than the one being used today at most colleges and universities."
- Trosset, Carol (1998). "Obstacles to open discussion and critical thinking: the Grinnell College study". Change Sept/Oct:44-49.
From the Introduction: "We presented approximately 200 students with a list of sensitive diversity-related issues (such as "whether race is an important difference between people"); for each, we asked whether it was possible to have a balanced discussion of that issue (involving more than one perspective, with each perspective receiving about equal support and with people being civil to each other). We also asked them to explain why they did or did not want to discuss the issue. The majority of students not only thought that balanced discussion of these issues was impossible but feared that a single viewpoint would dominate - and feared reprisal if one spoke against that perspective."
Online Journals, Newsletters, Articles
Links to other Scholarship of Teaching and Learning (SoTL) Bibliographies [http://www.carnegiefoundation.org/programs/index.asp?key=21 Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) for Higher Education]. From the CASTL home page: "CASTL seeks to support the development of a scholarship of teaching and learning that: 1) fosters significant, long-lasting learning for all students; 2) enhances the practice and profession of teaching; 3) brings to faculty members' work as teachers the recognition and reward afforded to other forms of scholarly work."