Campus progress : supporting the scholarship of teaching and learning /
Campus progress : supporting the scholarship of teaching and learning /
Barbara L. Cambridge, volume editor.
- vi, 228 pages ; 28 cm
Includes bibliographical references and index.
Introduction / Developing infrastructure -- Introduction / Mutual benefits, continuing challenges / Launching a center for learning, teaching, communication, and research / Keeping falcons as falcons : creating a self-perpetuating program / A freestanding teaching academy / Engaging community college faculty in scholarship of teaching and learning / Building an infrastructure to support instruction / Furthering the scholarship of teaching and learning the Wisconsin way / Organizing and bargaining for scholarship of teaching and learning / Collaborating for change -- Introduction / Unlocking the potential of collaborations / The Citadel Academy for the scholarship of teaching, learning, and evaluation : an interdisciplinary and collaborative approach / Sustaining a community of practice at Middlesex Community College / Developing collaborative practices at Rider University / Lessons learned at the University of Montana-Missoula / Technology as collaborative practice : protopublicity, multivocality, and knowledge brokering / Interdisciplinary practices to enhance the culture of teaching and learning at a doctoral/research extensive university / Instituting policies -- Introduction / Not there yet : supporting professional development, teaching excellence, and the scholarship of teaching and learning / Faculty roles and rewards in the new American university : redefining/refining the institutional mission / Peer review of teaching : developing a program in a large, research extensive, land-grant institution / Multiple sites of authority / Valuing the scholarship of teaching and learning in promotion and tenure reviews / Changing policies and procedures related to appointment, promotion, and tenure / Promotion and tenure track record / Documenting and assessing impact -- Introduction / Mapping progress / Why do self-assessment? / Making learning visible : using electronic portfolios to document institutional impact / What matters over time : documenting student learning / The long and winding road : using course portfolios to document the scholarship of interdisciplinary teaching and learning / Documenting results and celebrating success / Using data to support and enhance the scholarship of teaching and learning / Learning along the way -- Introduction / Navigating the scholarship of teaching and learning / Embedding the scholarship of teaching and learning through cross-campus collaboration / An ongoing journey / What it really takes / Gathering support for change / From discussion to action / Scholarship at an urban, comprehensive university / Disciplinary and campus collaborations / Conclusion / Barbara L. Cambridge -- Constance E. Cook -- Jane Nelson and Audrey Kleinsasser -- Libby Falk Jones -- John G. Sullivan, Deborah Thurlow Long and Rosemary Haskell -- Josef M. Broder and Patricia L. Kalivoda -- Maria Harper-Marinick -- Rosslyn Smith -- Anthony Ciccone -- Sherry Linkon and John Russo -- Devorah Lieberman -- Cheryl Albers -- Suzanne T. Mabrouk, Virginia M. DeRoma, Kenneth P. Brannan, Terry M. Mays, Harry D. Davakos, Michael B. Barrett, Alix G. Darden and L. Christine Fudge -- Phyllis Gleason and Jessie Klein -- Phyllis M. Frakt, Don Ambrose, Jean Kutcher and Arlene Wilner -- Betsy W. Bach, William T. Borrie, Mark S. Cracolice and Steven E. Gaskill -- Darren Cambridge -- Charles E. Sternheim -- Duane Roen -- Dorothy Zinsmeister -- Milton Glick -- Maxine P. Atkinson, Alton J. Banks, Judy C. Peel and J. Douglas Wellman -- Jennifer Meta Robinson -- Cheryl McConnell -- Charlotte Ravaioli and Lansdale D. Shaffmaster -- Constance J. Post -- Ellen L. Wert -- Daryl G. Smith -- Sharon Lewis, Ken Carter and Heather Patrick -- Elizabeth Barkley, Karen Gillette, Mike McHargue, William Patterson and Charlotte Thunen -- Carmen Werder -- Matt Kaplan -- Talya Bauer -- Kathleen McKinney, James Broadbear, Deborah Gentry, Patricia Klass, Sharon Naylor and Nicky Virgil -- Marcia Babb and Richard Gale -- Nancy Randall -- Barbara Mae Gayle and Marlene Moore -- Lawrence S. Albert, Michael R. Moore and Kathryn C. Mincey -- Barbara E. Walvoord -- Kelly McNeilis, Richard Myers and Timothy Knapp -- Mary L. Beaudry and Alease S. Bruce -- Richard C. Turner -- Carla B. Howery and Sherwyn P. Morreale -- Pat Hutchings. Sect. 1. Ch. 1. Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Ch. 8. Sect. 2. Ch. 1. Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Sect. 3. Ch. 1. Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Sect. 4. Ch. 1. Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Sect. 5. Ch. 1. Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Ch. 8.
1563770660 9781563770661
2004304261
Education--Research
College teaching--United States
Learning.
LB1028 / .C265 2004
378.12
Includes bibliographical references and index.
Introduction / Developing infrastructure -- Introduction / Mutual benefits, continuing challenges / Launching a center for learning, teaching, communication, and research / Keeping falcons as falcons : creating a self-perpetuating program / A freestanding teaching academy / Engaging community college faculty in scholarship of teaching and learning / Building an infrastructure to support instruction / Furthering the scholarship of teaching and learning the Wisconsin way / Organizing and bargaining for scholarship of teaching and learning / Collaborating for change -- Introduction / Unlocking the potential of collaborations / The Citadel Academy for the scholarship of teaching, learning, and evaluation : an interdisciplinary and collaborative approach / Sustaining a community of practice at Middlesex Community College / Developing collaborative practices at Rider University / Lessons learned at the University of Montana-Missoula / Technology as collaborative practice : protopublicity, multivocality, and knowledge brokering / Interdisciplinary practices to enhance the culture of teaching and learning at a doctoral/research extensive university / Instituting policies -- Introduction / Not there yet : supporting professional development, teaching excellence, and the scholarship of teaching and learning / Faculty roles and rewards in the new American university : redefining/refining the institutional mission / Peer review of teaching : developing a program in a large, research extensive, land-grant institution / Multiple sites of authority / Valuing the scholarship of teaching and learning in promotion and tenure reviews / Changing policies and procedures related to appointment, promotion, and tenure / Promotion and tenure track record / Documenting and assessing impact -- Introduction / Mapping progress / Why do self-assessment? / Making learning visible : using electronic portfolios to document institutional impact / What matters over time : documenting student learning / The long and winding road : using course portfolios to document the scholarship of interdisciplinary teaching and learning / Documenting results and celebrating success / Using data to support and enhance the scholarship of teaching and learning / Learning along the way -- Introduction / Navigating the scholarship of teaching and learning / Embedding the scholarship of teaching and learning through cross-campus collaboration / An ongoing journey / What it really takes / Gathering support for change / From discussion to action / Scholarship at an urban, comprehensive university / Disciplinary and campus collaborations / Conclusion / Barbara L. Cambridge -- Constance E. Cook -- Jane Nelson and Audrey Kleinsasser -- Libby Falk Jones -- John G. Sullivan, Deborah Thurlow Long and Rosemary Haskell -- Josef M. Broder and Patricia L. Kalivoda -- Maria Harper-Marinick -- Rosslyn Smith -- Anthony Ciccone -- Sherry Linkon and John Russo -- Devorah Lieberman -- Cheryl Albers -- Suzanne T. Mabrouk, Virginia M. DeRoma, Kenneth P. Brannan, Terry M. Mays, Harry D. Davakos, Michael B. Barrett, Alix G. Darden and L. Christine Fudge -- Phyllis Gleason and Jessie Klein -- Phyllis M. Frakt, Don Ambrose, Jean Kutcher and Arlene Wilner -- Betsy W. Bach, William T. Borrie, Mark S. Cracolice and Steven E. Gaskill -- Darren Cambridge -- Charles E. Sternheim -- Duane Roen -- Dorothy Zinsmeister -- Milton Glick -- Maxine P. Atkinson, Alton J. Banks, Judy C. Peel and J. Douglas Wellman -- Jennifer Meta Robinson -- Cheryl McConnell -- Charlotte Ravaioli and Lansdale D. Shaffmaster -- Constance J. Post -- Ellen L. Wert -- Daryl G. Smith -- Sharon Lewis, Ken Carter and Heather Patrick -- Elizabeth Barkley, Karen Gillette, Mike McHargue, William Patterson and Charlotte Thunen -- Carmen Werder -- Matt Kaplan -- Talya Bauer -- Kathleen McKinney, James Broadbear, Deborah Gentry, Patricia Klass, Sharon Naylor and Nicky Virgil -- Marcia Babb and Richard Gale -- Nancy Randall -- Barbara Mae Gayle and Marlene Moore -- Lawrence S. Albert, Michael R. Moore and Kathryn C. Mincey -- Barbara E. Walvoord -- Kelly McNeilis, Richard Myers and Timothy Knapp -- Mary L. Beaudry and Alease S. Bruce -- Richard C. Turner -- Carla B. Howery and Sherwyn P. Morreale -- Pat Hutchings. Sect. 1. Ch. 1. Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Ch. 8. Sect. 2. Ch. 1. Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Sect. 3. Ch. 1. Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Sect. 4. Ch. 1. Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Sect. 5. Ch. 1. Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Ch. 8.
1563770660 9781563770661
2004304261
Education--Research
College teaching--United States
Learning.
LB1028 / .C265 2004
378.12