The Scholarship of Teaching and Learning Reconsidered (PDF)

Praise for The Scholarship of Teaching and LearningReconsidered

"A worthy capstone that pulls together two decades of CarnegieFoundation projects on the scholarship of teaching and learning.The authors review the genesis of these ideas and envision a futureof continued integration of a culture of evidence in the world'suniversities and colleges. Projects end but the workcontinues."
--Lee S. Shulman, president emeritus, The CarnegieFoundation for the Advancement of Teaching, and Charles E. DucommunProfessor of Education emeritus, Stanford University

"This book captures the most important lessons from a decade ofthoughtful experimentation with methods to improve the learningoutcomes of American college students. The authors have deepexperience in institutionalizing various approaches that have beendevised and endorsed by faculty in many kinds of higher educationsettings. It will be a manual for those seeking to improve theirown teaching and learning outcomes."
--Katharine Lyall, president emerita, University ofWisconsin System

"The authors recount the history of research into one's ownteaching, further develop its conceptualization, and makerecommendations for how to bring it into the mainstream.Collectively, they have been at the center of the movement and havewritten, spoken, strategized, and organized conversations andscholarly work on the topic for many years. They present richexamples from many different environments and an unwavering visionof the benefits of the scholarship of teaching and learning and itspotential."
--Nancy Chism, Indiana University School of Education,Indianapolis

"This book reframes the literature on the scholarship ofteaching and learning, faculty development, assessment, and thefuture of higher education. The writing sparkles with freshanalysis on teaching, learning, academic culture, and thepossibilities for change. This book will help both individualfaculty and entire institutions to enhance scholarly teaching andto deepen student learning."
--Peter Felten, assistant provost and director, Centerfor the Advancement of Teaching and Learning, and associateprofessor of history, Elon University