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Take a bigΓÇôpicture look at teaching and learning. Building on existing pedagogical research, this volume showcases the scholarship of teaching and learning (SoTL) across the disciplinesΓÇôΓÇôand takes it in a new direction. In each chapter, interdisciplinary teams of authors address a single pedagogical question, bringing each of their home disciplineΓÇÖs specific literature and methodologies to the table. The result is a fresh examination of evidenceΓÇôbased practices for teaching and learning in higher education that is intentionally inclusive of faculty from different disciplines. By taking a closer, more systematic look at the pedagogies used within the disciplines and their impacts on student learning, the authors herein move away from more generic teaching tips and generic classroom activities and toward values, knowledge, and manner of thinking within SoTL itself. The projects discussed in each chapter, furthermore, will provide models for further research via interdisciplinary collaboration. This is the 151st volume of this JosseyΓÇôBass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Presenting current trends in transformative learning and adult higher education, this volume paints a vivid picture of the Transformative Learning theory in action.

This volume addresses how we might help students find the "why" of their educational endeavors.

Develop effective models of practice and positively impact institutional teaching and learning quality.

In this volume, the authors focus on the importance of inclusive teaching and the role faculty can play in helping students achieve, though not necessarily in the same way. To teach with a focus on inclusion means to believe that every person has the ability to learn.

The Scholarship of Teaching and Learning (SoTL) should be an integral part of every academic s life, representing not only the pinnacle of effortful teaching, but also standing side by side with more conventional disciplinary scholarship.

With the paradigm shift to student-centered learning, the physical teaching space is being examined. This book offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the findings of educational and psychological researchers.

This volume addresses theories and practices surrounding the entitled, self-absorbed students called Millennials.

While issues of interpersonal boundaries between faculty and students is not new, more recent influences such as evolving technology and current generational differences have created a new set of dilemmas.

By reclaiming the passions of our hearts and exploring insights and ideas, we begin a remembering of ourselves. As we begin to reclaim our wholeness, we also have the capacity to renew and revitalize our institutions from within.

Gain a greater understanding of the academic, cultural, and social experiences of first-generation college students (FGS). Fascinating, heart-touching, and important, the research and the stories presented here enlighten what FGS often have to overcome to successfully complete their degrees.

Self-regulation involves students' beliefs about their own potential for actions, thoughts, feelings and behaviors that will then allow them to work toward their own academic goals.

College and university instructors continue to seek models that help students to better understand today's complex social relationships. Feminist, Queer, and Ethnic Studies scholars put forward compellingarguments for more integrative understandings of race, class, gender, and sexuality and for centering the experiences of women, people of color, and others traditionally relegated to the margins. Intersectionality is one such approach. In nine chapters, the contributors to this volume offer an overview of key tenets of intersectionality and explore applications of this model in faculty and instructional development in higher education. Gathered from across the disciplines, they draw upon a range of approaches to social identity formation, different theoretical models, and a complement of lived experiences. When read together, thesechapters offer a systemic approach to change in higher education by addressing innovations at course, department, and institutional levels. Intersectionality does not advocate for a fl attening of differences.Instead, it argues for another layer of critical analyses that acknowledge the powerful interplay of the many aspects of social identity to address the rapidly shifting ways in which we talk about and describe identities in society and the complexity of classroom dynamics in the academy today. By illuminating the interconnected nature of systems of oppression, we shine a light on the potential for disrupting the status quo and create stronger alliances forsocial justice.

With pedagogical philosophy and practice changing significantly, faculty development has become much more important.

In the past several years researchers have not only investigated key variables influencing teaching and learning, they also have applied empirical findings to develop and refine systems of teaching and learning-approaches that provide the infrastructure for the day-to-day organization. This title presents an overview of these systems.

This new volume of New Directions for Teaching and Learning was developed in order to examine the wealth of knowledge that has been uncovered over the last three decades, since the inception of Supplemental Instruction (SI), and to use this understanding to contemplate how SI can best serve the changing needs of today's students.

In this volume, the authors focus on the importance of inclusive teaching and the role faculty can play in helping students achieve, though not necessarily in the same way. To teach with a focus on inclusion means to believe that every person has the ability to learn.

The complexities of 21st-century life personal, social, cultural, and environmental demand thoughtful responses, responses fostered and enhanced through contemplative experience.

Presents research from a collaboration between scientists, assessment experts, technologists, and domain experts as part of a project with the vision of transforming education to produce adaptive expertise in students. This book experts work together in an integrated effort to develop learning environments centered on challenge based instruction.

The purpose of this volume is to illustrate the wide scope of possibilities in interpreting and promoting research-teaching synergies. At the same time it is a goal to look more explicitly at what insitutions can do to promote two distinct forms of research-based teaching.

This volume of New Directions for Teaching and Learning offers insights into how and why public scholarship has grown and is beginning to sustain itself at Penn State University and beyond. The research and writing contained here was generated by faculty and graduate students active in Penn State's Laboratory for Public Scholarship and Democracy.

This volume examines the claims made for liberal learning and argues that we may indeed have good ground for our claims that liberal learning can play a transformative role in our students' lives if we can develop a conversational relationship between those in liberal studies and those who work with student development theory.

Ernest Boyer's "Scholarship Reconsidered" burst upon the academic scene, igniting a national conversation that maintains its vitality. This volume aims at advancing that important conversation.