Engaging Student Voices in the Study of Teaching and Learning
Herausgeber: Werder, Carmen; Otis, Megan M
Engaging Student Voices in the Study of Teaching and Learning
Herausgeber: Werder, Carmen; Otis, Megan M
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Explores the dimensions of student voices in the scholarship of teaching and learning (SoTL) as power and authority in the classroom, collaborative meaning-making, and the role of students as both learners and experts on their own learning. This book opens up the process of knowledge-building to a wider group of participants.
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Explores the dimensions of student voices in the scholarship of teaching and learning (SoTL) as power and authority in the classroom, collaborative meaning-making, and the role of students as both learners and experts on their own learning. This book opens up the process of knowledge-building to a wider group of participants.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 240
- Erscheinungstermin: 27. Oktober 2009
- Englisch
- Abmessung: 226mm x 150mm x 15mm
- Gewicht: 340g
- ISBN-13: 9781579224202
- ISBN-10: 1579224202
- Artikelnr.: 29282031
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 240
- Erscheinungstermin: 27. Oktober 2009
- Englisch
- Abmessung: 226mm x 150mm x 15mm
- Gewicht: 340g
- ISBN-13: 9781579224202
- ISBN-10: 1579224202
- Artikelnr.: 29282031
Carmen Werder directs the Teaching-Learning Academy at Western Washington University, where she also teaches rhetoric and directs Writing Instruction Support. As a Carnegie Scholar, she initiated an ongoing study of the use of personal metaphors in developing a sense of agency. She has headed up both CASTL initiatives on working with students as co-inquirers in the scholarship of teaching and learning: the Sustaining Student Voices cluster (2003-06) and the current Institutional Leadership Program Student Voices themed group (2006-09). Megan M. Otis is a graduate student in anthropology at Western Washington University. She has been an active participant in WWU's SoTL initiative, the Teaching-Learning Academy (as both an undergraduate and graduate student), and has been deeply involved in the CASTL Student Voices group. Pat Hutchings
Acknowledgements Foreword-Pat Hutchings and Mary Taylor Huber
The Carnegie Foundation for the Advancement of Teaching Section I. Foundations 1. Foundations of Student-Faculty Partnerships in SoTL. Theoretical and Developmental Considerations-Christopher Manor
Stephen Bloch-Schulman
Kelly Flannery
and Peter Felten 2. Students in Parlor Talk on Teaching and Learning. Conversational Scholarship-Carmen Werder
Luke Ware
Cora Thomas
and Erik Skogsberg 3. Participatory Action Research as a Rationale for Student Voices in the Scholarship of Teaching and Learning-Megan M. Otis and Joyce D. Hammond 4. Challenges and Caveats-Betsy Newell Decyk
Michael Murphy
Deborah G. Currier
and Deborah T. Long 5. Invoking the "L" in the Scholarship of Learning and Teaching-Jane Verner and William Harrison Lay Section II. Enactment 6. A Range of Student Voices in the Scholarship of Teaching and Learning-Kathleen McKinney
Patricia Jarvis
Gary Creasey
and Derek Herrmann 7. Equalizing Voices. Student-Faculty Partnership in Course Design-Ayesha Delpish
Alexa Darby
Ashley Holmes
Mary Knight-McKenna
Richard Mihans
Catherine King
and Peter Felten 8. Been There
Done That
Still Doing It. Involving Students in Redesigning a Service-Learning Course-Jessie L. Moore
Lindsey Altvater
Jillian Mattera
and Emily Regan 9. Engaging Students as Scholars of Teaching and Learning. The Role of Ownership-Ellen E. Gutman
Erin M. Sergison
Chelsea J. Martin
and Jeffrey L. Bernstein 10. Student Voices through Researching and Promoting Learner Autonomy-Michael D. Sublett
Jeffrey A. Walsh
Kathleen McKinney
and Denise Faigao 11. Capturing Students' Learning-Tom Drummond and Kalyn Shea Owens Not the Conclusion. Sustaining Student Voices-Carmen Werder and Megan M. Otis
The Carnegie Foundation for the Advancement of Teaching Section I. Foundations 1. Foundations of Student-Faculty Partnerships in SoTL. Theoretical and Developmental Considerations-Christopher Manor
Stephen Bloch-Schulman
Kelly Flannery
and Peter Felten 2. Students in Parlor Talk on Teaching and Learning. Conversational Scholarship-Carmen Werder
Luke Ware
Cora Thomas
and Erik Skogsberg 3. Participatory Action Research as a Rationale for Student Voices in the Scholarship of Teaching and Learning-Megan M. Otis and Joyce D. Hammond 4. Challenges and Caveats-Betsy Newell Decyk
Michael Murphy
Deborah G. Currier
and Deborah T. Long 5. Invoking the "L" in the Scholarship of Learning and Teaching-Jane Verner and William Harrison Lay Section II. Enactment 6. A Range of Student Voices in the Scholarship of Teaching and Learning-Kathleen McKinney
Patricia Jarvis
Gary Creasey
and Derek Herrmann 7. Equalizing Voices. Student-Faculty Partnership in Course Design-Ayesha Delpish
Alexa Darby
Ashley Holmes
Mary Knight-McKenna
Richard Mihans
Catherine King
and Peter Felten 8. Been There
Done That
Still Doing It. Involving Students in Redesigning a Service-Learning Course-Jessie L. Moore
Lindsey Altvater
Jillian Mattera
and Emily Regan 9. Engaging Students as Scholars of Teaching and Learning. The Role of Ownership-Ellen E. Gutman
Erin M. Sergison
Chelsea J. Martin
and Jeffrey L. Bernstein 10. Student Voices through Researching and Promoting Learner Autonomy-Michael D. Sublett
Jeffrey A. Walsh
Kathleen McKinney
and Denise Faigao 11. Capturing Students' Learning-Tom Drummond and Kalyn Shea Owens Not the Conclusion. Sustaining Student Voices-Carmen Werder and Megan M. Otis
Acknowledgements Foreword-Pat Hutchings and Mary Taylor Huber
The Carnegie Foundation for the Advancement of Teaching Section I. Foundations 1. Foundations of Student-Faculty Partnerships in SoTL. Theoretical and Developmental Considerations-Christopher Manor
Stephen Bloch-Schulman
Kelly Flannery
and Peter Felten 2. Students in Parlor Talk on Teaching and Learning. Conversational Scholarship-Carmen Werder
Luke Ware
Cora Thomas
and Erik Skogsberg 3. Participatory Action Research as a Rationale for Student Voices in the Scholarship of Teaching and Learning-Megan M. Otis and Joyce D. Hammond 4. Challenges and Caveats-Betsy Newell Decyk
Michael Murphy
Deborah G. Currier
and Deborah T. Long 5. Invoking the "L" in the Scholarship of Learning and Teaching-Jane Verner and William Harrison Lay Section II. Enactment 6. A Range of Student Voices in the Scholarship of Teaching and Learning-Kathleen McKinney
Patricia Jarvis
Gary Creasey
and Derek Herrmann 7. Equalizing Voices. Student-Faculty Partnership in Course Design-Ayesha Delpish
Alexa Darby
Ashley Holmes
Mary Knight-McKenna
Richard Mihans
Catherine King
and Peter Felten 8. Been There
Done That
Still Doing It. Involving Students in Redesigning a Service-Learning Course-Jessie L. Moore
Lindsey Altvater
Jillian Mattera
and Emily Regan 9. Engaging Students as Scholars of Teaching and Learning. The Role of Ownership-Ellen E. Gutman
Erin M. Sergison
Chelsea J. Martin
and Jeffrey L. Bernstein 10. Student Voices through Researching and Promoting Learner Autonomy-Michael D. Sublett
Jeffrey A. Walsh
Kathleen McKinney
and Denise Faigao 11. Capturing Students' Learning-Tom Drummond and Kalyn Shea Owens Not the Conclusion. Sustaining Student Voices-Carmen Werder and Megan M. Otis
The Carnegie Foundation for the Advancement of Teaching Section I. Foundations 1. Foundations of Student-Faculty Partnerships in SoTL. Theoretical and Developmental Considerations-Christopher Manor
Stephen Bloch-Schulman
Kelly Flannery
and Peter Felten 2. Students in Parlor Talk on Teaching and Learning. Conversational Scholarship-Carmen Werder
Luke Ware
Cora Thomas
and Erik Skogsberg 3. Participatory Action Research as a Rationale for Student Voices in the Scholarship of Teaching and Learning-Megan M. Otis and Joyce D. Hammond 4. Challenges and Caveats-Betsy Newell Decyk
Michael Murphy
Deborah G. Currier
and Deborah T. Long 5. Invoking the "L" in the Scholarship of Learning and Teaching-Jane Verner and William Harrison Lay Section II. Enactment 6. A Range of Student Voices in the Scholarship of Teaching and Learning-Kathleen McKinney
Patricia Jarvis
Gary Creasey
and Derek Herrmann 7. Equalizing Voices. Student-Faculty Partnership in Course Design-Ayesha Delpish
Alexa Darby
Ashley Holmes
Mary Knight-McKenna
Richard Mihans
Catherine King
and Peter Felten 8. Been There
Done That
Still Doing It. Involving Students in Redesigning a Service-Learning Course-Jessie L. Moore
Lindsey Altvater
Jillian Mattera
and Emily Regan 9. Engaging Students as Scholars of Teaching and Learning. The Role of Ownership-Ellen E. Gutman
Erin M. Sergison
Chelsea J. Martin
and Jeffrey L. Bernstein 10. Student Voices through Researching and Promoting Learner Autonomy-Michael D. Sublett
Jeffrey A. Walsh
Kathleen McKinney
and Denise Faigao 11. Capturing Students' Learning-Tom Drummond and Kalyn Shea Owens Not the Conclusion. Sustaining Student Voices-Carmen Werder and Megan M. Otis