| Engaging Student Voices in the Study of Teaching and Learning Contributor(s): Werder, Carmen (Editor), Otis, Megan M. (Editor) |
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ISBN: 1579224202 ISBN-13: 9781579224202 Publisher: Routledge OUR PRICE: $37.95 Product Type: Paperback Published: October 2009 |
| Additional Information |
| BISAC Categories: - Education | Higher - Education | Teaching Methods & Materials - General - Education | Student Life & Student Affairs |
| Dewey: 378.125 |
| LCCN: 2009025827 |
| Physical Information: 0.6" H x 5.9" W x 8.9" (0.75 lbs) 240 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: "A must read for those teachers seeking to increase student engagement and to enhance each student's self-authorship in the learning process."--Barbara Mae Gayle, Academic Vice President, Viterbo University This book addresses the all-important dimensions of collaboration in the study of learning raised by such questions as: Should teachers engage students directly in discussions and inquiry about learning? To what extent? What is gained by the collaboration? Does it improve learning, and what do shared responsibilities mean for classroom dynamics, and beyond? Practicing what it advocates, a faculty-student team co-edited this book, and faculty-student (or former student) teams co-authored eight of its eleven chapters. The opening section of this book explores such dimensions of student voices in the scholarship of teaching and learning (SoTL) as power and authority in the classroom, collaborative meaningmaking, and the role of students as both learners and experts on their own learning. It opens up the process of knowledge-building to a wider group of participants, and expands our conception of who has expertise to contribute - for instance recognizing students' "insider" knowledge of themselves as learners. The case studies in the second half of the volume illustrate how these concepts play out inside and outside the classroom when students shift from serving as research subjects in a SoTL study to working as independent researchers or as partners with faculty in such work as studying curricular design/redesign, readings, requirements, and assessment. |
Contributor Bio(s): Hutchings, Pat: - Pat HutchingsOtis, Megan M.: - 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.Huber, Mary Taylor: - Mary Taylor Huber is a senior scholar at The Carnegie Foundation for the Advancement of Teaching. A cultural anthropologist, she has written widely about cultures of teaching in higher education, including recent publications on Disciplinary Styles in the Scholarship of Teaching (2002), Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers (2004), and, with Pat Hutchings, The Advancement of Learning: Building the Teaching Commons (2005).Werder, Carmen: - 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). |
