Book #1: Making Teaching and Learning Visible: Course Portfolios and the Peer Review of Teaching
Publisher: Anker Publishing
Authors: Bernstein, Burnett, Goodburn, and Savory
Peer Review of Teaching presents a model for the review of postsecondary teaching that documents and promotes the intellectual work of teaching and contributes to improvement in undergraduate education. This book demonstrates that well-designed peer review can 1) be integrated into the daily professional lives of university faculty members, 2) improve faculty teaching by providing a guiding context for formative assessment and collaboration, and 3) make the learning that comes from effective teaching visible and accessible for review within institutional reward systems. These claims are illustrated through examples of existing faculty course portfolios.
Foreword: Written by Pat Hutchings (Vice President of the Carnegie Foundation for the Advancement of Teaching) and Ellen Wert (Pew Charitable Trusts)
Chapter One: Making Teaching and Learning Visible
Chapter Two: Benchmarking Learning with a Course Portfolio
Chapter Three: Capturing the Intellectual Work of Teaching
Chapter Four: Inquiring into Specific Aspects of Teaching Process
Chapter Five: Seeking External Review of a Course Portfolio
Chapter Six: Using Course Portfolios to Foster Campus Collaboration
Chapter Seven: Creating a Campus Community for the Peer Review of Teaching
Chapter Eight: Addressing Larger Issues of Peer Review
BOOK #2: Inquiry Into The College Classroom: A Journey Toward Scholarly Teaching
Publisher: Anker Publishing
Copyright: 2007 (in press)
Authors: Savory, Burnett, and Goodburn
Inquiry into the College Classroom is an essential companion for university faculty interested in conducting scholarly inquiry into their classroom teaching. This practical guide is designed to share a formal model that is useful for making visible the careful, difficult, and intentional scholarly work entailed in exploring a teaching question. As a how-to guide, this book is an invaluable resource for planning and conducting classroom research – formulating questions and hypotheses, defining a data collection methodology, collecting data, measuring the impact, and documenting the results. Inquiry Into the College Classroom is filled with richly illustrative examples that highlight how university faculty from a range of academic disciplines have performed scholarly inquiries into their teaching.
Chapter One: A Guide for Scholarly Inquiry into Teaching
What is happening in my classroom?
Teaching: A Scholarly Journey
A Model for Your Classroom Inquiry
Inquiry Step 1: Reflecting upon Course Background, History, and Development
Inquiry Step 2: Identifying an Issue to Investigate
Inquiry Step 3: Defining an Inquiry Hypothesis
Inquiry Step 4: Developing an Investigative Plan
Inquiry Step 5: Relating Your Inquiry to What Has Been Done Before
Inquiry Step 6: Seeking Institutional Approval and Student Consent
Inquiry Step 7: Teaching the Course
Inquiry Step 8: Interpreting and Evaluating Your Findings
Inquiry Step 9: Reflecting Upon the Inquiry Process
Checklist for Assessing Classroom Inquiry
Chapter Two: The Basic Structure of Classroom Inquiry
Inquiry Question: What impact does replacing in-class projects with out-of-class exercises have on student learning?
Chapter Three: Incorporating Additional Forms of Data Collection
Inquiry Question: How do classroom methods and practices develop student skills for thinking critically and independently?
Chapter Four: Using Classroom Inquiry to Answer Multiple Questions
Inquiry Question: How does using different assessment strategies improve students’ learning?
Chapter Five: Overcoming Challenges With Data Collection
Inquiry Question: Does having students complete a weekly essay homework assignment improves their ability to explain and discuss mathematical concepts?
Chapter Six: Linking Classroom Inquiry with Disciplinary Research
Inquiry Question: Does increased use of supplementary materials related to race lead to an increase in racial tolerance among students?
Chapter Seven: Obtaining Useful Inquiry Results, but More Data is Needed
Inquiry Question: Is there an ideal size and team member composition that will enhance student success on a service-learning project?
Chapter Eight: Using Classroom Inquiry to Evaluate New Assessment Measures
Inquiry Question: What is the effect of having students grade each other’s essay examinations in a survey course?
Chapter Nine: Classroom Inquiry for Measuring Feedback on Student Learning and Aptitudes
Inquiry Question: What is the effect of web-based assessment practices on students’ performance and attitudes?
Chapter Ten: Classroom Inquiry and Scholarly Teaching
Inquiry Question: Are visual methods of brainstorming more effective than verbal methods?
Chapter Eleven: Beginning Your Scholarly Journey
Lessons Concerning Classroom Inquiry
Practical Advice for Conducting Your Inquiry
From Scholarly Teaching to the Scholarship of Teaching and Learning
Models for Disseminating Your Inquiry Work
Resources for Learning More
An Invitation to Set Out on Your Scholarly Journey