The Journal targets the professional development of college and university faculty within the Commonwealth of Kentucky. Its primary goal is to enhance student learning by promoting excellence in teaching in higher education institutions in Kentucky.
Devoted to the values of thoughtful observation as an educational method, of description as a technique for understanding and lived experience as a source of knowledge construction.
Best Practices and Practical Strategies: SoTL Reference
The Spalding University Library contains titles focusing on best practices for teaching, learning, and faculty development for instructors teaching in higher education. A few recommendations include:
The Missing Course by David Gooblar
Publication Date: 2019-08-20
Professors know a lot, but they are rarely taught how to teach. The author of the Chronicle of Higher Education's popular "Pedagogy Unbound" column explains everything you need to know to be a successful college instructor.
Small Teaching by James M. Lang
Publication Date: 2016-03-07
Employ cognitive theory in the classroom every day. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference--many of which can be put into practice in a single class period.
The Scholarship of Teaching and Learning in and Across the Disciplines by Kathleen McKinney (Editor); Mary Taylor Huber (Foreword by)The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research.
Contemplative pedagogy is a way for instructors to: empower students to integrate their own experience into the theoretical material they are being taught in order to deepen their understanding; help students to develop sophisticated problem-solving skills; support students' sense of connection to and compassion for others; and engender inquiries into students' most profound questions. Contemplative practices are used in just about every discipline--from physics to economics to history--and are found in every type of institution.
Impacting Teaching and Learning by Jane E. Dalton (Editor); Elizabeth Hope Dorman (Editor); Kathryn Byrnes (Editor)
Publication Date: 2017-12-29
Impacting Teaching and Learning: Contemplative Practices, Pedagogy, and Research in Education, demonstrates research-based practices from a variety of teacher education programs, bringing together a rich collection of voices from diverse settings. All of the authors in this book share their research investigating the varied ways learners respond to contemplative practices, and the skills and dispositions that contemplative practices cultivate in preservice teachers. Authors explore challenges faced institutionally, with students, and personally.
Contemplative Learning and Inquiry Across Disciplines by Olen Gunnlaugson; Heesoon Bai (Editor); Edward W. Sarath (Editor); Charles Scott (Editor)
Publication Date: 2014-08-01
A wide-ranging consideration of the emerging field of contemplative education.
Teaching and Learning Online
Small Teaching Online by Flower Darby; James M. Lang
Publication Date: 2019-06-12
Find out how to apply learning science in online classes The concept of small teaching is simple: small and strategic changes have enormous power to improve student learning.
Minds Online by Michelle D. Miller
Publication Date: 2014-10-20
From wired campuses to smart classrooms to massive open online courses (MOOCs), digital technology is now firmly embedded in higher education. But the dizzying pace of innovation, combined with a dearth of evidence on the effectiveness of new tools and programs, challenges educators to articulate how technology can best fit into the learning experience. Minds Online is a concise, nontechnical guide for academic leaders and instructors who seek to advance learning in this changing environment, through a sound scientific understanding of how the human brain assimilates knowledge.
The National Institute for Learning Outcomes Assessment makes learning outcomes visible and useful to the public. The website includes a wealth of current resources and research in learning outcome assessment.
Data from student ratings of instruction (SRI) are used ubiquitously as a key element in providing instructors with valuable feedback and evaluators with critical student input. Nonetheless, calls for the elimination of SRI continue to appear in academic journals and higher education periodicals. This paper brings to bear the huge body of research on SRI to which so many academics and institutions have contributed. Some of the most egregiously erroneous statements about SRI are rebutted with brief reviews of the readily available compelling evidence.
The FLAG offers broadly applicable, self-contained modular classroom assessment techniques (CATs) and discipline-specific tools for SMET instructors interested in new approaches to evaluating student learning, attitudes and performance. Each has been developed, tested and refined in real colleges and universities classrooms. The FLAG also contains an assessment primer, a section to help you select the most appropriate assessment technique(s) for your course goals, and other resources.