{"product_id":"optimizing-teaching-and-learning-isbn-9781405161794","title":"Optimizing Teaching and Learning","description":"\u003ci\u003eOptimizing Teaching and Learning\u003c\/i\u003e will serve as a practical guide for anyone, anywhere, who is interested in improving their teaching, the learning of their students, and correspondingly, contribute to the scholarship of teaching and learning.  \u003cul\u003e \u003cli\u003eBridges the gap between the research and practice of SoTL\u003c\/li\u003e \u003cli\u003eProvides explicit instructions on how to design, conduct, analyze, and write-up SoTL work\u003c\/li\u003e \u003cli\u003eIncludes samples of actual questionnaires and other materials (e.g., focus group questions) that will jumpstart investigations into teaching and learning\u003c\/li\u003e \u003cli\u003eExplores the advantages and disadvantages of various pedagogical practices and present applications of SoTL using case studies from a variety of disciplines\u003c\/li\u003e \u003c\/ul\u003e  Preface. \u003cp\u003eAcknowledgments.\u003c\/p\u003e \u003cp\u003e1. What Is Pedagogical Research?.\u003c\/p\u003e \u003cp\u003eMultidisciplinary Roots of Pedagogical Research.\u003c\/p\u003e \u003cp\u003eExamining Definitions of Scholarship.\u003c\/p\u003e \u003cp\u003eThe Other SoTL: Action Research and Teacher Research.\u003c\/p\u003e \u003cp\u003eBeginnings.\u003c\/p\u003e \u003cp\u003eWhy Is Pedagogical Research Important?.\u003c\/p\u003e \u003cp\u003eA Teaching Hierarchy.\u003c\/p\u003e \u003cp\u003eA Caveat.\u003c\/p\u003e \u003cp\u003eHow Can Pedagogical Research Be Useful to You?.\u003c\/p\u003e \u003cp\u003e2. Pedagogical Research: Focussing on the Teaching.\u003c\/p\u003e \u003cp\u003eAssessing Our Teaching Effectiveness.\u003c\/p\u003e \u003cp\u003eWhat Can We Learn from the “Best” College Teachers?.\u003c\/p\u003e \u003cp\u003eCreating your Teaching Philosophy Statement.\u003c\/p\u003e \u003cp\u003eHow Do I teach?.\u003c\/p\u003e \u003cp\u003eUsing Teaching Inventories.\u003c\/p\u003e \u003cp\u003eDetermining Your Teaching Goals.\u003c\/p\u003e \u003cp\u003eAssessment Tools.\u003c\/p\u003e \u003cp\u003eAlternative Classroom Assessment Techniques.\u003c\/p\u003e \u003cp\u003eTeaching Portfolios.\u003c\/p\u003e \u003cp\u003eLearning to Conduct Pedagogical Research: How to Get Started: Designing Your Pedagogical Research Program.\u003c\/p\u003e \u003cp\u003eDeveloping Your Research Ideas and Questions.\u003c\/p\u003e \u003cp\u003eFocus on Student Learning: Connecting Your Learning Goals, Assessment Choice, and Teaching Technique.\u003c\/p\u003e \u003cp\u003eApplying the Findings of Your Pedagogical Research: Using General Principles of Learning to Making Changes to Your Teaching Strategies.\u003c\/p\u003e \u003cp\u003eSharing Your Findings and Connecting with Others in the Field.\u003c\/p\u003e \u003cp\u003eConclusion.\u003c\/p\u003e \u003cp\u003eAppendix: Examples of Discipline-Specific SoTL Journals.\u003c\/p\u003e \u003cp\u003e3. Pedagogical Research: Focussing on Learning.\u003c\/p\u003e \u003cp\u003eWhat Do You Want to Find Out?.\u003c\/p\u003e \u003cp\u003eWhat Do We Know about How Students Learn?.\u003c\/p\u003e \u003cp\u003eStudent Engagement: If You Engage Them, They Will Learn.\u003c\/p\u003e \u003cp\u003eHow Can You Investigate Your Students’ Learning?.\u003c\/p\u003e \u003cp\u003eHow Do Students Study?.\u003c\/p\u003e \u003cp\u003eMetacognition.\u003c\/p\u003e \u003cp\u003eMeasuring Study Behaviors.\u003c\/p\u003e \u003cp\u003eCan You Improve Study Skills?.\u003c\/p\u003e \u003cp\u003eKey Psychological Factors Influencing Learning.\u003c\/p\u003e \u003cp\u003eDesigning Your Research: How Do You Study Your Students’ Learning?.\u003c\/p\u003e \u003cp\u003eMeasuring How Performance on Your Assessments Vary.\u003c\/p\u003e \u003cp\u003eGuidelines for Human Research Participants in SoTL.\u003c\/p\u003e \u003cp\u003eA Further Note on Ethics.\u003c\/p\u003e \u003cp\u003eConclusions.\u003c\/p\u003e \u003cp\u003eAppendix: Questions on How to Make Cognitive Research Available to Educators.\u003c\/p\u003e \u003cp\u003e4. Is It Significant? Basic Statistics.\u003c\/p\u003e \u003cp\u003eWhy Do We Need to Analyze Our Classroom Data?.\u003c\/p\u003e \u003cp\u003eQualitative or Quantitative? That Is the Question.\u003c\/p\u003e \u003cp\u003eSetting the Stage: Important Background for Measurement and Analyses.\u003c\/p\u003e \u003cp\u003eTwo Main Forms of Statistical Analyses: Descriptive Analyses.\u003c\/p\u003e \u003cp\u003eWatching Your Curves.\u003c\/p\u003e \u003cp\u003eInferential Statistics.\u003c\/p\u003e \u003cp\u003eSoftware Options.\u003c\/p\u003e \u003cp\u003eCalculating Descriptive Statistics.\u003c\/p\u003e \u003cp\u003eCalculating Inferential Statistics.\u003c\/p\u003e \u003cp\u003eKicking It Up a Notch: Testing Multiple Factors.\u003c\/p\u003e \u003cp\u003eConclusions.\u003c\/p\u003e \u003cp\u003e5. Pedagogical Research as Scholarship: Resources for Success.\u003c\/p\u003e \u003cp\u003eDeveloping a Center with a Focus on SoTL.\u003c\/p\u003e \u003cp\u003eDetermining Needs on Your Campus.\u003c\/p\u003e \u003cp\u003eDetermining Your Goals: What Is the Purpose of the Center?.\u003c\/p\u003e \u003cp\u003eGuiding Principles when Creating a New Center.\u003c\/p\u003e \u003cp\u003eCreating Programming Initiatives to Achieve Your Goals.\u003c\/p\u003e \u003cp\u003eMentoring Programs.\u003c\/p\u003e \u003cp\u003eSoTL and Tenure and Promotion.\u003c\/p\u003e \u003cp\u003eThe Role of Assessment.\u003c\/p\u003e \u003cp\u003eSources for SoTL Support or Funding.\u003c\/p\u003e \u003cp\u003eWhat Else Is Available through Faculty Development Centers?.\u003c\/p\u003e \u003cp\u003ePotential Challenges Identified by Those Who Have Come Before You.\u003c\/p\u003e \u003cp\u003eAppendix: Useful References.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eIndex\u003c\/p\u003e \u003cp\u003e\"There were several pieces of information that were valuable, even to someone with a different education background. No doubt there is even more valuable information for readers who are not in such a specific specialty as nursing, but instead are education generalists.\" (\u003ci\u003eMetapsychology\u003c\/i\u003e, March 2010)\u003c\/p\u003e \u003cp\u003e\"Overall, this book provides a great deal of information regarding teaching and learning practices, a pedagogical approach, and a touch of the application of research.... Helpful pearls of wisdom within.\" (\u003ci\u003eMetapsychology Online Reviews\u003c\/i\u003e)\u003c\/p\u003e  \u003cb\u003eRegan A. R. Gurung\u003c\/b\u003e is Chair of Human Development at the University of Wisconsin, Green Bay. He has served for many years on the campus Faculty Development Committee and has also been Chair of the same. He is currently campus representative for a CASTL Leadership Site, and is a member of a national taskforce for the scholarship of teaching and learning. He is author of \u003ci\u003eHealth Psychology: A Cultural Approach\u003c\/i\u003e (2006). \u003cbr\u003e \u003cp\u003e\u003cb\u003eBeth M. Schwartz\u003c\/b\u003e is Professor of Psychology at Randolph College. She is founding director of the Faculty Development Center on her campus. In February 2006, she received the APLS (American Psychology and Law Society) Outstanding Teaching and Mentoring Award.\u003c\/p\u003e  The scholarship of teaching and learning (SoTL) is one of the most dynamic areas of research in the field of higher education today in which faculty continuously evaluate the quality of their teaching and its affect on student learning. Faculty are being held accountable for the effectiveness of their teaching and in turn they are starting to engage in SoTL-related intellectual exchanges not only in their research agendas but also in the ways in which they teach their students in the classroom. At the heart of this new movement, there is a simple idea: take a close look at how you teach and how your students learn, use the same methodology that you would use for formal investigations (be it in the humanities or sciences), and hold your research to the same standards most notably peer review.  \u003cp\u003e\u003ci\u003eOptimizing Teaching and Learning\u003c\/i\u003e will serve as a guide for anyone who is interested in improving their teaching, the learning of their students, and at the same time contribute to the scholarship of teaching and learning. It bridges the gap between the research and practice of SoTL, with explicit instructions on how to design, conduct, analyze, and write-up pedagogical research, including samples of actual questionnaires and other materials (e.g., focus group questions) that will jumpstart investigations into teaching and learning. It also explores the advantages and disadvantages of various pedagogical practices and present applications of SoTL using case studies from a variety of disciplines. This book will serve as an invaluable resource for both seasoned faculty and new faculty who are just beginning to assess their teaching methods and learn how to think beyond the content.\u003c\/p\u003e \u003cp\u003e\"Gurung and Schwartz have written a book for all teacher\/researchers who would like to get involved (or more involved) in the scholarship of teaching and learning. This book will be an invaluable resource for those faculty who do not know how to get started in SOTL or those who want to move from being 'sincere teachers' or 'scholarly teachers' and become involved in SOTL research. For faculty who are already involved in SOTL research, the book provides a wealth of research strategies that can provide new research avenues. I can't wait to have this book on my shelf!\"\u003cbr\u003e—\u003cb\u003eRandolph A. Smith,\u003c\/b\u003e Lamar University\u003c\/p\u003e \u003cp\u003e\"This is a hugely engaging volume which deals with both pedagogical research and findings from the pedagogical research literature. It is highly accessible and the commitment of the authors, expressed in their dedication, to those who 'care about teaching and student learning' shines through. The authors present the positive case for university teachers becoming active researchers of their own practice, and they provide a starter kit for getting going. The best tribute to such a volume is that it will be used and that teacher-researchers will in turn develop their own more nuanced and critical instruments and research questions.\"\u003cbr\u003e—\u003cb\u003eSue Clegg,\u003c\/b\u003e Leeds Metropolitan University\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989723660517,"sku":"NP9781405161794","price":52.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781405161794.jpg?v=1761785255","url":"https:\/\/k12savings.com\/es\/products\/optimizing-teaching-and-learning-isbn-9781405161794","provider":"K12savings","version":"1.0","type":"link"}