{"product_id":"optimizing-teaching-and-learning-isbn-9781118344668","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 viii  \u003cp\u003eAcknowledgments xiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 What Is Pedagogical Research? 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultidisciplinary Roots of Pedagogical Research 3\u003c\/p\u003e \u003cp\u003eExamining Definitions of Scholarship 4\u003c\/p\u003e \u003cp\u003eThe Other SoTL: Action Research and Teacher Research 6\u003c\/p\u003e \u003cp\u003eBeginnings 8\u003c\/p\u003e \u003cp\u003eWhy Is Pedagogical Research Important? 11\u003c\/p\u003e \u003cp\u003eA Teaching Hierarchy 12\u003c\/p\u003e \u003cp\u003eA Caveat 16\u003c\/p\u003e \u003cp\u003eHow Can Pedagogical Research Be Useful to You? 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Pedagogical Research: Focussing on the Teaching 18\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAssessing Our Teaching Effectiveness 20\u003c\/p\u003e \u003cp\u003eWhat Can We Learn from the “Best” College Teachers? 25\u003c\/p\u003e \u003cp\u003eCreating your Teaching Philosophy Statement 31\u003c\/p\u003e \u003cp\u003eHow Do I Teach? 33\u003c\/p\u003e \u003cp\u003eUsing Teaching Inventories 34\u003c\/p\u003e \u003cp\u003eDetermining Your Teaching Goals 38\u003c\/p\u003e \u003cp\u003eAssessment Tools 43\u003c\/p\u003e \u003cp\u003eAlternative Classroom Assessment Techniques 65\u003c\/p\u003e \u003cp\u003eTeaching Portfolios 68\u003c\/p\u003e \u003cp\u003eLearning to Conduct Pedagogical Research: How to Get Started: Designing Your Pedagogical Research Program 70\u003c\/p\u003e \u003cp\u003eDeveloping Your Research Ideas and Questions 72\u003c\/p\u003e \u003cp\u003eFocus on Student Learning: Connecting Your Learning Goals, Assessment Choice, and Teaching Technique 75\u003c\/p\u003e \u003cp\u003eApplying the Findings of Your Pedagogical Research: Using General Principles of Learning to Making Changes to Your Teaching Strategies 78\u003c\/p\u003e \u003cp\u003eSharing Your Findings and Connecting with Others in the Field 81\u003c\/p\u003e \u003cp\u003eConclusion 84\u003c\/p\u003e \u003cp\u003eAppendix: Examples of Discipline-Specific SoTL Journals 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Pedagogical Research: Focussing on Learning 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Do You Want to Find Out? 90\u003c\/p\u003e \u003cp\u003eWhat Do We Know about How Students Learn? 91\u003c\/p\u003e \u003cp\u003eStudent Engagement: If You Engage Them, They Will Learn 94\u003c\/p\u003e \u003cp\u003eHow Can You Investigate Your Students’ Learning? 96\u003c\/p\u003e \u003cp\u003eHow Do Students Study? 103\u003c\/p\u003e \u003cp\u003eMetacognition 104\u003c\/p\u003e \u003cp\u003eMeasuring Study Behaviors 110\u003c\/p\u003e \u003cp\u003eCan You Improve Study Skills? 118\u003c\/p\u003e \u003cp\u003eKey Psychological Factors Influencing Learning 119\u003c\/p\u003e \u003cp\u003eDesigning Your Research: How Do You Study Your Students’ Learning? 120\u003c\/p\u003e \u003cp\u003eMeasuring How Performance on Your Assessments Vary 125\u003c\/p\u003e \u003cp\u003eGuidelines for Human Research Participants in SoTL 131\u003c\/p\u003e \u003cp\u003eA Further Note on Ethics 132\u003c\/p\u003e \u003cp\u003eConclusions 141\u003c\/p\u003e \u003cp\u003eAppendix: Questions on How to Make Cognitive Research Available to Educators 141\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Is It Significant? Basic Statistics 145\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Do We Need to Analyze Our Classroom Data? 145\u003c\/p\u003e \u003cp\u003eQualitative or Quantitative? That Is the Question 147\u003c\/p\u003e \u003cp\u003eSetting the Stage: Important Background for Measurement and Analyses 149\u003c\/p\u003e \u003cp\u003eTwo Main Forms of Statistical Analyses: Descriptive Analyses 151\u003c\/p\u003e \u003cp\u003eWatching Your Curves 153\u003c\/p\u003e \u003cp\u003eInferential Statistics 154\u003c\/p\u003e \u003cp\u003eSoftware Options 159\u003c\/p\u003e \u003cp\u003eCalculating Descriptive Statistics 161\u003c\/p\u003e \u003cp\u003eCalculating Inferential Statistics 163\u003c\/p\u003e \u003cp\u003eKicking It Up a Notch: Testing Multiple Factors 164\u003c\/p\u003e \u003cp\u003eConclusions 168\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Pedagogical Research as Scholarship: Resources for Success 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDeveloping a Center with a Focus on SoTL 170\u003c\/p\u003e \u003cp\u003eDetermining Needs on Your Campus 174\u003c\/p\u003e \u003cp\u003eDetermining Your Goals: What Is the Purpose of the Center? 175\u003c\/p\u003e \u003cp\u003eGuiding Principles when Creating a New Center 178\u003c\/p\u003e \u003cp\u003eCreating Programming Initiatives to Achieve Your Goals 183\u003c\/p\u003e \u003cp\u003eMentoring Programs 191\u003c\/p\u003e \u003cp\u003eSoTL and Tenure and Promotion 193\u003c\/p\u003e \u003cp\u003eThe Role of Assessment 195\u003c\/p\u003e \u003cp\u003eSources for SoTL Support or Funding 199\u003c\/p\u003e \u003cp\u003eWhat Else Is Available through Faculty Development Centers? 200\u003c\/p\u003e \u003cp\u003ePotential Challenges Identified by Those Who Have Come Before You 201\u003c\/p\u003e \u003cp\u003eAppendix: Useful References 203\u003c\/p\u003e \u003cp\u003eReferences 207\u003c\/p\u003e \u003cp\u003eIndex 222\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 \u003cp\u003eThe 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.\u003c\/p\u003e \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":47989723562213,"sku":"NP9781118344668","price":35.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118344668.jpg?v=1761785254","url":"https:\/\/k12savings.com\/products\/optimizing-teaching-and-learning-isbn-9781118344668","provider":"K12savings","version":"1.0","type":"link"}