Engaging student voices in the study of teaching and learning
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Bibliographic Information
Engaging student voices in the study of teaching and learning
Stylus, 2010
- : pbk
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Note
Includes bibliographical references and index
Description and Table of Contents
Description
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 meaning-making, 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. Using various institutional models to illustrate these foundational concepts, part one provides a context for understanding the detailed examples that follow. 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. While recognizing the impossibility of engaging every student in the scholarship of teaching and learning in every course, the editors and contributors make the case for making such opportunities available as broadly as possible because, as this volume also makes clear, this is transformational work - with the potential to produce paradigm shifts, turning points, new insights, and changes in classroom culture - for both faculty and students.
Table of Contents
Acknowledgements
Foreword-Pat Hutchings and Mary Taylor Huber, The Carnegie Foundation for the Advancement of Teaching
Section I: Foundations
1) Foundations of Student-Faculty Partnerships in SoTL: Theoretical and Developmental Considerations-Christopher Manor, Stephen Bloch-Schulman, Kelly Flannery, and Peter Felten
2) Students in Parlor Talk on Teaching and Learning: Conversational Scholarship-Carmen Werder, Luke Ware, Cora Thomas, and Erik Skogsberg
3) Participatory Action Research as a Rationale for Student Voices in the Scholarship of Teaching and Learning-Megan M. Otis and Joyce D. Hammond
4) Challenges and Caveats-Betsy Newell Decyk, Michael Murphy, Deborah G. Currier, and Deborah T. Long
5) Invoking the "L" in the Scholarship of Learning and Teaching-Jane Verner and William Harrison Lay
Section II: Enactment
6) A Range of Student Voices in the Scholarship of Teaching and Learning-Kathleen McKinney, Patricia Jarvis, Gary Creasey, and Derek Herrmann
7) Equalizing Voices: Student-Faculty Partnership in Course Design-Ayesha Delpish, Alexa Darby, Ashley Holmes, Mary Knight-McKenna, Richard Mihans, Catherine King, and Peter Felten
8) Been There, Done That, Still Doing It: Involving Students in Redesigning a Service-Learning Course-Jessie L. Moore, Lindsey Altvater, Jillian Mattera, and Emily Regan
9) Engaging Students as Scholars of Teaching and Learning: The Role of Ownership-Ellen E. Gutman, Erin M. Sergison, Chelsea J. Martin, and Jeffrey L. Bernstein
10) Student Voices through Researching and Promoting Learner Autonomy-Michael D. Sublett, Jeffrey A. Walsh, Kathleen McKinney, and Denise Faigao
11) Capturing Students' Learning-Tom Drummond and Kalyn Shea Owens
Not the Conclusion: Sustaining Student Voices-Carmen Werder and Megan M. Otis
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