This volume addresses the limitations of an instrumental perspective on collaboration and explores why stakeholders in higher education should refocus attention on collaboration as a source of faculty learning. The chapters establish a theoretical basis for thinking about faculty learning and then use case studies to explore this topic in the context of service or outreach, research, and teaching. Included as well are a meta-analysis of the cases to demonstrate what they teach about contexts that promote faculty learning and a discussion of the implications of the analysis for higher education policy and practice, including the evaluation of collaboratively produced work. The framework and cases are useful to an audience of academic leaders committed to faculty development and to creating hiring, promotion, and tenure policies that reward the full range of scholarly pursuits. They should also prove instructive to faculty embarking on interdisciplinary teaching, research, or outreach activities. This is the 102nd issue of the Jossey-Bass quarterly report series New Directions for Teaching and Learning.

Explore an important, yet understudied concept: faculty scholarly learning. Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyers four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented. This volume answers: What does scholarly learning look like at different types of institutions? What contexts and/or supports hinder or help faculty members scholarly learning at the different institutional types? What challenges are noted in the extant literature on faculty work around further study or better understanding of faculty members scholarly learning across institutional types? This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Biological sciences have been revolutionized, not only in the way research is conductedâ€"with the introduction of techniques such as recombinant DNA and digital technologyâ€"but also in how research findings are communicated among professionals and to the public. Yet, the undergraduate programs that train biology researchers remain much the same as they were before these fundamental changes came on the scene. This new volume provides a blueprint for bringing undergraduate biology education up to the speed of today's research fast track. It includes recommendations for teaching the next generation of life science investigators, through: Building a strong interdisciplinary curriculum that includes physical science, information technology, and mathematics. Eliminating the administrative and financial barriers to cross-departmental collaboration. Evaluating the impact of medical college admissions testing on undergraduate biology education. Creating early opportunities for independent research. Designing meaningful laboratory experiences into the curriculum. The committee presents a dozen brief case studies of exemplary programs at leading institutions and lists many resources for biology educators. This volume will be important to biology faculty, administrators, practitioners, professional societies, research and education funders, and the biotechnology industry.

An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.

This handbook provides an up-to-date, advanced analysis of all relevant issues involved in educational research. The expert contributors represent diverse fields within and outside education, as well as quantitative, qualitative, and mixed method approaches to research.

Most research on learning tends to occur in silos based on stakeholder perspective. This volume seeks to break down these silos and draw together scholars who research learning from different perspectives to highlight commonalities in learning for students, faculty, and institutions. When we understand how learning is experienced across the institution, we can develop strategies that help support, enhance, and reinforce learning for all. Exploring what it means to bridge learning across the institution, this volume provides a roadmap to improve learning for all. Both scholarly and practical, it advances the knowledge about the ways we investigate and study learning across and for various groups of learners. It also: Collects thinking about learning in its various formats in one location Provides a platform for synthesis Outlines key questions for thinking more deeply about learning on campus. Instead of thinking of learning as discrete depending on the stakeholder group, this volume highlights the commonalities across all types of learners.

Shaping the College Curriculum focuses on curriculum development as an important decision-making process in colleges and universities. The authors define curriculum as an academic plan developed in a historical, social, and political context. They identify eight curricular elements that are addressed, intentionally or unintentionally, in developing all college courses and programs. By exploring the interaction of these elements in context they use the academic plan model to clarify the processes of course and program planning, enabling instructors and administrators to ask crucial questions about improving teaching and optimizing student learning. This revised edition continues to stress research-based educational practices. The new edition consolidates and focuses discussion of institutional and sociocultural factors that influence curricular decisions. All chapters have been updated with recent research findings relevant to curriculum leadership, accreditation, assessment, and the influence of academic fields, while two new chapters focus directly on learning research and its implications for instructional practice. A new chapter drawn from research on organizational change provides practical guidance to assist faculty members and administrators who are engaged in extensive program improvements. Streamlined yet still comprehensive and detailed, this revised volume will continue to serve as an invaluable resource for individuals and groups whose work includes planning, designing, delivering, evaluating, and studying curricula in higher education. "This is an extraordinary book that offers not a particular curriculum or structure, but a comprehensive approach for thinking about the curriculum, ensuring that important considerations are not overlooked in its revision or development, and increasing the likelihood that students will learn and develop in ways institutions hope they will. The book brings coherence and intention to what is typically an unstructured, haphazard, and only partially rational process guided more by beliefs than by empirically grounded, substantive information. Lattuca and Stark present their material in ways that are accessible and applicable across planning levels (course, program, department, and institution), local settings, and academic disciplines. It's an admirable and informative marriage of scholarship and practice, and an insightful guide to both. Anyone who cares seriously about how we can make our colleges and universities more educationally effective should read this book." —Patrick T. Terenzini, distinguished professor and senior scientist, Center for the Study of Higher Education, The Pennsylvania State University