Volume IV: What works, what matters, what lasts
Scholarship of Teaching
Building the Human Infrastructure & Human Resources
PKAL F21 reports and perspectives:
Teaching demands versus research productivity
– Keith Howard, Associate Professor of Biology, Department of Biology– Morehouse College
– Monir H. Sharobeam, Associate Professor of Engineering Science, Department of Natural Sciences and Mathematics– Richard Stockton College of New Jersey
From the Journal of College Science Teaching. May 2002. pp. 436-441.
What works - An essay
Investing in faculty at every career stage
- Alison Morrison-Shetlar, Director, Faculty Center for Teaching and Learning - University of Central Florida
- Kathleen Hohenleitner, Senior Faculty Fellow, Faculty Center for Teaching and Learning - University of Central Florida
It is essential for colleges and university to invest in faculty development at every career level. In the face of general concerns about research grants, endowments, regional and international partnerships, it is critical that institutions take time to reflect on the job faculty have at hand, that of teaching and learning.
Applying the Science of Learning to University Teaching and Beyond
– Diane F. Halpern, Professor of Psychology & Director, Berger Institute for Work, Family & Children- Claremont McKenna College
– Milton D. Hakel, Scholar in Industrial and Organizational Psychology- Bowling Green State University
The editors begin, "It is sadly true that most of the way we teach and learn is uninformed by laboratory findings in human cognition." This book addresses the need for faculty to reform pedagogy based on recent findings in how students learn effectively. As a whole, the scientific community needs to reform higher education to maintain validity with today's students. For faculty and administrators interested in long-lasting pedagogical reform this is a must-read.