Balancing Acts

The author looks at the routes these pathfinders have traveled through the scholarship of teaching and learning and at the consequences that this unusual work has had for the advancement of their careers, especially tenure and promotion.

Informationen zum Autor Mary Taylor Huber is a senior scholar at The Carnegie Foundation for the Advancement of Teaching, where she works with the Carnegie Academy for the Scholarship of Teaching and Leaming (CASTL) and Carnegie's Ini­tiatives in Liberal Education. Trained as a cultural anthropologist, Huber directed the research program on Cultures of Teaching in Higher Educa­tion, which gave birth both to Balancing Acts and to her co-edited volume, Disciplinary Styles in the Scholarship of Teaching and Learning (2002). Huber is a co-author of Scholarship Assessed (1997), the Foundation's follow-on report to Scholarship Reconsidered (Boyer, 1990), to which she also con­tributed. Klappentext The author looks at the routes these pathfinders have traveled through the scholarship of teaching and learning and at the consequences that this unusual work has had for the advancement of their careers, especially tenure and promotion. Zusammenfassung The author looks at the routes these pathfinders have traveled through the scholarship of teaching and learning and at the consequences that this unusual work has had for the advancement of their careers, especially tenure and promotion. Inhaltsverzeichnis 1 Introduction: The Scholarship of Teaching and Learning in Academic Careers Case: Daniel Berstein 2 Teaching as Inquiry into Learning 3 Recognizing Teaching as Serious Intellectual Work Case: Brian Coppola 4 Thinking Like a Chemist 5 Pedagogical Positions Case: Sheri Sheppard 6 Redesigning Engineering Education 7 The Question of Quality Case: Randy Bass 8 New Media Pedagogy 9 Making Teaching Visible 10 Conclusion: Work in Progress

Autorentext
Mary Taylor Huber is a senior scholar at The Carnegie Foundation for the Advancement of Teaching, where she works with the Carnegie Academy for the Scholarship of Teaching and Leaming (CASTL) and Carnegie's Ini­tiatives in Liberal Education. Trained as a cultural anthropologist, Huber directed the research program on Cultures of Teaching in Higher Educa­tion, which gave birth both to Balancing Acts and to her co-edited volume, Disciplinary Styles in the Scholarship of Teaching and Learning (2002). Huber is a co-author of Scholarship Assessed (1997), the Foundation's follow-on report to Scholarship Reconsidered (Boyer, 1990), to which she also con­tributed.

Inhalt
1 Introduction: The Scholarship of Teaching and Learning in Academic Careers Case: Daniel Berstein 2 Teaching as Inquiry into Learning 3 Recognizing Teaching as Serious Intellectual Work Case: Brian Coppola 4 Thinking Like a Chemist 5 Pedagogical Positions Case: Sheri Sheppard 6 Redesigning Engineering Education 7 The Question of Quality Case: Randy Bass 8 New Media Pedagogy 9 Making Teaching Visible 10 Conclusion: Work in Progress