Engaging Student Voices in the Study of Teaching and Learning

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9781579224202: Engaging Student Voices in the Study of Teaching and Learning

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. This co-inquiry brings the principles and benefits of the broader undergraduate research movement to the topic of teaching and learning. It also increases student researchers’ sense of themselves as independent learners.

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.

The contributors demonstrate how they validated student voices in theory, method, and methodology across a wide variety of disciplines and while engaging with different pedagogies. Disciplinary examples include: anthropology, communication, chemistry, criminal science, education, English, geography, history, human services, mathematics, psychology, sociology, theater arts, philosophy, and political science.

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About the Author:

Carmen Werder directs the Teaching-Learning Academy at Western Washington University, where she also teaches rhetoric and directs Writing Instruction Support. As a Carnegie Scholar, she initiated an ongoing study of the use of personal metaphors in developing a sense of agency. She has headed up both CASTL initiatives on working with students as co-inquirers in the scholarship of teaching and learning: the Sustaining Student Voices cluster (2003-06) and the current Institutional Leadership Program Student Voices themed group (2006-09).

Review:

Engaging Student Voices in the Study of Teaching and Learning illustrates the pedagogical power of extending the teaching and learning relationship to form an engaged and interactive partnership inside and outside the classroom. Not only does this book ground the practices of engaging students in developing and implementing the learning process theoretically, it illustrates the successes and challenges of establishing a shared responsibility for conceptualizing and constructing knowledge and ways of knowing. A must read for those teachers seeking to increase student engagement and to enhance each student’s self-authorship in the learning process." (Barbara Mae Gayle, Academic Vice President)

"Readers will bring their own experiences, questions, even skepticism to this collection, but we hope they will take from it, as we do, an expanded and more nuanced sense of the roles that students can play in this work, and a renewed sense of hope and possibility for how this work can enrich the educational experience of students―and teachers―as well. What is clear is the power for students and faculty alike of looking closely at the twists and turns, the messy, emergent business of moving from not knowing to fuller understanding." (from the Foreword by Pat Hutchings and Mary Taylor Huber)

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Book Description Stylus Publishing, United States, 2009. Paperback. Book Condition: New. Language: English . Brand New Book. 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. Bookseller Inventory # AAN9781579224202

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