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The Carnegie Academy for the Scholarship of Teaching and Learning The
Carnegie Academy for the Scholarship of Teaching and learning
represents a major initiative of The Carnegie Foundation. Launched in
1998, the program builds on a conception of teaching as scholarly work
proposed in the 1990 report, Scholarship Reconsidered, by former Carnegie Foundation President Ernest Boyer, and on the 1997 follow-up publication, Scholarship Assessed,
by Charles Glassick, Mary Taylor Huber, and Gene Maeroff. CASTL seeks
to support the development of a scholarship of teaching and learning
that: fosters significant, long-lasting learning for all students;
enhances the practice and profession of teaching, and; brings to
faculty members' work as teachers the recognition and reward afforded
to other forms of scholarly work.
The Carnegie Academy for the Scholarship of Teaching and Learning
The Carnegie Foundation for the Advancement of Teaching
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A Survey of Multi-section, Trans-disciplinary Courses with a Common Syllabus Michael Axtell Wabash College My
project provides a picture of what models are out there for what I am
calling a 'common' course. A common course satisfies the following
requirements: 1) Required of all or most students; 2) A course not
owned by any discipline; 3) A course taught by faculty from across the
campus; 4) A seminar-type course where discussion is the primary mode
of instruction; 5) The college/university offers most of its courses in
formats UNLIKE properties 2)-4) above. The project consists of a
31-question survey completed by course directors from 20 schools
representing 22 sequences of 'common' courses plus the syllabi or
course schedules for these sequences. The surveys have been compiled
into tables that can be viewed at the web-site, as can the survey and
the actual responses to the survey. The report seeks to point out a few
of the trends that emerged and to point the interested reader to the
tables and responses.
Michael Axtell's Final Project Snapshot
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Allowing Not-Knowing: Shared Inquiry and the Invitation to Wonder Jose Alfonso Feito Saint Mary's College of California This
project investigates how allowing not-knowing is enacted within
collaborative student-led seminar discussions. Not-knowing is
characterized by a group's ability to defer meaning, tolerate
ambiguity, hold divergent perspectives, and postpone closure. A
detailed discourse analysis of selected seminar sessions from a small
class (n=15) attempts to characterize how students collaboratively
negotiate meaning within open-ended discussions of a primary text. Key
findings focus on the use of discourse markers, subtle pragmatic
maneuvers, underlying epistemological assumptions, and the cognitive
impact of non-linear topic patterns.
Jose Feito's Final Project Snapshot
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Toward a Model of Student Questioning Laura Greene Augustana College This
project seeks to provide an enthnography of student questioning: to
describe what kinds of questions students ask most, and to classify the
motives behind these questions. Through this, I develop a model of
student questioning--one that attempts to explain why students ask the
questions they do and what assumptions students have about the
questioning process. It further seeks to identify what questioning
methods or kinds of questions lead students to deeper understanding and
spur them to further intellectual inquiry.
Laura Greene's Final Project Snapshot
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Curriculum and Pedagogical Design Elements That Lead to Learning Outcomes Jim Harnish North Seattle Community College I
processed qualitative data that I had collected from student surveys to
identify what our team-taught, interdisciplinary Coordinated Studies
curriculum ("learning communities") produced as specific and
significant learning outcomes. In addition I wanted to see if I could
identify the curriculum and pedagogical design elements that
contributed to these outcomes. In addition to this project work, I took
on the leadership of a larger effort to introduce the Scholarship of
Teaching and Learning to others which has had significant institutional
impact on my campus and beyond.
Jim Harnish's Final Project Snapshot
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The Center of Inquiry in the Liberal Arts at Wabash College The
Center of Inquiry in the Liberal Arts at Wabash College in
Crawfordsville IN serves as a catalyst for reshaping liberal arts
education in the 21st century. The work of the Center of Inquiry aims
to explore, test and promote the relevance and efficacy of the liberal
arts, working with faculty, researchers, and institutions from across
the country to better understand and strengthen liberal arts education.
The Center of Inquiry helps ensure that the nature and value of a
liberal arts education are widely understood and that as a result, the
central place of the liberal arts in American higher education will be
reestablished.
The Center of Inquiry in the Liberal Arts (CILA)
Wabash College
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Transforming
the Culturally Specific Liberal Education Seminar From an Emotional
Playground to an Intellectually Shared Learning Community Jasmin Lambert The College of William and Mary Successful
seminars are reliant on mutally supportive communication but often in
the culturally-specific seminars students feel intimidated about
sharing their ideas about the construction of and maintenance of race
in the Americas. The goal of my study was to understand how students
learn about race and identity-politics/formation in culturally-specific
seminars. Specifically, I studied the relationship between
critical/analytical skills versus emtional memory and personal
narrative skills. I primarily studied their Idea Books (journals) and
their final performances. Over the course of the semester, I consulted
with a Clinical Psychologist at the College who attended a few class
sessions and met with me outside of class to discuss my findings. I
also spoke with a specialist in the field of multicultural counseling
in the School of Eduation.
Jasmin Lambert's Final Project Snapshot
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Raising Metacognitive Awareness Increases Student Responsibility for Learning Process Wendy Ostroff Sonoma State University When
students feel a sense of ownership of their learning, the process and
content of the learning is more meaningful to them, and perhaps deeper.
The purpose of the current project was to increase students
metacognitive awareness by asking them to anonymously critique each
peers contribution to the seminar, and then to critique their own
contribution in light of the feedback they received. It was
hypothesized that heightening such awareness might lead students to
take more responsibility for their own learning process, thereby
leading to greater reflection / engagement, and ultimately, deeper
learning.
Wendy Ostroff's Final Project Snapshot
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Community, Authority, and Technology in the Seminar John Ottenhoff Alma College How
do students in a literature seminar class establish both a sense of
community and personal interpretive authority? I attempt to begin
answering that question by focusing on the nature of the online
discussion in my most recent Shakespeare seminar. Using methods of
discourse analysis, augmented by some reflection and discussion from
students, I examine the transcript of class discussion in an
asynchronous discussion board, looking for patterns of interaction,
knowledge building, and shaping of interpretive authority. In asking
essentially what happened in the online discussion?, I hope to better
understand the dynamics of student discussion about literature and
contribute to the emerging body of knowledge about use of technology in
teaching and learning.
John Ottenhoff's FInal Project Snapshot
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Cultivating Legal Literacy in a Free Speech Class: How Undergraduate Students Develop Deeper Understandings of the Law David A. Reichard California State University Monterey Bay This
project examined how undergraduates learn about law in an upper
division free speech class. It sought to understand what "deep
understanding" of free speech looked like for students, comparing how
they made meaning of "free speech" in comparison to instructor
expectations. The study also examined the role of student's prior
knowledge about law, and whether small seminars, embedded within a
larger class, facilitated the development of students' deep
understanding. Students prepared for and reflected on seminar
discussions through public weblogs, or blogs, that chronoicled their
learning process through the semester, providing important SOTL
evidence of their learning process.
David Reichard's Final Project Snapshot
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