Citizens of the Teaching Commons: The Rise of SoTL among US Professors of the Year, 1981-2015

Autor/in	Taylor Huber, Mary
Titel	Citizens of the Teaching Commons: The Rise of SoTL among US Professors of the Year, 1981-2015
Quelle	In: Teaching & Learning Inquiry, 7 (2019) 1, S.154-167 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	College Faculty; Educational History; Competition; Undergraduate Students; Excellence in Education; Scholarship; Teaching Methods; Teacher Effectiveness; Awards; Professional Recognition; Instructional Leadership; Instructional Innovation; Material Development; Educational Change; Active Learning; Workshops; Faculty Publishing; Expertise; Learning Processes + Suchen Sie Ihr Suchwort? Fakultät; History of education; Bildungsgeschichte; Wettkampf; Lernerfolg; Scholarships; Stipendium; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Award; Auszeichnung; Instruction; Leadership; Bildung; Erziehung; Führung; Educational Innovation; Bildungsinnovation; Lehrmaterialentwicklung; Bildungsreform; Aktives Lernen; Lernwerkstatt; Schulung; Expert appraisal; Learning process; Lernprozess
Abstract	From 1981 to 2015, the US Professors of the Year program recognized 101 college and university teachers as national winners in its annual competition for faculty who demonstrated "extraordinary dedication to undergraduate teaching." Their dossiers provide a window onto the leading edge of teaching and educational leadership over a critical thirty-five years when innovative faculty nationwide sought to engage a more diverse set of students, enliven the teaching repertoires of their fields, develop new media for instruction, and encourage more active learning in their classrooms and beyond. But that is not all. As the pace of pedagogical change picked up, so too did the level of engagement with colleagues both on and beyond campus on educational issues. The roster of national winners has always included authors of textbooks and other materials, but as time went on, a growing number were also making their approaches to pedagogical problems public through workshops, conference presentations, and publications. Increasingly engaged in the scholarship of teaching and learning, the US Professors of the Year reflect the emergence of a new view of the nature and source of teaching expertise and of what it means to be a "citizen" of the teaching commons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01