The search is on for new and powerful ways to engage students, but today's campuses need more than new techniques. They need to build a culture where these new approaches can take hold and thrive.
Get full access to this article
View all access options for this article.
References
1.
American Association for Higher Education.Principles of Good Practice for Assessment of Student Learning.Washington, D.C.: American Association for Higher Education,1992.
2.
AngeloT. A., and CrossK. P.Classroom Assessment Techniques: A Handbook for College Teachers. (2nd ed.) San Francisco: Jossey-Bass, 1993.
3.
BarrR. B., and TaggJ.“From Teaching to Learning: A New Paradigm for Undergraduate Education.”Change, 1995, 21(6), 12–25.
4.
BoyerE. L.Scholarship Reconsidered: Priorities of the Professoriate.Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching,1990.
5.
HutchingsP.Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review.Washington, D.C.: American Association for Higher Education,1996. [Readers seeking further information about teaching circles and other strategies for the peer collaboration and review of teaching may wish to consult this volume, available through AAHE publications by telephone at (202) 293-6440, extension 11.]
6.
MassyW. F., and WilgerA. K.“Improving Productivity: What Faculty Think About It-and Its Effect on Quality.”Change, 1995, 21(4), 10–20.
7.
PalmerP. J.“Good Talk About Good Teaching: Improving Teaching Through Conversation and Community.”Change, 1993, 25(6), 8–13.
8.
ShulmanL. S.“Teaching as Community Property: Putting an End to Pedagogical Solitude.”Change, 1993, 25(6), 6–7.
