The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective

Pivotal to the transformation of higher education in the 21^st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars from Australia, Canada, Europe, the Middle East, and the USA to critically assess teaching and learning issues that cut across most disciplines. In addressing long-standing and newly emerging issues, the researchers examine the scientific evidence on what constitutes effective teaching in college classrooms, on the psychometric integrity of measures of teaching effectiveness, and on the use of such measures for tenure, promotion, and salary decisions.

Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students. In so doing, the book deals with the nexus between knowledge production by researchers and knowledge utility for end-users made up of classroom instructors, department heads, deans, directors, and policymakers. The book will appeal to researchers interested in teaching and learning, faculty members developing evidence-based pedagogical practices, academic administrators and policymakers responsible for instituting teaching and learning protocols, and faculty development officers promoting the effective teaching practices.

Philip C. Abrami et al: The Dimensionality of Student Ratings of Instruction: What We Know and What We Do Not,- Commentary: Philip C. Abrami et al: The Dimensionality of Student Ratings of Instruction: An Update on What We Know, Do not Know, and Need to Do.- Martin Covington: A Motivational Analysis of Academic Life in College.- Commentary: Update on Educational Policy, Practice, and Research from a Self-worth Perspective.- Kenneth A. Feldman: Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings.- Commentary: Michael Theall and Kenneth A. Feldman: Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings.- Bill McKeachie: Good Teaching Makes a Difference – And We Know What It Is.- Harry Murray: Low Inference Teaching Behaviors and College Teaching Effectiveness: Recent Developments and Controversies.- Commentary: Research on Low Inference Teaching Behaviors: An Update.- Raymond P. Perry et al: Perceived (Academic) Control and Scholastic Attainment in College Students.- Paul Pintrich and Akane: Student Motivation and Self-Regulated Learning in the College Classroom.Ann E. Austin et al: Understanding New Faculty: Background, Aspirations, Challenges, and Growth.,- Elisha Babad: Teachers' nonverbal behavior and its effects on students.- Michele Marincovich: Teaching and Learning in a Research-Intensive University.- Herbert Marsh: Students' evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness.- Reinhard Pekrun: Self-Regulation and Academic Emotions in Scholastic Development.- Eugene Rice: From Athens and Berlin to LA: Faculty Scholarship in a Changing Academy.- Paul Umbach: Faculty cultures and college teaching.-Akane Zusho: Contextual Determinants of Motivation and Help Seeking in the College Classroom.