The research discussed within is one example of how to move from scholarly teaching to the scholarship of teaching and learning. This transition began with a desire to better understand the teaching and learning process and evolved into the development of an empirically-based emerging theory called Mutual Engagement (ME). Mutual Engagement reinforces how group formation and a safe learning environment can benefit teaching and learning. Mutual Engagement embraces classroom research with the goal of making teaching and learning more visible for others to critique and to build theory and pedagogy.
Tag: scholarly teaching
The Costs of Scholarly Teaching and Learning
From Theory to Practice to Experience: Building Scholarly Learning Communities in Nontraditional Doctoral Programs
Why College Faculty Need to Know the Research about Learning
Scholarly Teaching Through Action Research: A Narrative of One Professor’s Process
This article shares a first-hand account of an action research project conducted in a college-level early adolescent development course to better understand written and verbal reflection as learning tools, improve the author’s teaching effectiveness, and foster reflective habits in pre-service teachers. The article includes a brief overview of related literature and a description of several reflective activities and assignments used in the course before presenting and discussing the project’s results based on Ferrance’s (2000) 6-step action research process.