An increasingly rich body of research on teaching and learning in higher education has presented both an opportunity and a challenge for teachers on the ground in today’s college and university classrooms. On the one hand, we have an ever-growing awareness of how human beings learn, supported by brain research in neuroscience and cognitive psychology; experimental studies on specific classroom practices abound in higher education journals; and technological innovations are pushing many faculty to re-think their teaching from the ground up. On the other hand, the sheer volume of research in this field makes it difficult for most faculty members to navigate these deep and rising waters.
Teaching and Learning in Higher Education, a new series of books from the University of Nebraska Press, lands just where today’s faculty most need help. It provides practical, research-based guides to today’s most common teaching situations and problems. Our authors are experts in their fields, thoroughly grounded in the research literature on how learning works. They are scholars of teaching and learning in higher education, as well as experienced classroom teachers. But they are also writers. Too much research in education comes in the form of stilted, passive-voiced prose that sounds as if it belongs in a student lab report. The titles in Teaching and Learning in Higher Education are user-friendly guides written in lively, conversational prose. You will enjoy reading them as much as you learn from them.
Don’t throw up your hands in the face of an overwhelming body of research on teaching and learning in higher education; but don’t jump onto the latest trend you’ve seen on Twitter, either. Step into the current; we’ll help you navigate.
James Lang is associate professor of English and the Director of the Center for Teaching Excellence at Assumption College. He writes a monthly column on teaching and learning for The Chronicle of Higher Education and has written three books: On Course: A Week-by-Week Guide to Your First Semester of College Teaching, Life on the Tenure Track: Lessons from the First Year, and Learning Sickness: A Year with Crohn's Disease. His new book book, Cheating Lessons: Learning from Academic Dishonesty, is about reducing cheating--and promoting more effective learning--in higher education.
Teaching and Learning in Higher Education, a new series of books from the University of Nebraska Press, lands just where today’s faculty most need help. It provides practical, research-based guides to today’s most common teaching situations and problems. Our authors are experts in their fields, thoroughly grounded in the research literature on how learning works. They are scholars of teaching and learning in higher education, as well as experienced classroom teachers. But they are also writers. Too much research in education comes in the form of stilted, passive-voiced prose that sounds as if it belongs in a student lab report. The titles in Teaching and Learning in Higher Education are user-friendly guides written in lively, conversational prose. You will enjoy reading them as much as you learn from them.
Don’t throw up your hands in the face of an overwhelming body of research on teaching and learning in higher education; but don’t jump onto the latest trend you’ve seen on Twitter, either. Step into the current; we’ll help you navigate.
James Lang is associate professor of English and the Director of the Center for Teaching Excellence at Assumption College. He writes a monthly column on teaching and learning for The Chronicle of Higher Education and has written three books: On Course: A Week-by-Week Guide to Your First Semester of College Teaching, Life on the Tenure Track: Lessons from the First Year, and Learning Sickness: A Year with Crohn's Disease. His new book book, Cheating Lessons: Learning from Academic Dishonesty, is about reducing cheating--and promoting more effective learning--in higher education.