Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students' learning is affected by faculty members' efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.

The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research. -- Indiana University Press

Informed by the scholarship of teaching and learning (SOTL), Connected Science presents a new approach to college science education for the 21st century. This interdisciplinary approach stresses integrative learning and pedagogies that engage students through open-ended inquiry, compelling real-world questions, and data-rich experiences. Faculty from a variety of disciplines and institutions present case studies based on research in the classroom, offering insights into student learning goals and best practices in curriculum design. Synthetic chapters bring together themes from the case studies, present an overview of the connected science approach, and identify strategies and future challenges to help move this work forward. -- Indiana University Press

Citizenship Across the Curriculum advocates the teaching of civic engagement at the college level, in a wide range of disciplines and courses. Using "writing across the curriculum" programs as a model, the contributors propose a similar approach to civic education. In case studies drawn from political science and history as well as mathematics, the natural sciences, rhetoric, and communication studies, the contributors provide models for incorporating civic learning and evaluating pedagogical effectiveness. By encouraging faculty to gather evidence and reflect on their teaching practice and their students learning, this volume contributes to the growing field of the scholarship of teaching and learning."

Throughout the age of Western colonial expansion, Christian missionaries were important participants in the encounter between the West and peoples throughout the rest of the world. Mission schools, health services, and other cultural technologies helped secure Western colonialism, and in some cases transformed or even undermined colonialism's effect. The very breadth of missionaries's focus, however, made the involvement of women in missionary work both possible and necessary.
Missionary groups thus faced more immediately the destabilizing challenges that colonial experience posed to their own ways of organizing relations between women and men. Examining the changing prospects for professional women in the missions, the contributors to "Gendered Missions" ask how these shaped, and were shaped by, crucial practical, political, and religious developments at home and abroad. While the focus is on the tumultuous period that historian Eric Hobsbawm calls "The Age of Empire" (1875-1914), attention also is paid to how gender has been debated in later colonial and post-colonial missions.
Scholars from any field concerned with colonial and postcolonial societies or with gender and women's history should find this book of special interest. In addition, "Gendered Missions" should appeal to readers in church history, mission studies, and the sociology of religion.
Mary Taylor Huber is Senior Scholar, The Carnegie Foundation for the Advancement of Teaching. Nancy C. Lutkehaus is Associate Professor of Anthropology, University of Southern California.

Drawing on interviews with Dan Bernstein (psychology, University of Nebraska), Brian Coppola (chemistry, University of Michigan), Sheri Sheppard (mechanical engineering, Stanford University), Randy Bass (American literature, Georgetown University), and colleagues within and outside their institutions and fields, the author looks at the routes these pathfinders have traveled through the scholarship of teaching and learning and at the consequences that this unusual work has had for the advancement of their careers, especially tenure and promotion. In collaboration with the Carnegie Foundation for the Advancement of Teaching

Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history of discourse about teaching and learning in the disciplines, the ways in which disciplinary 'styles' influence inquiry into teaching and learning, and the nature and roles of interdisciplinary exchange. The authors hope to 'contribute to a common language for trading ideas, enlarging our pedagogical imaginations, and strengthening our scholarly work.' Disciplines represented are: chemistry communication studies, engineering, English studies, history, interdisciplinary studies, management sciences, mathematics, psychology, and sociology. This work is a collaboration of The Carnegie Foundation for the Advancement of Teaching and AAHE.

Informed by the scholarship of teaching and learning (SOTL), Connected Science presents a new approach to college science education for the 21st century. This interdisciplinary approach stresses integrative learning and pedagogies that engage students through open-ended inquiry, compelling real-world questions, and data-rich experiences. Faculty from a variety of disciplines and institutions present case studies based on research in the classroom, offering insights into student learning goals and best practices in curriculum design. Synthetic chapters bring together themes from the case studies, present an overview of the connected science approach, and identify strategies and future challenges to help move this work forward. -- Indiana University Press

Although the products of globalization are far from new, globalization as a process in the Pacific-Asian Region is both dynamic and problematic. Pacific-Asia globalization outcomes at present include: intensification of changes linked to the influences of capitalism; information technology and innovative technological systems; migration, transnationalism, and refugees; tourism for those with newly apparent disposable incomes; altered philosophical and religious perspectives, including the new fundamentalism; paradigm shifts within indigenous languages and cultures; lifestyles that embrace and/or disengage from all of the globalizing factors listed above; and others. The Challenges of Globalization defines globalization as "supra-national ideas and processes that cross national borders with impunity." Such "ideas and processes" may appear to possess a will of their own, fostering closer links between cultures, societies, and economies. But, do they? How do individuals, communities, and nation-states actually respond to the forces of globalization? This book explores globalization within the natural sciences, social sciences, humanities, and education.