Friday, June 1, 2012
Territory Worth Tending: Building and Sustaining the Teaching Commons
Long a quiet backwater, college teaching--and its relationship to its institutional environment—is changing today at a rapid pace. One of the most striking developments has been the emergence in higher education of the teaching commons, a public space in which knowledge about teaching and learning can be widely shared, thoughtfully critiqued, and creatively built upon. This talk will examine the common's capacity to foster a more agile and professionally engaged teaching profession and ask what is needed to keep this new territory inviting, vital, and productive.
Mary Taylor Huber is senior scholar emerita and consulting scholar at The Carnegie Foundation for the Advancement of Teaching. Involved in research at the Carnegie Foundation since 1985, she has directed projects on Cultures of Teaching in Higher Education; led Carnegie's roles in the Integrative Learning Project and the U.S. Professors of the Year Award; and worked closely with the Carnegie Academy for the Scholarship of Teaching and Learning. Coauthor of Scholarship Assessed: Evaluation of the Professoriate (1997), Huber's recent books include Disciplinary Styles in the Scholarship of Teaching and Learning (2002); Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers (2004); The Advancement of Learning: Building the Teaching Commons(2005), and a new book, The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact (2011). Huber is U.S. editor for Arts and Humanities in Higher Education and writes the book review column for Change magazine.
Saturday, June 2, 2013
Hopeful Monsters: Teaching Urban Ecology as a Transdisciplinary Exploration of Multi-Scale Science, Landscape Legacies and Human Resilience
The integration of inquiry-based, engaged-learning, neighborhood-scale exemplars and environmental justice enhances student engagement and learning. Drawing on Dr. Strauss's experience with STEM courses at LMU, Boston College and secondary school collaborations, the presentation will discuss how to foster, sustain, and assess student learning, the transdisciplinary understanding of ecological systems, and community involvement.
With research specialties in animal behavior, urban ecosystem dynamics and science education, Eric Strauss has extended the model for faculty scholarship by helping to co-found the Urban Ecology Institute in Boston, which provides educational, research and restoration programs to underserved neighborhoods and their residents. While serving as Science Director at UEI and a faculty member at Boston College, his team was awarded over $7M in NSF funding to conduct urban ecology research, implement interdisciplinary secondary school and college ecology programs and develop the first national urban ecology curriculum for high school students. In 2010, Dr. Strauss moved to Los Angeles to become the Founding Director of the new Center for Urban Resilience and Ecological Solutions (CURES) at Loyola Marymount University where he also serves as Presidential Professor of Urban Ecology. His research includes collaborative long term studies of coyotes, shorebirds and other vertebrates. His courses include Urban Ecology, Animal Behavior, Ecology of a Dynamic Planet and Introductory Biology.
Jennifer Meta Robinson
Sunday, June 3, 2013
The Ecology of SoTL: The Long-Term Impact of a Learning Community on Environmental Literacy
What would it mean to have every college graduate be environmentally literate? What would they know? What pedagogies would help them learn? This talk will discuss how to begin and grow a lasting, high-impact, and institutionally supported faculty learning community by describing the investigative and scholarly approach to environmental literacy used by a multidisciplinary learning community of faculty, staff, and students at Indiana University.
Jennifer Meta Robinson is a senior lecturer in the Department of Communication and Culture at Indiana University where she teaches courses on performance and ethnography in America, centering on cultural approaches to interpersonal communication, food, place, and nature. The Farmers' Market Book: Growing Food, Cultivating Community, with J. A. Hartenfeld (2007), is her ethnographic study of how contemporary US farmers' markets contribute to a sense of place and community. She publishes and speaks widely on the scholarship of teaching and learning. She directed the award-winning Indiana University scholarship of teaching and learning initiative for 8 years and is past president of the International Society for the Scholarship of Teaching and Learning, which she helped to found. She co-edits the Indiana University Press book series Scholarship of Teaching and Learning and is co-editor of Teaching Environmental Literacy across the Curriculum (2010). Her current work is on the education of sustainable farmers.