Download Free Scholarship Assessed Book in PDF and EPUB Free Download. You can read online Scholarship Assessed and write the review.

Scholarship Assessed continues the exploration begun by Scholarship Reconsidered. It examines the changing nature of scholarship in today's colleges and universities and proposes new standards with a special emphasis on methods for assessment and documentation. Begun under the oversight of Ernest L. Boyer, and based on the findings of the Carnegie Foundation's National Survey on the Reexamination of Faculty Roles and Rewards, Scholarship Assessed provides a base of information for and gives focus to the debate of institutional standards of rigor and quality.
Shifting faculty roles in a changing landscape Ernest L. Boyer's landmark book Scholarship Reconsidered: Priorities of the Professoriate challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. Though steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. This expanded edition offers, in addition to the original text, a critical introduction that explores the impact of Boyer's views, a call to action for applying Boyer's message to the changing nature of faculty work, and a discussion guide to help readers start a new conversation about how Scholarship Reconsidered applies today.
In this book, leading experts in the field examine the current state of assessment practice and scholarship, explore what the future holds for assessment, and offer guidance to help educators meet these new challenges. The contributors root assessment squarely in several related disciplines to provide an overview of assessment practice and scholarship that will prove useful to both the seasoned educator and those new to assessment practice. Ultimately, Building a Scholarship of Assessment will help convince skeptics who still believe outcomes assessment is a fad and will soon fade away that this is an interdisciplinary area with deep roots and an exciting future.
A detailed work of reference and scholarship, this one volume Encyclopedia includes discussions of all the fundamental issues in Tolkien scholarship written by the leading scholars in the field. Coverage not only presents the most recent scholarship on J.R.R. Tolkien, but also introduces and explores the author and scholar's life and work within their historical and cultural contexts. Tolkien's fiction and his sources of influence are examined along with his artistic and academic achievements - including his translations of medieval texts - teaching posts, linguistic works, and the languages he created. The 550 alphabetically arranged entries fall within the following categories of topics: adaptations art and illustrations characters in Tolkien's work critical history and scholarship influence of Tolkien languages biography literary sources literature creatures and peoples of Middle-earth objects in Tolkien's work places in Tolkien's work reception of Tolkien medieval scholars scholarship by Tolkien medieval literature stylistic elements themes in Tolkien's works theological/ philosophical concepts and philosophers Tolkien's contemporary history and culture works of literature
A visionary report on the revitalization of the liberal arts tradition in the electronically inflected, design-driven, multimedia language of the twenty-first century. Digital_Humanities is a compact, game-changing report on the state of contemporary knowledge production. Answering the question “What is digital humanities?,” it provides an in-depth examination of an emerging field. This collaboratively authored and visually compelling volume explores methodologies and techniques unfamiliar to traditional modes of humanistic inquiry—including geospatial analysis, data mining, corpus linguistics, visualization, and simulation—to show their relevance for contemporary culture. Written by five leading practitioner-theorists whose varied backgrounds embody the intellectual and creative diversity of the field, Digital_Humanities is a vision statement for the future, an invitation to engage, and a critical tool for understanding the shape of new scholarship.
The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.
“My Lord! There is no one like you among the gods!” Attempting to describe the nature of God often prompts the exclamation of the psalmist—that God is unlike anyone or anything else. And yet the claim is not simply the overflow of an adoring heart: God’s incomparability is a truth lodged deep within Christian Scripture. In The Incomparable God, Old Testament scholar Brent Strawn offers thoughtful insight into this theological mystery. This volume collects eighteen of Strawn’s most provocative essays on the nature of God, several of which are published for the first time here. Strawn covers the following topics: • the complex portrayal of God in Genesis • God’s mercy in Exodus • poetic description of God in the Psalms • the Trinity in both testaments • pedagogy of the Old Testament • integration of faith and scholarship Encompassing close readings of Scripture, biblical-theological argument, and considerations of praxis, The Incomparable God is essential reading for Old Testament scholars and students.
Academic medical centers continue to require evidence of scholarly activity for their faculty to maintain their appointment and to advance in promotion/rank. For some, training to know how to obtain evidence of scholarship was obtained through fellowship where information was passed from mentor to mentee in an apprenticeship fashion without a formalized text to follow to obtain the information. In fellowship, information might flow through word-of-mouth or articles handed down out to a mentee. Others in fellowship develop skills by taking classes as part of an additional master’s degree program such as a Master of Public Health. For health professionals who enter an academic institution without having gone through a fellowship program, they are still expected to perform scholarly activity but don’t have the benefit of having done the apprenticeship to learn the skills, so unless they decide to find a course, obtain a master’s degree, or find a fellowship, they have no way to gain the necessary skills and are at risk of losing their appointment and have no hope of progressing in promotion. This text provides a comprehensive toolbox for the academic who needs these skills to survive. It serves as a valuable resource for health professionals – physicians, nurses, pharmacists, physical therapists, and allied professionals – as well as scientists, and students, with the steps necessary to take their educational endeavors from idea to implementation through dissemination. Beginning with the concept of “What is Scholarship”, the authors walk the reader through the concepts of how to find your niche, look through the literature to check for a gap, design a question, consider evaluation and outcomes, be aware of ethical considerations, plan a project, look for support, find mentorship, prepare an abstract, present a poster, disseminate a project, and lead a team. All chapters are written by experts in the subject matter.
50 Techniques for Engaging Students and Assessing Learning in College Courses Do you want to: Know what and how well your students are learning? Promote active learning in ways that readily integrate assessment? Gather information that can help make grading more systematic and streamlined? Efficiently collect solid learning outcomes data for institutional assessment? Provide evidence of your teaching effectiveness for promotion and tenure review? Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references—all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.
In The Center Will Hold, Pemberton and Kinkead have compiled a major volume of essays on the signal issues of scholarship that have established the writing center field and that the field must successfully address in the coming decade. The new century opens with new institutional, demographic, and financial challenges, and writing centers, in order to hold and extend their contribution to research, teaching, and service, must continuously engage those challenges. Appropriately, the editors offer the work of Muriel Harris as a key pivot point in the emergence of writing centers as sites of pedagogy and research. The volume develops themes that Harris first brought to the field, and contributors here offer explicit recognition of the role that Harris has played in the development of writing center theory and practice. But they also use her work as a springboard from which to provide reflective, descriptive, and predictive looks at the field.