Resources

Books Available in HELIN Libraries

• Enhancing learning through the scholarship of teaching and learning : the challenges and joys of juggling - Kathleen McKinney
  Call Number: J&W-Prov. Harborside Grad Ed. LB2326.3 .M36 2007
  ISBN: 1933371293
  This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects. Though targeted at those new to the field of SoTL, more seasoned SoTL researchers and those attempting to support SoTL efforts will find the book valuable.
  


• The scholarship of teaching and learning in higher education : an evidence-based perspective - Raymond P. Perry, John C. Smart, editors
  Call Number: J&W-Prov. Harborside Grad Ed. LB2331 .S3564 2007
  ISBN: 1402049447
  Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars to critically assess teaching and learning issues that cut across most disciplines. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students.
  


• Into the classroom : developing the scholarship of teaching and learning - Thomas Hatch, with Melissa Eiler White ... [et al.]
  Call Number: Salve Curriculum & RWU Main Library LB1027 .H348 2006
  ISBN: 0787981087
  Teachers are the "lone rangers" of education. They are sequestered in their classrooms, unable to see what their colleagues are doing. All too often, good teachers have few, if any, opportunities to share their teaching techniques with others in their profession.
  Based on the development of the Carnegie Academy for the Scholarship of Teaching and Learning, Into the Classroom clearly shows the advantages of bringing teaching into the public arena and making it possible for many people to see the nature and quality of the teaching that goes on inside schools. Once teaching is more public we can create unprecedented opportunities for teachers to learn from one another and for others to participate constructively in supporting and improving schools. Into the Classroom outlines the myriad issues that must be addressed in order for the teaching profession to become a true learning profession.
  


• Disciplinary styles in the scholarship of teaching and learning : exploring common ground - Mary Taylor Huber and Sherwyn P. Morreale, editors
  Call Number: URI LB2331 D57 2002
  ISBN: 1563770520
  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: chemistry; communication studies, engineering, English studies, history, management sciences, mathematics, psychology, and sociology
  


• Scholarship assessed : evaluation of the professoriate - Charles E. Glassick, Mary Taylor Huber, and Gene I. Maeroff
  Call Number: PC, RWU, Wheaton, URI LB2331 G63 1997
  ISBN: 0787910910
  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.
  


• Opening lines : approaches to the scholarship of teaching and learning - Pat Hutchings, editor
  Call Number: URI LB2331 O58 2000
  ISBN: 0931050685
  The cases that constitute this volume represent work in progress by faculty selected as Carnegie Scholars with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). Each of the eight authors tells the story of her or his efforts at "opening lines" of inquiry into significant issues in the teaching and learning of the field. In particular, their accounts focus on the doing of this kind of investigative work – that is, on methods and approaches for undertaking the scholarship of teaching and learning.
  


• Scholarship reconsidered : priorities of the professoriate - Ernest L. Boyer
  Call Number: LA227.3 .B694 1990 2 copies
  ISBN: 0787940690
  Ernest L. Boyer's Scholarship Reconsidered offers a new paradigm that recognizes the full range of scholarly activity by college and university faculty and questions the existence of a reward system that pushed faculty toward research and publication and away from teaching.
  


• The advancement of learning : building the teaching commons - Mary Taylor Huber, Pat Hutchings
  Call Number: LB2331 .H85 2005
  ISBN: 078798115X
  A publication of The Carnegie Foundation for the Advancement of Teaching, this book explores the premise that the scholarship of teaching and learning holds the key to improving the quality of higher education.
  


• Learning communities : reforming undergraduate education - Barbara Leigh Smith ... [et al.]
  Call Number: LB2331 .L392 2004
  ISBN: 0787910368
  Learning Communities is a groundbreaking book that shows how learning communities can be a flexible and effective approach to enhancing student learning, promoting curricular coherence, and revitalizing faculty. Written by Barbara Leigh Smith, Jean MacGregor, Roberta S. Matthews, and Faith Gabelnick,acclaimed national leaders in the learning communities movement, this important book provides the historical, conceptual, and philosophical context for learning communities and clearly demonstrates that they can be a key element in institutional transformation.
  


• Building faculty learning communities - Milton D. Cox, Laurie Richlin, editors
  Call Number: LB2331.7 .B83 2004
  ISBN: 0787975680
  Changing our colleges and universities into learning institutions has become increasingly important at the same time it has become more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation.
  

Journals on the Scholarship of Teaching & Learning

• Issues in teaching & learning - Rhode Island College [electronic resource]


• International journal for the scholarship of teaching and learning [electronic resource]


• The journal of scholarship of teaching and learning: JoSoTL. [electronic resource]


• Practice and evidence of the scholarship of teaching and learning in higher education [electronic resource]


• The Cal Poly Pomona journal of interdisciplinary studies [electronic resource]


• New Zealand journal of teachers' work [electronic resource]

Selected Articles

• Bender, E. (2005). CASTLs in the air. Change, 37(5), 40-49.


• Bernstein, D., & Bass, R. (2005). The Scholarship of Teaching and Learning. Academe, 91(4), 37-43.


• Boshier, R. (2009). Why is the Scholarship of Teaching and Learning such a hard sell? Higher Education Research & Development, 28(1), 1-15.


• Brew, A., & Ginns, P. (2008). The relationship between engagement in the scholarship of teaching and learning and students' course experiences. Assessment & Evaluation in Higher Education, 33(5), 535-545.


• Huber, M. (2001). Balancing acts: Designing careers around the Scholarship of Teaching. Change, 33(4), 21-29.


• Hutchings, P., & Shulman, L. (1999). The Scholarship of Teaching. Change, 31(5), 10-15.


• Lieberman, D. (2005). Beyond faculty development: How centers for teaching and learning can be laboratories for learning. New Directions for Higher Education, (131), 87-98.


• Shulman, L. (1999). Taking learning seriously. Change, 31(4), 11-17.

HELIN Library Consortium

The HELIN Library Consortium is composed of eleven academic libraries and twelve health sciences libraries. The academic libraries are represented by Brown University, Bryant University, the Community College of Rhode Island, the Dominican House of Studies, Johnson & Wales University, Providence College, Rhode Island College, Roger Williams University, Salve Regina University, University of Rhode Island, and Wheaton College.

Use the HELIN Catalog to find books and other materials in the library. The HELIN libraries share this union catalog, so you will see holdings for all other HELIN libraries in the catalog. The InRhode catalog allows you to search both Brown and the HELIN catalog. Your RIC ID card will allow you to borrow books from all these institutions either electronically through HELIN request or in person.