Doing Research to Improve Teaching and Learning

Reviews / Votes

"The most compelling evidence of what students know and can do comes from their performance on course assignments and other educationally purposeful experiences. This book, peppered with instructive examples, presents much-needed guidance for faculty to gather and use such evidence to improve their teaching and student achievement."


--George D. Kuh, Director, National Institute for Learning Outcomes Assessment, and Adjunct Research Professor, University of Illinois


"Great teaching is informed by active scholarship, just as innovative scholarship is fueled by dynamic classroom interactions. Kimberly Williams's new book uses concrete examples from a wide range of disciplines to demonstrate how the processes of teaching and learning can be enhanced through classroom-based research. Many faculty will find this volume to be helpful and inspiring."


--Leo M. Lambert, President, Elon University


"I will recommend this book to new and seasoned classroom instructors interested in assessing the connections between their teaching and their students' learning. Whether preparing a course for the first time or revising a standard favorite, faculty from any academic discipline can select from myriad strategies and methods to pursue the perennial question: Are my students learning what I am trying to teach them? Most faculty members are motivated to be great classroom teachers but struggle to confirm the impact of their efforts. Regardless of academic discipline, this book offers a wide range of accessible and practical methods and strategies for faculty to apply to questions about teaching efficacy. This collection of 'teaching as research' methods and models is a fresh addition to the literature and will be welcomed by Directors of Centers for Teaching Excellence everywhere."


--Kim Mooney, Provost and Vice President for Academic Affairs, Franklin Pierce University