Making Teaching and Learning Matter

Transformative Spaces in Higher Education

  • Judith Summerfield
  • Cheryl C. Smith

Part of the Explorations of Educational Purpose book series (EXEP, volume 11)

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Prologue. Beginning an Exchange: Administration, Faculty, and the Shared Conversation

    1. Front Matter
      Pages 1-1
    2. Cheryl C. Smith, Judith Summerfield
      Pages 45-52
  3. Changing Institutional Spaces: The Challenges of an Integrated University

    1. Front Matter
      Pages 53-53
    2. Barbara Walters, Ellen Smiley, George Otte, William Bernhardt
      Pages 107-121
  4. Negotiating Roles and Identities: The Challenges Faculty and Students Face

    1. Front Matter
      Pages 123-123
    2. Debra Swoboda, Emily Davidson, Leslie Keiler, Bonnie Oglensky
      Pages 125-143
    3. Ann Davison, Eva M. Fernández, Sue Lantz Goldhaber
      Pages 171-193
    4. Paul Arcario, Bret Eynon, Louis Lucca
      Pages 195-215
  5. Re-envisioning Pedagogy: The Challenges of Evolving Practice

    1. Front Matter
      Pages 217-217
    2. Christa Davis Acampora
      Pages 219-236
    3. Harriet Shenkman, Susan Polirstok, Carl James Grindley
      Pages 237-252
    4. Monica Berger, Reggie Blake, Anne Leonard, Robin Michals, Mark Noonan, Susan Phillip et al.
      Pages 253-268

About this book

Introduction

This volume captures the spirit of collaboration and innovation that its authors bring into the classroom, as well as to groundbreaking undergraduate programs and initiatives. Coming from diverse points of view and twenty different disciplines, the contributors illuminate the often perplexing debates about what matters most in higher education today. Each chapter tells a unique story about creating vital pedagogical arenas that have the potential to transform teaching and learning for both faculty and students. These exploratory spaces include courses under construction, cross-college and interdisciplinary collaborations, general education reform initiatives, and fresh perspectives on student support services, faculty development, freshman learning communities, writing across the curriculum, on-line degree initiatives, and teaching and learning centers. All these spaces lend shape to an over-arching, system-wide project bringing together the often disconnected silos of undergraduate education at The City University of New York (CUNY), America’s largest urban public university system. Since 2003, the University’s Office of Undergraduate Education has sponsored coordinated efforts to study and improve teaching and learning for the system’s 260,000 undergraduates enrolled at 18 distinct colleges. The contributors to this volume present a broad spectrum of administrative and faculty perspectives that have informed the process of transforming the undergraduate experience. Combined, the voices in these chapters create a much-needed exploratory space for the interplay of ideas about how teaching and learning need to matter in evolving notions of higher education in the twenty-first century. In addition, the text has wider social relevance as an in-depth exploration of change and reform in a large public institution.

Keywords

CUNY City University of New York administration and leadership curricular reform genereal educaction higher education learning communities teaching and learning undergraduate education urban public university

Editors and affiliations

  • Judith Summerfield
    • 1
  • Cheryl C. Smith
    • 2
  1. 1.Office of Academic AffairsCity University of New YorkNew YorkUSA
  2. 2.New YorkUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-90-481-9166-6
  • Copyright Information Springer Science+Business Media B.V. 2011
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-90-481-9165-9
  • Online ISBN 978-90-481-9166-6
  • About this book