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The Promise of Faculty Inquiry for Teaching and Learning Basic Skills. Strengthening Pre-collegiate Education in Community Colleges

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Bibliographic Details
Title: The Promise of Faculty Inquiry for Teaching and Learning Basic Skills. Strengthening Pre-collegiate Education in Community Colleges
Language: English
Authors: Huber, Mary Taylor, Carnegie Foundation for the Advancement of Teaching
Source: Carnegie Foundation for the Advancement of Teaching. 2008.
Availability: Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: publications@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org
Peer Reviewed: N
Page Count: 52
Publication Date: 2008
Sponsoring Agency: William and Flora Hewlett Foundation
Document Type: Reports - Evaluative
Education Level: Two Year Colleges
Descriptors: Community Colleges, College Faculty, Inquiry, Reflective Teaching, Classroom Techniques, Educational Improvement, College Preparation, Underachievement, Basic Skills, Remedial Instruction, Student College Relationship, Teacher Student Relationship
Geographic Terms: California
Abstract: The author discusses how faculty inquiry can inform and support classroom teaching and learning, as well as allow for better designed courses and programs. "Faculty inquiry" is a term that encompasses a range of practices that engage teachers in looking closely and critically at student learning for the purpose of improving their own courses and programs. As part of the larger scholarship of teaching and learning movement, it also involves going public with insights, experiences and results that other educators can evaluate and build on. The essay looks at how faculty inquiry has been mobilized to improve the teaching and learning of basic skills at a cluster of California community colleges participating in the Carnegie Foundation initiative on Strengthening Pre-collegiate Education in Community Colleges (SPECC). Appended is "Survey of Participants in Faculty Inquiry Groups" by Cheryl R. Richardson. (Contains 22 notes and 6 tables.)
Abstractor: ERIC
Number of References: 70
Entry Date: 2008
Access URL: https://www.carnegiefoundation.org/publications/pub.asp?key=43&subkey=738
Accession Number: ED503130
Database: ERIC
Description
Abstract:The author discusses how faculty inquiry can inform and support classroom teaching and learning, as well as allow for better designed courses and programs. "Faculty inquiry" is a term that encompasses a range of practices that engage teachers in looking closely and critically at student learning for the purpose of improving their own courses and programs. As part of the larger scholarship of teaching and learning movement, it also involves going public with insights, experiences and results that other educators can evaluate and build on. The essay looks at how faculty inquiry has been mobilized to improve the teaching and learning of basic skills at a cluster of California community colleges participating in the Carnegie Foundation initiative on Strengthening Pre-collegiate Education in Community Colleges (SPECC). Appended is "Survey of Participants in Faculty Inquiry Groups" by Cheryl R. Richardson. (Contains 22 notes and 6 tables.)