Landmark Issues in Teaching and Learning: No. 123 A Look Back at New Directions for Teaching and Learning(No. 123 J-B TL Single Issue Teaching and Learning)

Dr. Marilla Svinicki has been the Editor-in-Chief for New Directions for Teaching and Learning since the early 1990s. As of January 2010, Dr. Catherine Wehlburg has taken this position. To mark the transition, this issue focuses on the progress of teaching and learning in higher education with regard to some important topics that have shaped it during the life of New Directions for Teaching and Learning. This jointly edited issue is based on a series of landmark developments in the last thirty years. This issue provides an overview of where these important topics came from, where they are presently, and where they are likely to go in the future. Through this, there is an opportunity to trace the evolution of some of today's most important developments in teaching and learning.This is the 123rd volume of the Jossey-Bass higher education quarterly report series New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Table of Contents:
PREFACE ( Marilla D. Svinicki, Catherine M. Wehlburg). 1. The Role of New Directions for Teaching and Learning in Documenting Changes in Postsecondary Education (Marilla D. Svinicki) New Directions for Teaching and Learning has been a staple in the literature of postsecondary education since 1980. Its philosophy and the role it has played are described in this article. 2. Social Basis of Learning: From Small-Group Learning to Learning Communities (Karl A. Smith)"This chapter provides a summary of the emergence of the social basis of learning as reported in New Directions for Teaching and Learning, accompanied by connections to supporting and corroborating work more broadly. 3. The Promise of Technology for College Instruction: From Drill and Practice to Avatars (Sally Kuhlenschmidt, Barbara Kacer) This chapter visits the technology in use in a classroom fi fty years ago and examines what has changed. 4. Two Decades of Community-Based Learning (Edward Zlotkowski, Donna Duffy) The history and importance of community-based learning is explored in this chapter. 5. Assessing Learning: From Accountability to Transformation (Catherine M. Wehlburg) Assessment and the evaluation of learning have changed in some ways over the past thirty years, but certain aspects have remained the same. 6. The Learning-Paradigm Campus: From Single- to Double-Loop Learning (John Tagg) This chapter focuses on the concept that organizations may learn the same way individuals do, and explores the learning environment in which individuals and institutions can receive meaningful feedback on the consequences of their actions. 7. The Scholarship of Teaching and Learning: From Idea to Integration (Pat Hutchings) This chapter looks at the scholarship of teaching and learning as one development over the last twenty-fi ve years, arguing that it is best understood as a habit of mind and set of practices that contribute to a culture in which other changes and developments can thrive. 8. Student Learning: From Teacher-Directed to Self-Regulation (Marilla D. Svinicki) This chapter traces the historical roots of the complex theory of selfregulation and provides perspective on how to use it to improve student learning. 9. Evaluating Teaching: From Reliability to Accountability (Michael Theall) Appropriate and meaningful evaluation of teaching can be used to enhance effective teaching and learning, to improve the possibilities of success for students, and to provide true accountability for institutions and for higher education. 10. Hopes and Directions for the Future (Catherine M. Wehlburg) This chapter explores some possible future trends in higher education, looking at what is likely to change and what is likely to remain. INDEX.