What is teaching/learning commons? Is it a philosophy, concept, culture, and/or place? How might various campus constituencies support a teaching/learning commons? What changes are needed to promote collaboration between faculty and their colleagues as well as faculty and students? Does physical space contribute to the way we think about teaching and learning? Our "Teaching/Learning Commons" discussions will attempt to build a collaborative understanding of these questions and more.

Featured Speaker : Mary Taylor Huber, Senior Scholar Carnegie Foundation for the Advancement of Teaching

Mary Taylor Huber directs the Integrative Learning Project and works closely with the Carnegie Academy for the Scholarship of Teaching and Learning. Since joining the Foundation in 1985, she has written widely on changing cultures of teaching in higher education and is co-author of the Foundation report, Scholarship Assessed: Evaluation of the Professoriate (1997), co-editor of Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground (2002), and author of Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers (2004). A cultural anthropologist, with a doctorate from the University of Pittsburgh, she has also written on colonial societies and is co-editor of Gendered Missions: Women and Men in Missionary Discourse and Practice (1999) and Irony in Action: Anthropology, Practice, and the Moral Imagination (2001). Her latest book, co-authored with Carnegie Vice President Pat Hutchings, is The Advancement of Learning: Building the Teaching Commons (2005).