Academics

Section Navigation

Anna Neumann

Professional Background

Educational Background

  • B.A., University of Texas, Austin
  • M.A., University of Texas, Brownsville and Edinburg 
  • Ph.D., University of Michigan, Ann Arbor

Scholarly Interests

Professor Anna Neumann conducts research on teaching in urban colleges and universities with an eye toward improving first-generation college students' subject-matter learning.  Her current research strives to identify teaching strategies that advance students' understandings of core disciplinary ideas associated with liberal learning, and concomitantly, professional development strategies and programs for supporting teaching improvement.  Neumann’s research, which also examines professors’ intellectual careers, doctoral students’ learning of research, and academic organization and leadership, has been funded by the Teagle Foundation, the Spencer Foundation, the U.S. Office of Education, the Lilly Endowment, TIAA-CREF, and others.  Neumann has been named a Fellow of the American Education Research Association for "exceptional scientific and scholarly contributions to education research" and "significant contributions to the field."  In 2013 she was elected to membership in the National Academy of Education.  She is a recipient of the AERA Division J Exemplary Research Award presented to scholars “whose published research has made an outstanding contribution to knowledge and understanding in the field of higher education.”  She is past president of the Association for the Study of Higher Education, directs the Program in Higher and Postsecondary Education at Teachers College, and chairs the Department of Organization and Leadership also at Teachers College.

Videotape of Professor Neumann’s Presidential Address to the Association for the Study of Higher Education, November 2012, Las Vegas, Nevada:  http://vimeopro.com/vc1/ashe2012


CURRENT PROJECTS

Professional Development/Outreach to College Teachers: Metropolitan Colleges Institute for Teaching Improvement (MetroCITI).  A multi-campus professional development institute for strengthening teaching toward students' liberal learning.  Participating instructors teach in the humanities, sciences, and social sciences in New York area colleges serving first-generation learners.  Funded by the Teagle Foundation.  Website: http://metrociti.pressible.org.

Research on Classroom-Based Teaching: Defining "Good Teaching" for Diverse Students' Learning of Core Subject Matter Ideas in Liberal Education Courses.  Seeks to identify classroom-based instructional practices that support diverse students' learning in introductory humanities, sciences, and social sciences courses in liberal education curricula of urban colleges and universities.

Research on Professional Development for College Teachers: Learning while Teaching in College: Professional Development Strategies for Improving Teaching for Diverse Students' Liberal Learning in MetroCITI.  Seeks to identify structures, collaboration models, and strategies for strengthening instructors' teaching in the liberal education curricula of urban colleges and universities serving first-generation learners.

Selected Publications

SELECTED BOOKS, MONOGRAPHS, SPECIAL ISSUES OF JOURNALS:
 
Neumann, Anna. Professing to Learn: Creating Tenured Lives and Careers in the American Research University. Baltimore: The Johns Hopkins University Press, 2009. https://jhupbooks.press.jhu.edu/content/professing-learn
 
O'Meara, KerryAnn, Aimee LaPointe Terosky, & Anna Neumann. Faculty Careers and Work Lives: A Professional Growth Perspective. ASHE Higher Education Report, Vol. 34, No. 3. San Francisco: Jossey-Bass, 2008.
 
Neumann, Anna, Aaron Pallas, & Penelope L. Peterson, eds., Investment in the Future: Improving Education Research at Four Leading Schools of Education: Campus Experiences of the Spencer Foundation's Research Training Grant Program. Special Issue of Teachers College Record, Vol. 110, No. 7, July 2008. http://www.tcrecord.org/
 
Neumann, Anna, & Penelope L. Peterson (editors). Learning From Our Lives: Women, Research, and Autobiography in Education.  New York: Teachers College Press, 1997.
 
Bensimon, Estela M., & Anna Neumann. Redesigning Collegiate Leadership:  Teams and Teamwork in Higher Education. Baltimore: The Johns Hopkins University Press, 1993.
 
SELECTED ARTICLES AND CHAPTERS:

Neumann, Anna.  "Staking a Claim on Learning:  What We Should Know about Learning in Higher Education, and Why."  Review of Higher Education, Vol. 37, No. 2, Winter 2014, pp. 249-267.

Neumann, Anna, & Aaron M. Pallas.  “Critical Policy Analysis, the Craft of Qualitative Research, and Analysis of Data on the Texas Top 10% Law.”  In Critical Approaches to the Study of Higher Education, edited by Ana Martinez Aleman, Brian Pusser, & Estela M. Bensimon.  Baltimore:  Johns Hopkins University Press, in press.

Neumann, Anna, & Liza Bolitzer.  “Finding and Fostering Learning:  What College and University Leaders Need to Know and What They Can Do.”  In New Directions for Higher Education, Special Issue on “Connecting Learning across the Institution,” edited by Pamela Eddy.  Vol. 2014, Issue No. 165.  San Francisco:  Jossey-Bass, 2014, pp. 95-106.

Neumann, Anna, Milagros Castillo, & Liza Bolitzer.  “Culturally Anchored Liberal Education.” In Encyclopedia of Diversity in Education, edited by James A. Banks.  Thousand Oaks, CA:  Sage Publications, 2012.
 
Neumann, Anna. “Organizational Cognition in Higher Education.” In The Organization of Higher Education:  Managing Colleges for a New Era, edited by Michael N. Bastedo.  Baltimore:  Johns Hopkins University Press, 2012, pp. 304-331.
 
Neumann, Anna, & Aaron M. Pallas. “Windows of Possibility:  Perspectives on the Construction of Educational Researchers.” In The Sage Handbook for Research in Education:  Pursuing Ideas as the Keystone of Exemplary Inquiry, edited by Clifton F. Conrad & Ronald C. Serlin.  Thousand Oaks:  Sage, 2011, pp. 299-322.
 
Neumann, Anna.  “Scholarly Learning and the Academic Profession in a Time of Change.”  In The American Academic Profession: Transformation in Contemporary Higher Education, edited by Joseph C. Hermanowicz.  Baltimore:  The Johns Hopkins University Press, 2011, pp. 191-215.
 
Neumann, Anna. "Protecting the Passion of Scholars in Times of Change." Change, Vol. 41, No. 2, March/April 2009, pp. 10-15.
 
Neumann, Anna, Aaron Pallas, & Penelope L. Peterson. "Exploring the Investment: Four Universities' Experiences with the Spencer Foundation's Research Training Grant Program: A Retrospective." In Investment in the Future: Improving Education Research at Four Leading Schools of Education: Campus Experiences of the Spencer Foundation's Research Training Grant Program. Special Issue of Teachers College Record, Vol. 110, No. 7, July 2008, pp. 1477-1503. http://www.tcrecord.org
 
Terosky, Aimee LaPointe, Tamsyn Phifer, & Anna Neumann.  “Shattering Plexiglas:  Continuing Challenges for Women Professors in Research Universities.”  In Women in Academe:  The Unfinished Agenda, edited by Judith Glazer-Raymo.  Baltimore:  The Johns Hopkins Press, 2008, pp. 52-79.
 
Neumann, Anna, & Aimee LaPointe Terosky. "To Give and to Receive: Recently Tenured Professors' Experiences of Service in Major Research Universities." The Journal of Higher Education, Vol. 78, No. 3, May/June 2007, pp. 282-310.
 
Neumann, Anna. "Professing Passion: Emotion in the Scholarship of Professors in Research Universities." American Educational Research Journal, Vol. 43, No. 3, Fall 2006, pp. 381-424.
 
Neumann, Anna, Aimee LaPointe Terosky, & Julie Schell. "Agents of Learning: Strategies for Assuming Agency, for Learning, in Tenured Faculty Careers." The Balancing Act: Gendered Perspectives in Faculty Roles and Work Lives, edited by Susan J. Bracken, Jeanie K. Allen, & Diane Dean. Women's Caucus of the American Association for Higher Education. Sterling, VA: Stylus Publishing, 2006.
 
Neumann, Anna. "To Glimpse Beauty and Awaken Meaning: Scholarly Learning as Aesthetic Experience," published as part of "Symposium: Aesthetic Lives: Teaching and Learning as Creative Work." Journal of Aesthetic Education, Vol. 39, No. 4, Summer 2005, pp. 68-88.
 
Neumann, Anna. "Observations: Taking Seriously the Topic of Learning in Studies of Faculty Work and Careers." In Advancing Faculty Learning through Interdisciplinary Collaboration, edited by Elizabeth G. Creamer & Lisa Lattuca, New Directions in Teaching and Learning, Marilla D. Svinicki, Editor in Chief. San Francisco: Jossey-Bass, Summer 2005, pp. 63-83.
 
Neumann, Anna, Aaron M. Pallas, & Penelope L. Peterson. "Preparing Education Practitioners to Practice Education Research." In Issues in Education Research: Problems and Possibilities, edited by Ellen Condliffe Lagemann & Lee S. Shulman, Commission for Improving Educational Research, National Academy of Education. San Francisco: Jossey-Bass,1999, pp. 247-288.
 
Neumann, Anna. "Inventing a Labor of Love: Scholarship as a Woman's Work." In Women's Untold Stories: Breaking Silence, Talking Back, Voicing Complexity, edited by Mary Romero & Abigail J. Stewart. New York: Routledge, 1999, pp. 243-255.
   
Neumann, Anna. “On Experience, Memory, and Knowing:  A Post-Holocaust (Auto)biography.” Curriculum Inquiry, Vol. 28, No. 4, Winter 1998, pp. 425-442.
 
Neumann, Anna, & Penelope L. Peterson.  "Researching Lives:  Women, Scholarship, and Autobiography in Education."  In Learning From Our Lives: Women, Research, and Autobiography in Education, edited by Anna Neumann & Penelope L. Peterson. New York: Teachers College Press, 1997, pp. 1-17.

office hours

ORLH 4011: Curriculum and instruction in higher education

An introduction to theories and practices pertaining to curriculum and teaching in U.S. higher education. Internal and external influences on curriculum and teaching and implications for college and university classrooms. Examination of key trends and developments, including the impact of the scholarship of teaching.

ORLH 5011: College teaching and learning

Designed for individuals who aspire to college teaching. This course emphasizes research on student learning and pedagogies. The course stresses the implications of diversity in the student population.

ORLH 5526: Advanced professional seminar: The literature of higher education

Permission required if not a student in the program. Intensive analysis of research process as applied to study of higher education. The course is intended for Ed.M. and Ed.D. students in the program. Other students in the college who wish to enroll should obtain permission of the instructor. Analysis of selected classic and contemporary works that have influenced thought and affected public opinion and public policy related to higher education. Topics vary from year to year.

ORLH 5527: Advanced professional seminar: The college professoriate

Review and discussion of the research and literature, diverse roles, and expectations that characterize the position of college professor, with attention to implications for professional and personal development. Consideration of the professoriate as a profession.

ORLH 6557: Research practices in higher and adult education

ORLH 6558: Research practices in higher and adult education