Neumann, Anna (an350)Skip to content Skip to main navigation
B.A., University of Texas, Austin
M.A., University of Texas, Rio Grande Valley (formerly Pan American University)
Ph.D., University of Michigan, Ann Arbor
Anna Neumann, Professor of Higher Education at Teachers College, Columbia University, studies teaching in urban colleges and universities, with an eye toward improving first-generation students’ subject-matter learning in first- and second-year courses (in general/liberal education), and in post-graduate work (in law school). In this work, she seeks to illuminate what good teaching means and how it unfolds, how professors learn to teach, and professional development practices 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 published in the American Educational Research Journal, Journal of Higher Education, Teachers College Record, Review of Higher Education, and others. Her books include Convergent Teaching: Tools to Spark Deeper Learning in College (with Aaron M. Pallas, Johns Hopkins University Press, 2019), a reconceptualization of undergraduate teaching with implications for improvement; Professing to Learn: Creating Tenured Lives and Careers in the American Research University, an analysis of 40 university professors’ scholarly learning and intellectual identity development in the early post-tenure career (Johns Hopkins University Press, 2009); and Learning from Our Lives: Women, Research, and Autobiography in Education (co-edited with Penelope L. Peterson, Teachers College Press, 1997), a study of the personal meaning of research in academic women’s lives in the field of education. Other volumes address professors’ career-long learning and growth, collegiate cultures, and leadership cognition. Her work has been funded by the Spencer Foundation, the Teagle Foundation, the U.S. Office of Education, the Lilly Endowment, TIAA-CREF, and others.
A Fellow of the American Education Research Association and an elected member of the National Academy of Education, she also is the recipient of her field’s top two research awards: the Research Achievement Award of the Association for the Study of Higher Education, and the Exemplary Research Award of the American Educational Research Association, Division J (Higher and Postsecondary Education). Neumann is past president of the Association for the Study of Higher Education. For over a decade she directed the Program in Higher and Postsecondary Education at Teachers College where she also served as department chair.
Improving Teaching in Law Schools that Educate Students from Under-Represented Populations. Research/professional development project.
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 students' learning in introductory humanities, sciences, and social sciences courses in diversity-intensive two- and four-year urban institutions.
Learning while Teaching in College: Professional Development Strategies for Improving Teaching for Diverse Students' Liberal Learning in MetroCITI. Seeks to understand good teaching, and how college instructors learn to teach in diversity-intensive urban classrooms. Strives to identify structures, collaboration models, and strategies for strengthening these instructors' efforts to advance their students’ learning.
TC award announcement. “Honored for Research that Honors the Underserved,” November 2019. https://www.tc.columbia.edu/articles/2019/november/honored-for-research-that-honors-the-underserved/
Interview for Association of College and University Educators (ACUE) announcing forthcoming book, March 26, 2019, “Convergent Teaching: A Q&A with Anna Neumann and Aaron Pallas.” https://community.acue.org/blog/convergent-teaching/
Feature article in TC Today, Fall/Winter 2018, “Rewriting the Instruction Manual: To improve higher education, how about starting with the teaching?” https://www.tc.columbia.edu/articles/2018/december/a-matter-of-degree/
Video of Presidential Address to the Association for the Study of Higher Education, Las Vegas, Nevada, November 2012. http://vimeopro.com/vc1/ashe2012
Books, Monographs, Special Issues of Journals:
Pallas, Aaron, & Anna Neumann. Convergent Teaching: Tools to Spark Deeper Learning in College. Baltimore: Johns Hopkins University Press, 2019. https://jhupbooks.press.jhu.edu/title/convergent-teaching
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/title/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.
Conrad, Clifton F., Anna Neumann, Jennifer Grant Haworth, & Patricia Scott (editors). Qualitative Research in Higher Education: Experiencing Alternative Perspectives and Approaches. Needham Heights, MA: Ginn Press, Simon & Schuster Higher Education Publishing Group, 1993.
Bensimon, Estela M., Anna Neumann, & Robert Birnbaum. Making Sense of Administrative Leadership: The `L' Word in Higher Education. ASHE/ERIC Higher Education Reports, No. 1. Washington, D. C.: Association for the Study of Higher Education, 1989.
Articles in Peer-Reviewed Journals:
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. "Research as Thought and Emotion in Researchers’ Learning." Special issue on “Ethics and Emotions in Educational Research," Research Intelligence, bulletin of the British Educational Research Association, Summer 2012.
Neumann, Anna. "Protecting the Passion of Scholars in Times of Change." Change: The Magazine of Higher Learning, 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.
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. “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. “On Experience, Memory, and Knowing: A Post-Holocaust (Auto)biography.” Curriculum Inquiry, Vol. 28, No. 4, Winter 1998, pp. 425-442.
Neumann, Anna, & Corbin Campbell. “Homing in on Learning and Teaching: Current Approaches and Future Directions for Higher Education Policy,” In American Higher Education in the 21st Century, edited by Michael Bastedo, Phillip Altbach, Robert Berdahl & Patricia Gumport, eds. Baltimore: Johns Hopkins University, 2016, pp. 401-431.
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, 2015, pp. 153-173.
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.
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, & Julie Schell. “Agents of Learning: Strategies for Assuming Agency, for Learning, in Tenured Faculty Careers.” In The Balancing Act: Gendered Perspectives in Faculty Roles and Work Lives, edited by Susan J. Bracken, Jeanie K. Allen, & Diane R. Dean. Women's Caucus of the American Association for Higher Education. Sterling, VA: Stylus Publishing, 2006, pp. 91-120.
Neumann, Anna, & Aaron M. Pallas. “Windows of Possibility: Perspectives on the Construction of Educational Researchers.” In The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry, edited by Clifton Conrad &Ronald C. Serlin. Thousand Oaks: Sage, 2005, pp. 429-450.
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 for Teaching and Learning, no. 102, Marilla D. Svinicki, Editor-in-Chief, &R. Eugene Rice, Consulting Editor. 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. "Ways without Words: Learning from Silence and Story in Post-Holocaust Lives." 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. 91-120.