The book is structured to address the issues of vision, structure, and cultural transformation that are of specific interest to academic administrators and the promising practices and issues of identity and support that are concerns of faculty and graduate students.
The book is structured to address the issues of vision, structure, and cultural transformation that are of specific interest to academic administrators and the promising practices and issues of identity and support that are concerns of faculty and graduate students.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Just an artist contentedly living in Alaska since 1967. Married to the bravest person I know.
Inhaltsangabe
Table of Contents Forward: Derek Bok, President Emeritus, Harvard University Preface: Content Overview: Acknowledgements: Contributors: Introduction: Robert J. Thompson, Jr., Duke University Part One: Effective Teaching and Learning Practices Chapter 1. From Bottlenecks to Epistemology in History: Changing the Conversation about the Teaching of History in Colleges and Universities Leah Shopkow with Arlene Diaz, Joan Middendorf, and David Pace Indiana University Chapter 2. Using Scaffolding and Metacognitive Processes to Improve Critical Thinking in the Disciplines Andrea Follmer Greenhoot, University of Kansas Chapter 3. Think like/write like: Metacognitive Strategies to Foster Students' Development as Disciplinary Thinkers and Writers Deborah Meizlish, Danielle LaVaque-Manty, Naomi Silver, and Matthew Kaplan University of Michigan Chapter 4. How Writing-to-Learn Practices Improve Student Learning: Connecting Research and Practice through a Consideration of Mechanisms of Effect Christopher Thaiss, University of California-Davis Julie Reynolds, Duke University Part Two: Approaches to Assessment Chapter 5. Assessment Approaches and Perspectives: Engaging Faculty and Improving Student Learning Jessica L. Jonson, Ph.D., University of Nebraska-Lincoln Robert J. Thompson, Jr., Ph.D., Duke University Chapter 6. Developing a Process for Assessing General Education Learning Outcomes Across a Multi-College University Erin Blankenship, Shari J. Stenberg, and David E. Wilson University of Nebraska-Lincoln Chapter 7. Disciplinary-Specific Thesis Assessment Protocol: A Validated Rubric that Promotes Student Learning and Faculty Development Julie Reynolds, Duke University Part Three: The Role of University Centers: Professional Learning Communities Chapter 8. Teaching and Learning Centers as Professional Learning Communities Daniel Bernstein, University of Kansas Chapter 9. Amplifying the Impact of Pedagogical Research: The Role of Teaching Centers and Writing Centers Matthew Kaplan, Deborah Meizlish, Naomi Silver, and Danielle LaVaque-Manty, University of Michigan Part Four: Next Steps in the Continuing Efforts to Transform the Culture of Undergraduate Education Chapter 10. Systematic to Systemic: A Heuristic Framework to Improve Educational Practices and Student Learning Robert J. Thompson, Jr., Duke University Chapter 11. Changing the Conversation, Changing the Culture: The Place of Foundations in the Learning Commons Annie W. Bezbatchenko, The Teagle Foundation Andrea Conklin Bueschel, The Spencer Foundation Donna Heiland, The Teagle Foundation References:
Table of Contents Forward: Derek Bok, President Emeritus, Harvard University Preface: Content Overview: Acknowledgements: Contributors: Introduction: Robert J. Thompson, Jr., Duke University Part One: Effective Teaching and Learning Practices Chapter 1. From Bottlenecks to Epistemology in History: Changing the Conversation about the Teaching of History in Colleges and Universities Leah Shopkow with Arlene Diaz, Joan Middendorf, and David Pace Indiana University Chapter 2. Using Scaffolding and Metacognitive Processes to Improve Critical Thinking in the Disciplines Andrea Follmer Greenhoot, University of Kansas Chapter 3. Think like/write like: Metacognitive Strategies to Foster Students' Development as Disciplinary Thinkers and Writers Deborah Meizlish, Danielle LaVaque-Manty, Naomi Silver, and Matthew Kaplan University of Michigan Chapter 4. How Writing-to-Learn Practices Improve Student Learning: Connecting Research and Practice through a Consideration of Mechanisms of Effect Christopher Thaiss, University of California-Davis Julie Reynolds, Duke University Part Two: Approaches to Assessment Chapter 5. Assessment Approaches and Perspectives: Engaging Faculty and Improving Student Learning Jessica L. Jonson, Ph.D., University of Nebraska-Lincoln Robert J. Thompson, Jr., Ph.D., Duke University Chapter 6. Developing a Process for Assessing General Education Learning Outcomes Across a Multi-College University Erin Blankenship, Shari J. Stenberg, and David E. Wilson University of Nebraska-Lincoln Chapter 7. Disciplinary-Specific Thesis Assessment Protocol: A Validated Rubric that Promotes Student Learning and Faculty Development Julie Reynolds, Duke University Part Three: The Role of University Centers: Professional Learning Communities Chapter 8. Teaching and Learning Centers as Professional Learning Communities Daniel Bernstein, University of Kansas Chapter 9. Amplifying the Impact of Pedagogical Research: The Role of Teaching Centers and Writing Centers Matthew Kaplan, Deborah Meizlish, Naomi Silver, and Danielle LaVaque-Manty, University of Michigan Part Four: Next Steps in the Continuing Efforts to Transform the Culture of Undergraduate Education Chapter 10. Systematic to Systemic: A Heuristic Framework to Improve Educational Practices and Student Learning Robert J. Thompson, Jr., Duke University Chapter 11. Changing the Conversation, Changing the Culture: The Place of Foundations in the Learning Commons Annie W. Bezbatchenko, The Teagle Foundation Andrea Conklin Bueschel, The Spencer Foundation Donna Heiland, The Teagle Foundation References:
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