Robert Thompson
Changing the Conversation about Higher Education
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Robert Thompson
Changing the Conversation about Higher Education
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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.
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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.
Produktdetails
- Produktdetails
- Verlag: R&L Education
- Seitenzahl: 240
- Erscheinungstermin: 28. März 2013
- Englisch
- Abmessung: 235mm x 157mm x 19mm
- Gewicht: 548g
- ISBN-13: 9781475801842
- ISBN-10: 147580184X
- Artikelnr.: 36907707
- Verlag: R&L Education
- Seitenzahl: 240
- Erscheinungstermin: 28. März 2013
- Englisch
- Abmessung: 235mm x 157mm x 19mm
- Gewicht: 548g
- ISBN-13: 9781475801842
- ISBN-10: 147580184X
- Artikelnr.: 36907707
Just an artist contentedly living in Alaska since 1967. Married to the bravest person I know.
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:
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:
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: