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Author: James P. Barber Publisher: Taylor & Francis ISBN: 1000977609 Category : Education Languages : en Pages : 180
Book Description
Students’ ability to integrate learning across contexts is a critical outcome for higher education. Often the most powerful learning experiences that students report from their college years are those that prompt integration of learning, yet it remains an outcome that few educators explicitly work towards or specify as a course objective. Given that students will be more successful in college (and in life) if they can integrate their learning, James Barber offers a guide for college educators on how to promote students’ integration of learning, and help them connect knowledge and insights across contexts, whether in-class or out-of-class, in co-curricular activities, or across courses and disciplinary boundaries. The opening chapters lay the foundation for the book, defining what integration of learning is, how to promote it and students’ capacities for reflection; and introduce the author’s research-based Integration of Learning (IOL) model.The second section of the book provides practical, real-world strategies for facilitating integration of learning that college educators can use right away in multiple learning contexts. James Barber describes practices that readers can integrate as appropriate in their classes or activities, under chapters respectively devoted to Mentoring, Writing as Praxis, Juxtaposition, Hands-On Experiences, and Diversity and Identity. The author concludes by outlining how to apply IOL to a multiplicity of settings, such as a major, a single course, programming for a student organization, or other co-curricular experience; as well as offering guidance on assessing and documenting students’ mastery of this outcome.This book is addressed to a wide range of educators engaged with college student learning, from faculty to student affairs administrators, athletic coaches, internship supervisors, or anyone concerned with student development.
Author: James P. Barber Publisher: Taylor & Francis ISBN: 1000977609 Category : Education Languages : en Pages : 180
Book Description
Students’ ability to integrate learning across contexts is a critical outcome for higher education. Often the most powerful learning experiences that students report from their college years are those that prompt integration of learning, yet it remains an outcome that few educators explicitly work towards or specify as a course objective. Given that students will be more successful in college (and in life) if they can integrate their learning, James Barber offers a guide for college educators on how to promote students’ integration of learning, and help them connect knowledge and insights across contexts, whether in-class or out-of-class, in co-curricular activities, or across courses and disciplinary boundaries. The opening chapters lay the foundation for the book, defining what integration of learning is, how to promote it and students’ capacities for reflection; and introduce the author’s research-based Integration of Learning (IOL) model.The second section of the book provides practical, real-world strategies for facilitating integration of learning that college educators can use right away in multiple learning contexts. James Barber describes practices that readers can integrate as appropriate in their classes or activities, under chapters respectively devoted to Mentoring, Writing as Praxis, Juxtaposition, Hands-On Experiences, and Diversity and Identity. The author concludes by outlining how to apply IOL to a multiplicity of settings, such as a major, a single course, programming for a student organization, or other co-curricular experience; as well as offering guidance on assessing and documenting students’ mastery of this outcome.This book is addressed to a wide range of educators engaged with college student learning, from faculty to student affairs administrators, athletic coaches, internship supervisors, or anyone concerned with student development.
Author: Pamela L. Eddy Publisher: John Wiley & Sons ISBN: 1118883470 Category : Education Languages : en Pages : 189
Book Description
Most research on learning tends to occur in silos based on stakeholder perspective. This volume seeks to break down these silos and draw together scholars who research learning from different perspectives to highlight commonalities in learning for students, faculty, and institutions. When we understand how learning is experienced across the institution, we can develop strategies that help support, enhance, and reinforce learning for all. Exploring what it means to bridge learning across the institution, this volume provides a roadmap to improve learning for all. Both scholarly and practical, it advances the knowledge about the ways we investigate and study learning across and for various groups of learners. It also: Collects thinking about learning in its various formats in one location Provides a platform for synthesis Outlines key questions for thinking more deeply about learning on campus. Instead of thinking of learning as discrete depending on the stakeholder group, this volume highlights the commonalities across all types of learners.
Author: Peter Felten Publisher: Johns Hopkins University Press ISBN: 1421439360 Category : Education Languages : en Pages : 207
Book Description
Ultimately, the book is an invitation—and a challenge—for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education.
Author: Dilly Fung Publisher: UCL Press ISBN: 1911576348 Category : Education Languages : en Pages : 184
Book Description
Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement. A Connected Curriculum for Higher Education is, however, not just about developing engaging programmes of study. Drawing on the field of philosophical hermeneutics, Fung argues how the Connected Curriculum framework can help to create spaces for critical dialogue about educational values, both within and across existing research groups, teaching departments and learning communities. Drawing on vignettes of practice from around the world, she argues that developing the synergies between research and education can empower faculty members and students from all backgrounds to contribute to the global common good.
Author: National Research Council Publisher: National Academies Press ISBN: 030917080X Category : Education Languages : en Pages : 588
Book Description
This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
Author: Vincent C. H. Tong Publisher: UCL Press ISBN: 1787351114 Category : Education Languages : en Pages : 342
Book Description
Forging closer links between university research and teaching has become an important way to enhance the quality of higher education across the world. As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education. Featuring student perspectives, it offers academics and university leaders practical suggestions and inspiring ideas on higher education pedagogy, including principles of working with students as partners in higher education, connecting students with real-world outputs, transcending disciplinary boundaries in student research activities, connecting students with the workplace, and innovative assessment and teaching practices. Written and edited in full collaboration with students and leading educator-researchers from a wide spectrum of academic disciplines, this book poses fundamental questions about learning and learning communities in contemporary higher education.
Author: Wendy M. Smith Publisher: American Mathematical Soc. ISBN: 1470463776 Category : Education Languages : en Pages : 348
Book Description
The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?
Author: Vicki L. Baker Publisher: John Wiley & Sons ISBN: 1119448190 Category : Education Languages : en Pages : 152
Book Description
Explore an important, yet understudied concept: faculty scholarly learning. Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyer's four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented. This volume answers: What does scholarly learning look like at different types of institutions? What contexts and/or supports hinder or help faculty members' scholarly learning at the different institutional types? What challenges are noted in the extant literature on faculty work around further study or better understanding of faculty members' scholarly learning across institutional types? This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Christopher J. Broadhurst Publisher: John Wiley & Sons ISBN: 111896697X Category : Education Languages : en Pages : 104
Book Description
Take an in-depth look at campus activism in the 21st century with this issue of New Directions for Higher Education. Campuses have always experienced an ebb and flow of activism, and the recent displays of student activism on American campuses show that protesters remain a vibrant subculture in American higher education. From rising tuition costs to the need to improve and welcome diversity, activists signal a continued restlessness among the nation’s collegiate youth over various issues, expressing their views with a vigor comparable to most periods in American history. The purpose of this work is to dispel the myths that today's activists are either apathetic or “radicals” determined on disrupting the “establishment.” It's also a guide to help higher education practitioners better understand the needs, rights, and responsibilities of campus activists. And, it will help readers understand the best paths to not only allowing student voice, but helping direct that voice toward peaceful and constructive expression. This is the 167th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Author: National Research Council Publisher: National Academies Press ISBN: 0309131979 Category : Education Languages : en Pages : 384
Book Description
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Author: James P. Barber
Author: James P. Barber
Author: Pamela L. Eddy
Author: Peter Felten
Author: Dilly Fung
Author: National Research Council
Author: Vincent C. H. Tong
Author: Wendy M. Smith
Author: Vicki L. Baker
Author: Christopher J. Broadhurst
Author: National Research Council