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Changing the Conversation about Higher Education
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Publisher:
2013
Summary
This book hopes to change the nature of the conversation about higher education from critiques to focusing on efforts of systematic improvement in undergraduate education. Changing the Conversation about Higher Education establishes a culture of experimentation and evidence for undergraduate education through undertaking teaching and learning experiments at 13 universities. This book discusses the contributions and findings from these experiments and is intended for academic administrators, faculty, and graduate students who are interested in improving undergraduate teaching and learning. The experiments are directed at two core aims of a liberal education: critical thinking and writing.
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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Bibliographic data
Copyright year
2013
ISBN-Print
978-1-4758-0184-2
ISBN-Online
978-1-4758-0186-6
Publisher
Rowman & Littlefield, Lanham
Language
English
Pages
216
Product type
Book Titles
Table of contents
ChapterPages
Contents No access
Foreword No access
Preface No access
Acknowledgments No access
Introduction No access Pages 1 - 12
1. From Bottlenecks to Epistemology in History: Changing the Conversation about the Teaching of History in Colleges and Universities No access
2. Using Scaffolding and Metacognitive Processes to Improve Critical Thinking in the Disciplines No access
3. Think Like/Write Like: Metacognitive Strategies to Foster Students’ Development as Disciplinary Thinkers and Writers No access
4. How Writing-to-Learn Practices Improve Student Learning: Connecting Research and Practice through a Consideration of Mechanisms of Effect No access
5. Assessment Approaches and Perspectives: Engaging Faculty and Improving Student Learning No access
6. Developing a Process for Assessing General Education Learning Outcomes across a Multicollege University No access
7. Disciplinary-Specific Thesis Assessment Protocol: A Validated Rubric that Promotes Student Learning and Faculty Development No access
8. Teaching and Learning Centers as Professional Learning Communities No access
9. Amplifying the Impact of Pedagogical Research: The Role of Teaching Centers and Writing Centers No access
10. Systematic to Systemic: A Heuristic Framework to Improve Educational Practices and Student Learning No access
11. Changing the Conversation, Changing the Culture: The Place of Foundations in the Learning Commons No access
