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The authors in this volume stretch the boundaries of academic learning and the classroom experience by seeking to identify the space between subject matter and a student's core values and prior knowledge. They work to find the interconnectedness of knowledge, understanding, meaning, inquiry and truth.
Inhaltsverzeichnis
Foreword-Beverly Daniel Tatum Acknowledgments Preface Introduction-David Schoem Part I. Whole Student Learning Approaches 1. The Whole Student Approach as a Retention Model-Jerry A. Pattengale 2. Incorporating Social Justice Into Teaching. An Integrative Pedagogy Approach-Kathleen Manning Part II. Engaged Learning and Teaching in Practice 3. Learning Community Classrooms and Educating for Critical Hope-Gillies Malnarich 4. Relational Teaching and Learning. The Classroom as Community and the Community as Classroom-David Schoem 5. Toward a New Pedagogy to Help Create a Sustainable Future-James Crowfoot 6. Experiential and Dialogic Pedagogy in a Religious and Ethnic Conflict Course-Adrienne B. Dessel 7. Service-Learning and Integrative Pedagogy for Engaging the Whole Student-Joseph A. Galura Part III. Integrative Pedagogy 8. Teaching and Learning That Make a Difference-James L. Heft 9. Integrative Approaches for Sustained Diversity Engagement in the Early Years of College-Angela M. Locks 10. Assessment. Rethinking the Role of Integrative Pedagogies-Kimberly A. Kline, Edward P. St. John, and Annie E. Connors 11. Teaching the Whole Student-Christine Modey, David Schoem, and Edward P. St. John Editors and Contributors Index
Über den Autor / die Autorin
David Schoem is Director of the Michigan Community Scholars Program at the University of Michigan and a faculty member in Department of Sociology. Christine Modey is Director of the Peer Writing Consultant Program at the University of Michigan and a faculty member in the Sweetland Writing Center. Edward P. St. John is Algo D. Henderson Collegiate Professor of Education at the University of Michigan's Center for the Study of Higher and Postsecondary Education. He is interested in education, justice, and public policy. He serves as series editor for Readings on Equal Education and has received awards for his leadership from the Association for the Study of Higher Education and for scholarship from the National Association of Student Financial Aid. Beverly Daniel Tatum , PhD, is president emerita of Spelman College and in 2014 received the Award for Outstanding Lifetime Contribution to Psychology, the highest honor presented by the American Psychological Association. She is also the author of the forthcoming Why Are All the Black Kids Still Sitting Together in the Cafeteria?: And Other Conversations About Race (Basic Books).
