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Informationen zum Autor Just an artist contentedly living in Alaska since 1967. Married to the bravest person I know. Klappentext 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. Zusammenfassung 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. Inhaltsverzeichnis Table of ContentsForward: Derek Bok, President Emeritus, Harvard UniversityPreface:Content Overview: Acknowledgements: Contributors: Introduction: Robert J. Thompson, Jr., Duke University Part One: Effective Teaching and Learning PracticesChapter 1. From Bottlenecks to Epistemology in History: Changing the Conversation about the Teaching of History in Colleges and UniversitiesLeah Shopkow with Arlene Diaz, Joan Middendorf, and David PaceIndiana UniversityChapter 2. Using Scaffolding and Metacognitive Processes to Improve Critical Thinking in the Disciplines Andrea Follmer Greenhoot, University of KansasChapter 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 MichiganChapter 4. How Writing-to-Learn Practices Improve Student Learning: Connecting Research and Practice through a Consideration of Mechanisms of EffectChristopher Thaiss, University of California-DavisJulie Reynolds, Duke UniversityPart Two: Approaches to AssessmentChapter 5. Assessment Approaches and Perspectives: Engaging Faculty and Improving Student LearningJessica L. Jonson, Ph.D., University of Nebraska-LincolnRobert J. Thompson, Jr., Ph.D., Duke UniversityChapter 6. Developing a Process for Assessing General Education Learning Outcomes Across a Multi-College UniversityErin Blankenship, Shari J. Stenberg, and David E. WilsonUniversity of Nebraska-LincolnChapter 7. Disciplinary-Specific Thesis Assessment Protocol: A Validated Rubric that Promotes Student Learning and Faculty DevelopmentJulie Reynolds, Duke UniversityPart Three: The Role of University Centers: Professional Learning CommunitiesChapter 8. Teaching and Learning Centers as Professional Learning Communities Daniel Bernstein, University of KansasChapter 9. Amplifying the Impact of Pedagogical Research: The Role of Teaching Centers and Writing CentersMatthew 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 EducationChapter 10. Systematic to Systemic: A Heuristic Framework to Improve Educational Practices and Student LearningRobert J. Thompson, Jr., Duke UniversityChapter 11. Changing the Conversation, Changing the Culture: The Place of Foundations in the Learning CommonsAnnie W. Bezbatchenko, The Teagle FoundationAndrea Conklin Bueschel, The Spencer FoundationDonna Heiland, The Teagle Foundation References:...
