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Klappentext This new volume of "New Directions for Teaching and Learning" was developed in order to examine the wealth of knowledge that has been uncovered over the last three decades, since the inception of Supplemental Instruction (SI), and to use this understanding to contemplate how SI can best serve the changing needs of today' s students. Over a decade has passed since the last time the "International Center for Supplemental Instruction" teamed with "Jossey-Bass" to publish an issue of New Directions for Teaching and Learning on SI. Though much has changed in the world, SI appears to have adapted quite well to the changing needs of students and to the continually evolving state of higher education. In recent years, SI has experienced an unprecedented expansion into uncharted horizons. What are the next paths for SI? Where is SI heading? Discover for yourself in this latest volume of "New Directions for Teaching and Learning." "Supplemental Instruction: New Visions for Empowering Student Learning" is the 106th installment of the Jossey-Bass journal, "New Directions for Teaching and Learning. Click Here" to learn about how to subscribe to this journal. Zusammenfassung Presents research from a collaboration between scientists! assessment experts! technologists! and domain experts as part of a project with the vision of transforming education to produce adaptive expertise in students. This book experts work together in an integrated effort to develop learning environments centered on challenge based instruction. Inhaltsverzeichnis EDITORS' NOTES (Anthony J. Petrosino! Taylor Martin! Vanessa Svihla). PART ONE: COMMUNITIES OF PRACTICE. 1. The Emergence of a Community of Practice in Engineering Education (Yifat Ben-David Kolikant! Ann McKenna! Bugrahan Yalvac) This chapter explores how engineering faculty and learning scientists developed a collective wisdom in order to work together to develop course materials. 2. Desegregated Learning: An Innovative Framework for Programs of Study (Arturo A. Fuentes! Robert Freeman! Stephen Crown! Javier Kypuros! Hashim Mahdi) Too often courses exist in a vacuum! with the learning segregated into small units. This chapter discusses the effort of one group to "desegregate" their curriculum into a flow of integrated learning experiences. PART TWO: TAKING CONTENT SERIOUSLY IN LEARNING SCIENCE RESEARCH. 3. The Development of Adaptive Expertise in Biotransport (Taylor Martin! Anthony J. Petrosino! Stephanie Rivale! Kenneth R. Diller) The authors describe how they studied a biotransport course as a mechanism for continuous development of adaptive expertise! the ability of students to use their knowledge creatively and flexibly. 4. Establishing Experiences to Develop a Wisdom of Professional Practice (Joan M. T. Walker! Sean P. Brophy! Lynn Liao Hodge! John D. Bransford) The authors compare the performance of first-year and senior students' perceptions of two types of instructional material focused on professionalism! with an eye toward understanding how materials may be tailored to meet the needs of first-year and advanced undergraduates. 5. Teaching Writing in a Laboratory-Based Engineering Course with a "How People Learn" Framework (Bugrahan Yalvac! H. David Smith! Penny L. Hirsch! Gulnur Birol) This chapter discusses the effectiveness of a "How People Learn" framework used in a laboratory-based module designed to improve students' written communication skills without compromising acquisition of content knowledge. PART THREE: APPLYING THE MODEL TO OTHER POPULATIONS. 6. Learning Content Using Complex Data in Project-Based Science: An Example from High School Biology in Urban Classrooms (David E. Kanter! Melissa Schreck) The authors explore the extent to which project-based science can help students make sense of complex scientific data and promote deep understanding. 7. The Effect of a Bioengineering Unit Across High School Contexts: An Initial Inv...
