LEADER 05592nam 2200697 450 001 9910453425603321 005 20200520144314.0 010 $a1-118-88347-0 010 $a1-118-88367-5 035 $a(CKB)2550000001272963 035 $a(EBL)1662693 035 $a(SSID)ssj0001211686 035 $a(PQKBManifestationID)11627047 035 $a(PQKBTitleCode)TC0001211686 035 $a(PQKBWorkID)11206477 035 $a(PQKB)11078299 035 $a(MiAaPQ)EBC1662693 035 $a(Au-PeEL)EBL1662693 035 $a(CaPaEBR)ebr10856841 035 $a(CaONFJC)MIL595090 035 $a(OCoLC)900215451 035 $a(EXLCZ)992550000001272963 100 $a20140414h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aConnecting learning across the institution /$fco-editors Betsy O. Barefoot, Jillian L. Kinzie ; Pamela L. Eddy, editor 210 1$aSan Francisco, California :$cJossey-Bass,$d2014. 210 4$dİ2014 215 $a1 online resource (139 p.) 225 1 $aNew Directions for Higher Education ;$vNumber 165, Spring 2014 300 $aDescription based upon print version of record. 311 $a1-118-88346-2 311 $a1-306-63839-9 320 $aIncludes bibliographical references and index. 327 $aConnecting Learning Across the Institution; CONTENTS; EDITOR'S NOTES; References; 1 Integration of Learning Model: How College Students Integrate Learning; Introduction to Integration of Learning; Methods; Patterns in Student Integration of Learning; Defining Types of Integration; Adding a Developmental Lens; Considerations for Undergraduate Learning; Integration of Learning Within and Among Stakeholders; Implications: Transferable Approaches to Integrating Learning; Constructing an Inclusive Learning Theory; References; 2 Faculty as Border Crossers: A Study of Fulbright Faculty 327 $aLiterature ReviewMethods; Findings and Discussion; Disequilibrium; Expert to Novice; Transformation via Integration; Conclusion; References; 3 Civic Engagement and Organizational Learning Strategies for Student Success; Student Success; Civic Engagement; Student (Academic and Social) Engagement; Engagement Supports Student Success; Organizational Learning; Defining Organizational Learning; Promoting a Culture of Organizational Learning; Implications for Practice; References; 4 "Orthogonality" in Learning and Assessment; Stakeholder Demands for Learning 327 $aAssessment of Learning-Orthogonality DefinedDesign; Self-Reflection; Distillation; Connecting "E" With "O"; Designing a Plan; Feedback; Conclusion: Building the Narrative; References; 5 Promoting High-Impact Student Learning: Connecting Key Components of the Collegiate Experience; Mapping the Collegiate Learning Environment; Conditions Promoting Student Learning; Promoting Deep and Transformative Learning; High-Impact Educational Practices; Responsibility for Linking Undergraduate Learning; References; 6 Developing Learning in Faculty: Seeking Expert Assistance From Colleagues 327 $aFaculty Learning From Faculty-Interprofessional TopicsProviding Feedback; Delivering Bad News-Crisis Communication; Having Difficult Dialogues in the Classroom; Understanding How Students Learn and Work Together; Assessing Student Learning; Preparing Presentations: Visual Displays; Student Support: Offices, Centers, and Programs; Disability Student Services; Student Success Center; Writing Center; Center for Teaching and Learning; Conclusion; References; 7 Blended Learning as Transformational Institutional Learning; Strategic Approaches to Blended Learning; The Role of Technology 327 $aThe Role of FacultyThe Role of Institutions; Blended Learning at Northern Arizona University; Blended Learning as a Strategy; References; 8 Constructing an Overarching Framework for Learning-Connecting the Dots; Key Issues in Organizational Learning; Breaking Tradition/Paradox of Organizational Culture; Moving Away From Quick Fixes and Easy Answers; Feedback and Reflection; Learning Infrastructure; The Importance of Intentionality; References; 9 Finding and Fostering Learning: What College and University Leaders Need to Know and What They Can Do 327 $aLearning From the Perspective of College Leadership 330 $aMost research on learning tends to occur in silos based on stakeholder perspective. This volume seeks to break down these silos and draw together scholars who research learning from different perspectives to highlight commonalities in learning for students, faculty, and institutions. When we understand how learning is experienced across the institution, we can develop strategies that help support, enhance, and reinforce learning for all. Exploring what it means to bridge learning across the institution, this volume provides a roadmap to improve learning for all. Both scholarly and pra 410 0$aNew directions for higher education ;$vNumber 165, Spring 2014. 606 $aTelecommunication$xSocial aspects 606 $aCollege teachers$xTraining of 608 $aElectronic books. 615 0$aTelecommunication$xSocial aspects. 615 0$aCollege teachers$xTraining of. 676 $a303.4833 702 $aBarefoot$b Betsy O. 702 $aKinzie$b Jillian L. 702 $aEddy$b Pamela L. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453425603321 996 $aConnecting learning across the institution$92199948 997 $aUNINA