LEADER 03492nam 2200673 450 001 9910823487403321 005 20231206210651.0 010 $a1-00-344576-4 010 $a1-000-97610-6 010 $a1-003-44576-4 010 $a1-57922-878-X 010 $a1-57922-879-8 035 $a(CKB)2670000000316915 035 $a(EBL)1108396 035 $a(OCoLC)823718967 035 $a(SSID)ssj0000804056 035 $a(PQKBManifestationID)12332152 035 $a(PQKBTitleCode)TC0000804056 035 $a(PQKBWorkID)10812579 035 $a(PQKB)11405505 035 $a(Au-PeEL)EBL4438562 035 $a(CaPaEBR)ebr11170604 035 $a(OCoLC)786161658 035 $a(MiAaPQ)EBC4438562 035 $a(EXLCZ)992670000000316915 100 $a20160413h20132013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLinked courses for general education and integrative learning $ea guide for faculty and administrators /$fedited By Margot Soven [and three others] ; foreword by Betsy Barefoot 210 1$aSterling, Virginia :$cStylus,$d2013. 210 4$dİ2013 215 $a1 online resource (454 p.) 300 $aDescription based upon print version of record. 311 $a1-57922-485-7 320 $aIncludes bibliographical references and index. 327 $aCover Page; Title Page; Copyright Page; Dedication; CONTENTS; FOREWORD; INTRODUCTION; PART ONE: LINKED COURSE PEDAGOGIES; 1. PAIRING COURSES TO BENEFIT STUDENT LEARNING; 2. LINKED CONTENT COURSES; 3. DOUBLE ENTRY; 4. MULTIPLE MAJORS, ONE WRITING CLASS; PART TWO: LINKED COURSE PROGRAMS; 5. THE SCIENCE OF FIRST-YEAR LEARNING COMMUNITIES; 6. IMPLEMENTING A LINKED COURSE REQUIREMENT IN THE CORE CURRICULUM; 7. ACADEMIC PARTNERSHIPS WITH RESIDENTIAL LEARNING COMMUNITIES; 8. LEARNING COMMUNITIES IN THE NEW UNIVERSITY; PART THREE: ASSESSING LINKED COURSES 327 $a9. THE NUTS AND BOLTS OF EVALUATING LINKED COURSES10. USING PROGRAM ASSESSMENTS AND FACULTY DEVELOPMENT TO DEEPEN STUDENT LEARNING; 11. LINKED COURSE ASSESSMENT; 12. CONSTANT RECONNAISSANCE; EDITORS AND CONTRIBUTORS; INDEX 330 $aResearch indicates that of the pedagogies recognized as "high impact", learning communities - one approach to which, the linked course, is the subject of this book - lead to an increased level of student engagement in the freshman year that persists through the senior year, and improve retention. This book focuses on the learning community model that is the most flexible to implement in terms of scheduling, teacher collaboration, and design: the linked course. The faculty may teach independently or together, coordinating syllabi and assignments so that the classes complement each other, and of 606 $aInterdisciplinary approach in education$zUnited States 606 $aProfessional learning communities$zUnited States 606 $aGeneral education$zUnited States 606 $aEducation, Higher$zUnited States 615 0$aInterdisciplinary approach in education 615 0$aProfessional learning communities 615 0$aGeneral education 615 0$aEducation, Higher 676 $a371.3 702 $aSoven$b Margot 702 $aBarefoot$b Betsy 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910823487403321 996 $aLinked courses for general education and integrative learning$93925233 997 $aUNINA