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Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook
| Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook |
| Autore | Cook-Sather Alison <1964-> |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (303 p.) |
| Disciplina | 378.1/25 |
| Collana | The Jossey-Bass Higher and Adult Education Series |
| Soggetto topico |
College teaching
Teacher-student relationships Learning, Psychology of |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-83606-5
1-118-83626-X |
| Classificazione | EDU015000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Engaging Students as Partners in Learning and Teaching; Contents; Preface; Alison's Story; Cathy's Story; Peter's Story; Our Intended Audience and Approach; Structure of the Book; A Note on Terminology; Acknowledgments; About the Authors; 1 What Are Student-Faculty Partnerships?: Our Guiding Principles and Definition; Guiding Principles for Student-Faculty Partnerships; Respect; Reciprocity; Responsibility; So What Exactly Do We Mean by Partnership?; How Radical Is the Notion of Student-Faculty Partnership?; One Vision of the Possible; Conclusion
2 Preliminary Questions about Student-Faculty PartnershipsConclusion; 3 Partnerships with Students: Examples from Individual Faculty; 1. Designing a Course or Elements of a Course; Case Study 1: Student-Faculty Course Design; Review of Designing a Course or Elements of a Course with Students; 2. Partnerships Responding to the Student Experience during a Course; Case Study 2: Midcourse Feedback as a Part of Sustained Dialogue and Collaboration with Students; Review of Responding to the Student Experience during a Course; 3. Assessing Student Work Case Study 3: Using Computer Software to Support Students to Peer Review Each Other's Work in Large Undergraduate ClassesReview of Assessing Student Work; Conclusion; 4 Program-Level Approaches to Student-Faculty Partnerships; 1. Programs Supporting Course Design and Redesign; Case Study 1: Course-Design Teams at Elon University; 2. Programs Supporting Explorations of Classroom Practice While a Course Is Being Taught; Case Study 2: The Students as Learners and Teachers (SaLT) Program at Bryn Mawr College; 3. Programs Supporting Research on Learning and Teaching Case Study 3: The "Students as Change Agents" Program at the University of ExeterBenefits and Drawbacks of Moving from Individual to Programmatic Approaches; Moving Further from Pedagogical Solitude toward Teaching as Community Property; Securing Institutional and Financial Support; Shifting Institutional Culture; Potential Loss of Freedom and Spontaneity; Potential for Ossification; Potential for Imposition; Recommendations for Those in Faculty Development Roles; Serve as Intermediaries; Build on Existing Commitments among Faculty Promote and Practice Cocreative Approaches in Academic Development ForumsAct as a Bridge between Different Parts of the University and Influence Policy; Conclusion; 5 Outcomes of Student-Faculty Partnerships: Support from Research Literature and Outcomes for Faculty and Students; Partnership as a Means to Reach Our Goals in Higher Education; A Note About Research Methodology; What Are the Outcomes of Partnership?; Outcome 1: Engagement-Enhancing Motivation and Learning; Engagement Outcomes for Students; Engagement Outcomes for Faculty Outcome 2: Awareness-Developing Metacognitive Awareness and a Stronger Sense of Identity |
| Record Nr. | UNINA-9910464930803321 |
Cook-Sather Alison <1964->
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook
| Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook |
| Autore | Cook-Sather Alison <1964-> |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (303 p.) |
| Disciplina | 378.1/25 |
| Collana | The Jossey-Bass Higher and Adult Education Series |
| Soggetto topico |
College teaching
Teacher-student relationships Learning, Psychology of |
| ISBN |
1-118-83606-5
1-118-83626-X |
| Classificazione | EDU015000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Engaging Students as Partners in Learning and Teaching; Contents; Preface; Alison's Story; Cathy's Story; Peter's Story; Our Intended Audience and Approach; Structure of the Book; A Note on Terminology; Acknowledgments; About the Authors; 1 What Are Student-Faculty Partnerships?: Our Guiding Principles and Definition; Guiding Principles for Student-Faculty Partnerships; Respect; Reciprocity; Responsibility; So What Exactly Do We Mean by Partnership?; How Radical Is the Notion of Student-Faculty Partnership?; One Vision of the Possible; Conclusion
2 Preliminary Questions about Student-Faculty PartnershipsConclusion; 3 Partnerships with Students: Examples from Individual Faculty; 1. Designing a Course or Elements of a Course; Case Study 1: Student-Faculty Course Design; Review of Designing a Course or Elements of a Course with Students; 2. Partnerships Responding to the Student Experience during a Course; Case Study 2: Midcourse Feedback as a Part of Sustained Dialogue and Collaboration with Students; Review of Responding to the Student Experience during a Course; 3. Assessing Student Work Case Study 3: Using Computer Software to Support Students to Peer Review Each Other's Work in Large Undergraduate ClassesReview of Assessing Student Work; Conclusion; 4 Program-Level Approaches to Student-Faculty Partnerships; 1. Programs Supporting Course Design and Redesign; Case Study 1: Course-Design Teams at Elon University; 2. Programs Supporting Explorations of Classroom Practice While a Course Is Being Taught; Case Study 2: The Students as Learners and Teachers (SaLT) Program at Bryn Mawr College; 3. Programs Supporting Research on Learning and Teaching Case Study 3: The "Students as Change Agents" Program at the University of ExeterBenefits and Drawbacks of Moving from Individual to Programmatic Approaches; Moving Further from Pedagogical Solitude toward Teaching as Community Property; Securing Institutional and Financial Support; Shifting Institutional Culture; Potential Loss of Freedom and Spontaneity; Potential for Ossification; Potential for Imposition; Recommendations for Those in Faculty Development Roles; Serve as Intermediaries; Build on Existing Commitments among Faculty Promote and Practice Cocreative Approaches in Academic Development ForumsAct as a Bridge between Different Parts of the University and Influence Policy; Conclusion; 5 Outcomes of Student-Faculty Partnerships: Support from Research Literature and Outcomes for Faculty and Students; Partnership as a Means to Reach Our Goals in Higher Education; A Note About Research Methodology; What Are the Outcomes of Partnership?; Outcome 1: Engagement-Enhancing Motivation and Learning; Engagement Outcomes for Students; Engagement Outcomes for Faculty Outcome 2: Awareness-Developing Metacognitive Awareness and a Stronger Sense of Identity |
| Record Nr. | UNINA-9910789008903321 |
|
Cook-Sather Alison <1964->
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook
| Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook |
| Autore | Cook-Sather Alison <1964-> |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (303 p.) |
| Disciplina | 378.1/25 |
| Collana | The Jossey-Bass Higher and Adult Education Series |
| Soggetto topico |
College teaching
Teacher-student relationships Learning, Psychology of |
| ISBN |
1-118-83606-5
1-118-83626-X |
| Classificazione | EDU015000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Engaging Students as Partners in Learning and Teaching; Contents; Preface; Alison's Story; Cathy's Story; Peter's Story; Our Intended Audience and Approach; Structure of the Book; A Note on Terminology; Acknowledgments; About the Authors; 1 What Are Student-Faculty Partnerships?: Our Guiding Principles and Definition; Guiding Principles for Student-Faculty Partnerships; Respect; Reciprocity; Responsibility; So What Exactly Do We Mean by Partnership?; How Radical Is the Notion of Student-Faculty Partnership?; One Vision of the Possible; Conclusion
2 Preliminary Questions about Student-Faculty PartnershipsConclusion; 3 Partnerships with Students: Examples from Individual Faculty; 1. Designing a Course or Elements of a Course; Case Study 1: Student-Faculty Course Design; Review of Designing a Course or Elements of a Course with Students; 2. Partnerships Responding to the Student Experience during a Course; Case Study 2: Midcourse Feedback as a Part of Sustained Dialogue and Collaboration with Students; Review of Responding to the Student Experience during a Course; 3. Assessing Student Work Case Study 3: Using Computer Software to Support Students to Peer Review Each Other's Work in Large Undergraduate ClassesReview of Assessing Student Work; Conclusion; 4 Program-Level Approaches to Student-Faculty Partnerships; 1. Programs Supporting Course Design and Redesign; Case Study 1: Course-Design Teams at Elon University; 2. Programs Supporting Explorations of Classroom Practice While a Course Is Being Taught; Case Study 2: The Students as Learners and Teachers (SaLT) Program at Bryn Mawr College; 3. Programs Supporting Research on Learning and Teaching Case Study 3: The "Students as Change Agents" Program at the University of ExeterBenefits and Drawbacks of Moving from Individual to Programmatic Approaches; Moving Further from Pedagogical Solitude toward Teaching as Community Property; Securing Institutional and Financial Support; Shifting Institutional Culture; Potential Loss of Freedom and Spontaneity; Potential for Ossification; Potential for Imposition; Recommendations for Those in Faculty Development Roles; Serve as Intermediaries; Build on Existing Commitments among Faculty Promote and Practice Cocreative Approaches in Academic Development ForumsAct as a Bridge between Different Parts of the University and Influence Policy; Conclusion; 5 Outcomes of Student-Faculty Partnerships: Support from Research Literature and Outcomes for Faculty and Students; Partnership as a Means to Reach Our Goals in Higher Education; A Note About Research Methodology; What Are the Outcomes of Partnership?; Outcome 1: Engagement-Enhancing Motivation and Learning; Engagement Outcomes for Students; Engagement Outcomes for Faculty Outcome 2: Awareness-Developing Metacognitive Awareness and a Stronger Sense of Identity |
| Record Nr. | UNINA-9910808036703321 |
|
Cook-Sather Alison <1964->
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Enhancing minority student retention and academic performance [[electronic resource] ] : what we can learn from program evaluations / / Jacqueline Fleming
| Enhancing minority student retention and academic performance [[electronic resource] ] : what we can learn from program evaluations / / Jacqueline Fleming |
| Autore | Fleming Jacqueline <1947-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (402 p.) |
| Disciplina | 378.1/6913 |
| Collana | The Jossey-Bass Higher and Adult Education Series |
| Soggetto topico |
College dropouts - Prevention
Minorities - Education (Higher) - United States Educational evaluation - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-21869-8
1-280-67390-7 9786613650832 1-118-21867-1 |
| Classificazione | EDU015000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Setting the stage : as they enter higher education -- pt. 2. Programs in math, science, and engineering -- pt. 3. Programs at minority-serving universities -- pt. 4. Conclusion. |
| Record Nr. | UNINA-9910462275503321 |
|
Fleming Jacqueline <1947->
|
||
| San Francisco, : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Enhancing minority student retention and academic performance [[electronic resource] ] : what we can learn from program evaluations / / Jacqueline Fleming
| Enhancing minority student retention and academic performance [[electronic resource] ] : what we can learn from program evaluations / / Jacqueline Fleming |
| Autore | Fleming Jacqueline <1947-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (402 p.) |
| Disciplina | 378.1/6913 |
| Collana | The Jossey-Bass Higher and Adult Education Series |
| Soggetto topico |
College dropouts - Prevention
Minorities - Education (Higher) - United States Educational evaluation - United States |
| ISBN |
1-118-21869-8
1-280-67390-7 9786613650832 1-118-21867-1 |
| Classificazione | EDU015000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Setting the stage : as they enter higher education -- pt. 2. Programs in math, science, and engineering -- pt. 3. Programs at minority-serving universities -- pt. 4. Conclusion. |
| Record Nr. | UNINA-9910790171903321 |
|
Fleming Jacqueline <1947->
|
||
| San Francisco, : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Enhancing minority student retention and academic performance : what we can learn from program evaluations / / Jacqueline Fleming
| Enhancing minority student retention and academic performance : what we can learn from program evaluations / / Jacqueline Fleming |
| Autore | Fleming Jacqueline <1947-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (402 p.) |
| Disciplina | 378.1/6913 |
| Collana | The Jossey-Bass Higher and Adult Education Series |
| Soggetto topico |
College dropouts - Prevention
Minorities - Education (Higher) - United States Educational evaluation - United States |
| ISBN |
1-118-21869-8
1-280-67390-7 9786613650832 1-118-21867-1 |
| Classificazione | EDU015000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Setting the stage : as they enter higher education -- pt. 2. Programs in math, science, and engineering -- pt. 3. Programs at minority-serving universities -- pt. 4. Conclusion. |
| Record Nr. | UNINA-9910811057203321 |
|
Fleming Jacqueline <1947->
|
||
| San Francisco, : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
First-generation college students [[electronic resource] ] : understanding and improving the experience from recruitment to commencement / / Lee Ward, Michael J. Siegel, Zebulun Davenport ; foreword by John N. Gardner
| First-generation college students [[electronic resource] ] : understanding and improving the experience from recruitment to commencement / / Lee Ward, Michael J. Siegel, Zebulun Davenport ; foreword by John N. Gardner |
| Autore | Ward Lee, Dr. |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 378.1/982694 |
| Altri autori (Persone) |
SiegelMichael J
DavenportZebulun |
| Collana | Jossey-Bass higher and adult education series |
| Soggetto topico |
First-generation college students - United States
People with social disabilities - Education (Higher) - United States College student orientation - United States |
| ISBN |
1-118-23395-6
1-280-69928-0 9786613676269 1-118-22027-7 |
| Classificazione | EDU015000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Foreword (John N. Gardner)PrefaceAcknowledgmentsAbout the Authors1. Who Are First-Generation Students?2. Transition into College3. Transition Through College4. Class, Culture, Race, and Ethnicity5. Transforming How We Work with First-Generation Students6. A Holistic Approach to Student SuccessReferencesIndex. |
| Record Nr. | UNINA-9910790377403321 |
|
Ward Lee, Dr.
|
||
| San Francisco, : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
First-generation college students : understanding and improving the experience from recruitment to commencement / / Lee Ward, Michael J. Siegel, Zebulun Davenport ; foreword by John N. Gardner
| First-generation college students : understanding and improving the experience from recruitment to commencement / / Lee Ward, Michael J. Siegel, Zebulun Davenport ; foreword by John N. Gardner |
| Autore | Ward Lee, Dr. |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 378.1/982694 |
| Altri autori (Persone) |
SiegelMichael J
DavenportZebulun |
| Collana | Jossey-Bass higher and adult education series |
| Soggetto topico |
First-generation college students - United States
People with social disabilities - Education (Higher) - United States College student orientation - United States |
| ISBN |
1-118-23395-6
1-280-69928-0 9786613676269 1-118-22027-7 |
| Classificazione | EDU015000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Foreword (John N. Gardner)PrefaceAcknowledgmentsAbout the Authors1. Who Are First-Generation Students?2. Transition into College3. Transition Through College4. Class, Culture, Race, and Ethnicity5. Transforming How We Work with First-Generation Students6. A Holistic Approach to Student SuccessReferencesIndex. |
| Record Nr. | UNINA-9910808004803321 |
|
Ward Lee, Dr.
|
||
| San Francisco, : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Gap year : how delaying college changes people in ways the world needs / / Joseph O'Shea
| Gap year : how delaying college changes people in ways the world needs / / Joseph O'Shea |
| Autore | O'Shea Joseph <1986-> |
| Pubbl/distr/stampa | Baltimore : , : Johns Hopkins University Press, , 2013 |
| Descrizione fisica | 1 online resource (198 p.) |
| Disciplina | 378.1/98 |
| Soggetto topico |
Experiential learning
Gap years High school graduates Non-formal education |
| ISBN | 1-4214-1037-0 |
| Classificazione | EDU015000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ""Cover""; ""Contents""; ""Preface""; ""Introduction""; ""PART I: EXPERIENCING THE GAP YEAR""; ""1 Reasons for Taking a Year""; ""2 Changes in Themselves""; ""3 Changes in Relationships""; ""4 Changes in Religious and Civic Perceptions""; ""5 Changes in Ways of Thinking and Future Plans""; ""PART II: UNDERSTANDING THE GAP YEAR""; ""6 Theorizing the Gap Year""; ""7 Developing Citizens""; ""8 Designing Gap Year Programs""; ""References""; Index. |
| Record Nr. | UNINA-9910790771903321 |
|
O'Shea Joseph <1986->
|
||
| Baltimore : , : Johns Hopkins University Press, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Gap year : how delaying college changes people in ways the world needs / / Joseph O'Shea
| Gap year : how delaying college changes people in ways the world needs / / Joseph O'Shea |
| Autore | O'Shea Joseph <1986-> |
| Pubbl/distr/stampa | Baltimore : , : Johns Hopkins University Press, , 2013 |
| Descrizione fisica | 1 online resource (198 p.) |
| Disciplina | 378.1/98 |
| Soggetto topico |
Experiential learning
Gap years High school graduates Non-formal education |
| ISBN | 1-4214-1037-0 |
| Classificazione | EDU015000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ""Cover""; ""Contents""; ""Preface""; ""Introduction""; ""PART I: EXPERIENCING THE GAP YEAR""; ""1 Reasons for Taking a Year""; ""2 Changes in Themselves""; ""3 Changes in Relationships""; ""4 Changes in Religious and Civic Perceptions""; ""5 Changes in Ways of Thinking and Future Plans""; ""PART II: UNDERSTANDING THE GAP YEAR""; ""6 Theorizing the Gap Year""; ""7 Developing Citizens""; ""8 Designing Gap Year Programs""; ""References""; Index. |
| Record Nr. | UNINA-9910810696903321 |
|
O'Shea Joseph <1986->
|
||
| Baltimore : , : Johns Hopkins University Press, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
