Info
Building a pathway for student learning : a how-to guide to course design / / Steven K. Jones, Robert K. Noyd, and Kenneth S. Sagendorf ; foreword by Peter Felten
| Building a pathway for student learning : a how-to guide to course design / / Steven K. Jones, Robert K. Noyd, and Kenneth S. Sagendorf ; foreword by Peter Felten |
| Autore | Jones Steven Kent |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Sterling, Virginia : , : Stylus, , 2014 |
| Descrizione fisica | 1 online resource (154 pages) : illustrations |
| Disciplina | 378.1990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Education, Higher - Aims and objectives - United States Student-centered learning College teaching - United States |
| ISBN | 1-57922-893-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910794615803321 |
Jones Steven Kent
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| Sterling, Virginia : , : Stylus, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Building a pathway for student learning : a how-to guide to course design / / Steven K. Jones, Robert K. Noyd, and Kenneth S. Sagendorf ; foreword by Peter Felten
| Building a pathway for student learning : a how-to guide to course design / / Steven K. Jones, Robert K. Noyd, and Kenneth S. Sagendorf ; foreword by Peter Felten |
| Autore | Jones Steven Kent |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Sterling, Virginia : , : Stylus, , 2014 |
| Descrizione fisica | 1 online resource (154 pages) : illustrations |
| Disciplina | 378.1990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Education, Higher - Aims and objectives - United States Student-centered learning College teaching - United States |
| ISBN | 1-57922-893-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910825096403321 |
|
Jones Steven Kent
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||
| Sterling, Virginia : , : Stylus, , 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 |
| 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 | ||
| ||
Intersectionality in action : a guide for faculty and campus leaders for creating inclusive classrooms / / edited by Brooke Barnett and Peter Felten ; foreword by Eboo Patel
| Intersectionality in action : a guide for faculty and campus leaders for creating inclusive classrooms / / edited by Brooke Barnett and Peter Felten ; foreword by Eboo Patel |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Sterling, Virginia : , : Stylus Publishing, LLC, , 2016 |
| Descrizione fisica | 1 online resource (180 pages) : illustrations |
| Disciplina | 371.9/046 |
| Soggetto topico |
Inclusive education - United States
Education, Higher - United States Educational leadership - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-62036-321-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910467124803321 |
| Sterling, Virginia : , : Stylus Publishing, LLC, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Intersectionality in action : a guide for faculty and campus leaders for creating inclusive classrooms / / edited by Brooke Barnett and Peter Felten ; foreword by Eboo Patel
| Intersectionality in action : a guide for faculty and campus leaders for creating inclusive classrooms / / edited by Brooke Barnett and Peter Felten ; foreword by Eboo Patel |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Sterling, Virginia : , : Stylus Publishing, LLC, , 2016 |
| Descrizione fisica | 1 online resource (180 pages) : illustrations |
| Disciplina | 371.9/046 |
| Soggetto topico |
Inclusive education - United States
Education, Higher - United States Educational leadership - United States |
| ISBN |
1-00-344539-X
1-000-97601-7 1-003-44539-X 1-62036-321-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910794606803321 |
| Sterling, Virginia : , : Stylus Publishing, LLC, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Intersectionality in action : a guide for faculty and campus leaders for creating inclusive classrooms / / edited by Brooke Barnett and Peter Felten ; foreword by Eboo Patel
| Intersectionality in action : a guide for faculty and campus leaders for creating inclusive classrooms / / edited by Brooke Barnett and Peter Felten ; foreword by Eboo Patel |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Sterling, Virginia : , : Stylus Publishing, LLC, , 2016 |
| Descrizione fisica | 1 online resource (180 pages) : illustrations |
| Disciplina | 371.9/046 |
| Soggetto topico |
Inclusive education - United States
Education, Higher - United States Educational leadership - United States |
| ISBN |
1-00-344539-X
1-000-97601-7 1-003-44539-X 1-62036-321-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910819461603321 |
| Sterling, Virginia : , : Stylus Publishing, LLC, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Living-learning communities that work : a research-based model for design, delivery, and assessment / / Karen Kurotsuchi Inkelas [and three others] ; foreword by Jillian Kinzie ; afterword by Jon Dooley and Peter Felten
| Living-learning communities that work : a research-based model for design, delivery, and assessment / / Karen Kurotsuchi Inkelas [and three others] ; foreword by Jillian Kinzie ; afterword by Jon Dooley and Peter Felten |
| Autore | Inkelas Karen Kurotsuchi |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Sterling, Virginia : , : Stylus, , [2018] |
| Descrizione fisica | 1 online resource (194 pages) |
| Disciplina | 378.73 |
| Soggetto topico |
Education, Higher - Aims and objectives - United States
Education, Higher - United States - Evaluation Interdisciplinary approach in education - United States Electronic books |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-62036-602-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- LIVING-LEARNING COMMUNITIES THAT WORK -- COPYRIGHT © 2018 BY STYLUS -- CONTENTS -- FOREWORD -- ACKNOWLEDGMENTS -- 1: INTRODUCTION TO LIVING -LEARNING COMMUNITIES -- 2: BEST PRACTICES MODEL FOR LIVING-LEARNING COMMUNITIES -- 3: BUILDING THE INFRASTRUCTURE FOR LIVING-LEARNING COMMUNITIES THAT WORK -- 4: ACADEMIC ENVIRONMENT -- 5: COCURRICULAR ENVIRONMENT -- 6: THE PINNACLE AND MORTAR OF THE PYRAMID -- 7: LOGISTICS AND COSTS OF LIVING-LEARNING COMMUNITIES -- 8: SUSTAINABILITY AND CONCLUDING THOUGHTS -- AFTERWORD -- APPENDIX -- REFERENCES -- ABOUT THE AUTHORS -- INDEX -- ACUHO-I. |
| Record Nr. | UNINA-9910494725803321 |
|
Inkelas Karen Kurotsuchi
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| Sterling, Virginia : , : Stylus, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Looking and learning : visual literacy across the disciplines / / Deandra Little, Peter Felten, Chad Berry, editors
| Looking and learning : visual literacy across the disciplines / / Deandra Little, Peter Felten, Chad Berry, editors |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (107 p.) |
| Disciplina | 370.155 |
| Collana | New Directions for Teaching and Learning |
| Soggetto topico |
Visual literacy
Visual learning |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-119-06342-6
1-119-06339-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Looking and Learning: Visual Literacy across the Disciplines; CONTENTS; FROM THE SERIES EDITOR; EDITORS' NOTES; References; 1 Teaching Visual Literacy in the Astronomy Classroom; Visual Literacy in Higher Education; Astronomy and Visual Literacy; Types of Visuals in Astronomy; Reading Visuals in Astronomy; Learning to Read Images; Learning to Read Diagrams; Learning to Read Plots; Writing Visuals in Astronomy; Learning to Write Images; Learning to Write Diagrams; Learning to Write Plots; Synthesizing Visuals into Presentations
Conclusion: Visual Literacy as a Component of Information Literacy References; 2 Learning to See the Infinite: Teaching Visual Literacy in a First-Year Seminar Course; Overview; Timeline of Visual Literacy Activities; Week A; Week B; Week C; Week D; Week E; Week F; Week G; Week H; Week I; Week J; Summary; References; 3 Sociology through Photography; Overview; Photography and Self-Expression; Self-Portraits; Other-Self Portraits; Photography and Sociological Inquiry; Sociological Analysis of Family Photographs; Using the Camera as a Research Tool; References 4 Seeing Is the Hardest Thing to See: Using Illusions to Teach Visual Perception Count the Black Dots; This Is Not a Checkerboard; Tabletops; Concluding Thoughts; Reference; 5 How to Navigate an "Upside-Down" World: Using Images in the History Classroom; Meaning Making and Images in the History Classroom; Images and Pedagogy: Deep Attention; Images and Universal Design: Bringing Everyone In; Conclusion; Note; References; 6 Teaching Film and Filmmaking in a Second Language; Objectives; Course Design, Assignments, and Scaffolding; Sample Course Module Design: Framing and Composition Tools and Technical Notes Assessment/Results; References; 7 Learning-to and from-the Visual Critique Process; Introduction; Origins of Critique; Pedagogy; Three Types of Critique; Critiquing Professional Work; Critiquing Peers; Self-Critiques; Challenges and Best Practices; Practical Issues; Cognitive Issues; Interpersonal Issues; Conclusion; References; 8 Teaching Visual Literacy across the Curriculum: Suggestions and Strategies; Consider Carefully How Visual Analysis or Creation Helps Students Meet Your Learning Goals and Objectives Plan Assignments or Classroom Activities That Align with Your Goals or Outcomes Consider the Ways in Which Experts and Novices "See" Differently; Scaffold Assignments to Help Students Develop Visual and Disciplinary Expertise; Model Professional Integrity for Image Use, and Help Students Understand Current Ethical and Legal Practices; Make Visual Literacy a Long-Term Part of Your Teaching Practice, and Work Steadily over Time to Develop the Skills and Resources You Need to Help You Teach and Your Students Learn; Consider Ways to Share What You and Your Students Learn with Others; Note References |
| Record Nr. | UNINA-9910460223403321 |
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
