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Fixing college education [[electronic resource] ] : a new curriculum for the twenty-first century / / Charles Muscatine
| Fixing college education [[electronic resource] ] : a new curriculum for the twenty-first century / / Charles Muscatine |
| Autore | Muscatine Charles |
| Pubbl/distr/stampa | Charlottesville, : University of Virginia Press, 2009 |
| Descrizione fisica | 1 online resource (176 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Universities and colleges - Curricula - United States
Educational change - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-49025-X
9786613585486 0-8139-2832-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What's wrong with college -- An environment for learning -- Faculty responsibility to students -- A curriculum design for the future -- Toward a new curriculum: colleges with innovative features -- The new curriculum: some innovative colleges -- Research, scholarship, teaching, and the education of Professors -- Final problems -- Appendix: Evergreen State College sample course descriptions. |
| Record Nr. | UNINA-9910457794503321 |
Muscatine Charles
|
||
| Charlottesville, : University of Virginia Press, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Fixing college education [[electronic resource] ] : a new curriculum for the twenty-first century / / Charles Muscatine
| Fixing college education [[electronic resource] ] : a new curriculum for the twenty-first century / / Charles Muscatine |
| Autore | Muscatine Charles |
| Pubbl/distr/stampa | Charlottesville, : University of Virginia Press, 2009 |
| Descrizione fisica | 1 online resource (176 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Universities and colleges - Curricula - United States
Educational change - United States |
| ISBN |
1-280-49025-X
9786613585486 0-8139-2832-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What's wrong with college -- An environment for learning -- Faculty responsibility to students -- A curriculum design for the future -- Toward a new curriculum: colleges with innovative features -- The new curriculum: some innovative colleges -- Research, scholarship, teaching, and the education of Professors -- Final problems -- Appendix: Evergreen State College sample course descriptions. |
| Record Nr. | UNINA-9910781645303321 |
|
Muscatine Charles
|
||
| Charlottesville, : University of Virginia Press, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Fixing college education : a new curriculum for the twenty-first century / / Charles Muscatine
| Fixing college education : a new curriculum for the twenty-first century / / Charles Muscatine |
| Autore | Muscatine Charles |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Charlottesville, : University of Virginia Press, 2009 |
| Descrizione fisica | 1 online resource (176 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Universities and colleges - Curricula - United States
Educational change - United States |
| ISBN |
1-280-49025-X
9786613585486 0-8139-2832-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What's wrong with college -- An environment for learning -- Faculty responsibility to students -- A curriculum design for the future -- Toward a new curriculum: colleges with innovative features -- The new curriculum: some innovative colleges -- Research, scholarship, teaching, and the education of Professors -- Final problems -- Appendix: Evergreen State College sample course descriptions. |
| Record Nr. | UNINA-9910806177203321 |
|
Muscatine Charles
|
||
| Charlottesville, : University of Virginia Press, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design
Courses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design Where Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons Which Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines Need for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910461506503321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| ISBN |
1-00-344520-9
1-000-97382-4 1-003-44520-9 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design
Courses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design Where Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons Which Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines Need for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910790018203321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| ISBN |
1-00-344520-9
1-000-97382-4 1-003-44520-9 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design
Courses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design Where Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons Which Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines Need for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910808826703321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Making Sense of the College Curriculum : Faculty Stories of Change, Conflict, and Accommodation / / Robert Zemsky, Ann J. Duffield, Gregory R Wegner
| Making Sense of the College Curriculum : Faculty Stories of Change, Conflict, and Accommodation / / Robert Zemsky, Ann J. Duffield, Gregory R Wegner |
| Autore | Zemsky Robert |
| Pubbl/distr/stampa | New Brunswick, NJ : , : Rutgers University Press, , [2018] |
| Descrizione fisica | 1 online resource |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Education, Higher - Aims and objectives - United States College teaching - United States |
| Soggetto non controllato |
curriculum
education faculty higher education policy public policy students undergraduate |
| ISBN |
0-8135-9504-5
0-8135-9506-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Contents -- Preface: An Exercise in Sensemaking -- References -- Index |
| Record Nr. | UNINA-9910796858403321 |
|
Zemsky Robert
|
||
| New Brunswick, NJ : , : Rutgers University Press, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Making Sense of the College Curriculum : Faculty Stories of Change, Conflict, and Accommodation / / Robert Zemsky, Ann J. Duffield, Gregory R Wegner
| Making Sense of the College Curriculum : Faculty Stories of Change, Conflict, and Accommodation / / Robert Zemsky, Ann J. Duffield, Gregory R Wegner |
| Autore | Zemsky Robert |
| Pubbl/distr/stampa | New Brunswick, NJ : , : Rutgers University Press, , [2018] |
| Descrizione fisica | 1 online resource |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Education, Higher - Aims and objectives - United States College teaching - United States |
| Soggetto non controllato |
curriculum
education faculty higher education policy public policy students undergraduate |
| ISBN |
0-8135-9504-5
0-8135-9506-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Contents -- Preface: An Exercise in Sensemaking -- References -- Index |
| Record Nr. | UNINA-9910811322403321 |
|
Zemsky Robert
|
||
| New Brunswick, NJ : , : Rutgers University Press, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Synergistic Classroom : Interdisciplinary Teaching in the Small College Setting / / Aaron Angello, Corey Campion
| The Synergistic Classroom : Interdisciplinary Teaching in the Small College Setting / / Aaron Angello, Corey Campion |
| Pubbl/distr/stampa | New Brunswick, NJ : , : Rutgers University Press, , [2020] |
| Descrizione fisica | 1 online resource (228 p.) : 1 table |
| Disciplina | 378.1/990973 |
| Altri autori (Persone) |
AngelloAaron
AustinAllan W Barcenas-MooradianMartha BoultonApril M CalebAmanda M CampionCorey ConradMaryann CoopermanHilary CrowPeter DehneChristine GoachAudra L HamiltonPatrick L HanlonTina L HeckDelia R KlimekJulia F MarchesiPatricia MeadSusan V MunsonJonathan MyersChristine D NordstromAlicia H OuWinston PradoPaola Quezada-GrantAutumn ReichPaul D SmithErika Cornelius SteinSharon E ThomasCarolyn L WhitedLana A |
| Soggetto topico |
Education, Higher - Curricula - United States
Interdisciplinary approach in education - United States Small colleges - United States |
| Soggetto non controllato | Corey Campion, associate professor, history, global studies, director, master, Arts, humanities program, Hood College, Frederick, Maryland, Aaron Angello, Sophie. M. Libman, Education, Teaching Methods, Materials, Humanities, Teacher, Student Mentoring, liberal arts, Learning, Students, interdisciplinary, Collaboration, Synergistic Classroom, small college faculty, 20th Century |
| ISBN | 1-9788-1842-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front matter -- Contents -- Introduction: -- Part I Teaching across the Disciplines -- 1 The Anxiety of Interdisciplinary Teaching -- 2 Challenging the Discipline: -- 3 More Than Just Another Core Class: -- 4 Breaking Boundaries: -- 5 Interdisciplinary Interactivity: -- 6 Honeybees and the Transdisciplinary Classroom: -- Part II Programming across the Disciplines -- 7 Learning, Leading, and Succeeding: -- 8 Why Can’t It Be Both?: -- 9 From Chemistry to History to Psychology: -- 10 Creating a “Space of Appearance” through the Rollins Foundations in the Liberal Arts Program -- 11 Flipping the Humanities Back into Mathematics -- 12 Arts in the Laboratory: -- Part III Exploring across the Disciplines -- 13 Science and Cultural Competence: -- 14 Authenticity and Empathy in Education: -- 15 Experiential Learning in the Rural, Small College Setting: -- 16 “Hold My Piña Colada”: -- Notes on Contributors -- Index |
| Record Nr. | UNINA-9910795619303321 |
| New Brunswick, NJ : , : Rutgers University Press, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Synergistic Classroom : Interdisciplinary Teaching in the Small College Setting / / Aaron Angello, Corey Campion
| The Synergistic Classroom : Interdisciplinary Teaching in the Small College Setting / / Aaron Angello, Corey Campion |
| Pubbl/distr/stampa | New Brunswick, NJ : , : Rutgers University Press, , [2020] |
| Descrizione fisica | 1 online resource (228 p.) : 1 table |
| Disciplina | 378.1/990973 |
| Altri autori (Persone) |
AngelloAaron
AustinAllan W Barcenas-MooradianMartha BoultonApril M CalebAmanda M CampionCorey ConradMaryann CoopermanHilary CrowPeter DehneChristine GoachAudra L HamiltonPatrick L HanlonTina L HeckDelia R KlimekJulia F MarchesiPatricia MeadSusan V MunsonJonathan MyersChristine D NordstromAlicia H OuWinston PradoPaola Quezada-GrantAutumn ReichPaul D SmithErika Cornelius SteinSharon E ThomasCarolyn L WhitedLana A |
| Soggetto topico |
Education, Higher - Curricula - United States
Interdisciplinary approach in education - United States Small colleges - United States |
| Soggetto non controllato | Corey Campion, associate professor, history, global studies, director, master, Arts, humanities program, Hood College, Frederick, Maryland, Aaron Angello, Sophie. M. Libman, Education, Teaching Methods, Materials, Humanities, Teacher, Student Mentoring, liberal arts, Learning, Students, interdisciplinary, Collaboration, Synergistic Classroom, small college faculty, 20th Century |
| ISBN | 1-9788-1842-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front matter -- Contents -- Introduction: -- Part I Teaching across the Disciplines -- 1 The Anxiety of Interdisciplinary Teaching -- 2 Challenging the Discipline: -- 3 More Than Just Another Core Class: -- 4 Breaking Boundaries: -- 5 Interdisciplinary Interactivity: -- 6 Honeybees and the Transdisciplinary Classroom: -- Part II Programming across the Disciplines -- 7 Learning, Leading, and Succeeding: -- 8 Why Can’t It Be Both?: -- 9 From Chemistry to History to Psychology: -- 10 Creating a “Space of Appearance” through the Rollins Foundations in the Liberal Arts Program -- 11 Flipping the Humanities Back into Mathematics -- 12 Arts in the Laboratory: -- Part III Exploring across the Disciplines -- 13 Science and Cultural Competence: -- 14 Authenticity and Empathy in Education: -- 15 Experiential Learning in the Rural, Small College Setting: -- 16 “Hold My Piña Colada”: -- Notes on Contributors -- Index |
| Record Nr. | UNINA-9910822566103321 |
| New Brunswick, NJ : , : Rutgers University Press, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||