University teaching and learning take place within ever more
specialized disciplinary settings, each characterized by its unique
traditions, concepts, practices and procedures. It is now widely
recognized that support for teaching and learning needs to take
this discipline-specificity into account. However, in a world
characterized by rapid change, complexity and uncertainty, problems
do not present themselves as distinct subjects but increasingly
within trans-disciplinary contexts calling for graduate outcomes
that go beyond specialized knowledge and skills. This
ground-breaking book highlights the important interplay between
context-specific and context-transcendent aspects of teaching,
learning and assessment. It explores critical questions, such
as:
What are the ways of thinking and practicing characteristic of
particular disciplines? How can students be supported in becoming
participants of particular disciplinary discourse communities?
Can the diversity in teaching, learning and assessment practices
that we observe across departments be attributed exclusively to
disciplinary structure?
To what extent do the disciplines prepare students for the
complexities and uncertainties that characterize their later
professional, civic and personal lives?
Written for university teachers, educational developers as well as
new and experienced researchers of Higher Education, this
highly-anticipated first edition offers innovative perspectives
from leading Canadian, US and UK scholars on how academic learning
within particular disciplines can help students acquire the skills,
abilities and dispositions they need to succeed academically and
also post graduation.
Carolin Kreber is Professor of Teaching and Learning in Higher
Education and the Director of the Centre for Teaching, Learning and
Assessment at the University of Edinburgh
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