* What should students be able to do and how should they be able to
think as a result of study in a discipline?* What does learning in
the disciplines look like at different developmental levels?* How
does one go about designing such learning and assessment in the
disciplines?* What institutional structures and processes can
assist faculty to engage and teach their disciplines as frameworks
for student learning?Creating ways to make a discipline come alive
for those who are not experts even for students who may not take
more than one or two courses in the disciplines they study requires
rigorous thought about what really matters in a field and how to
engage students in the practice of it.Faculty from Alverno College
representing a range of liberal arts disciplines chemistry,
economics, history, literature, mathematics and philosophy here
reflect on what it has meant for them to approach their disciplines
as frameworks for student learning. They present the intellectual
biographies of their explorations, the insights they have gained
and examples of the practices they have adopted.The authors all
demonstrate how the ways of thinking they have identified as
significant for their students in their respective disciplines have
affected the way they design learning experiences and assessments.
They show how they have shaped their teaching around the ways of
thinking they want their students to develop within and across
their disciplines; and what that means in terms of designing
assessments that require students to demonstrate their thinking and
understanding through application and use. This book will appeal to
faculty interested in going beyond mere techniques to a more
substantive analysis of how their view of their respective
disciplines might change when seen through the lens of student
learning. It will also serve the needs of graduate students;
trainers of Tas; and anyone engaged in faculty development or
interested in the scholarship of teaching."
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