How what we know about K-12 education can revolutionize learning in college. Honorable Mention in the Foreword INDIES Award for Education by FOREWORD Reviews, Winner of the 2021 Bronze IPPY Award for Education II Amid the wide-ranging public debate about the future of higher education is a tension about the role of the faculty as instructors versus researchers and the role of teaching in the mission of a university. What is absent from that discourse is any clear understanding of what constitutes good teaching in college. In Convergent Teaching, masterful professors of education Aaron M. Pallas and Anna Neumann make the case that American higher education must hold fast to its core mission of fostering learning and growth for all people. Arguing that colleges and universities do this best through their teaching function, the book portrays teaching as a professional practice that teachers should actively hone. Drawing on rich research on K-12 classroom teaching, the authors develop the novel idea of convergent teaching, an approach that attends simultaneously to what students are learning and the personal, social, and cultural contexts shaping this process. Convergent teaching, they write, spurs teachers to join students' cognitions with the students' emotions and identities as they learn. Offering new ways to think about how college teachers can support and advance their students' learning of core disciplinary ideas, Pallas and Neumann outline targeted actions that campus administrators, public policy makers, and foundation leaders can take to propel such efforts. Vivid examples of instructors enacting three key principles-targeting, surfacing, and navigating-help bring the idea of convergent teaching to life. Full of research-based, practical ideas for better teaching and learning, Convergent Teaching presents numerous instances of successful campus-based initiatives. It also sets a bold agenda for disciplinary organizations, philanthropies, and the federal government to support teaching improvement. This book will challenge higher education students while motivating college administrators and faculty to enact change on their campuses.

Research, teaching, service, and public outreach--all are aspects of being a tenured professor. But this list of responsibilities is missing a central component: actual scholarly learning--disciplinary knowledge that faculty teach, explore in research, and share with the academic community. How do professors pursue such learning when they must give their attention as well to administrative and other obligations?

"Professing to Learn" explores university professors' scholarly growth and learning in the years immediately following the award of tenure, a crucial period that has a lasting impact on the academic career. Some launch from this point to multiple accomplishments and accolades, while others falter, their academic pursuits stalled. What contributes to these different outcomes?

Drawing on interviews with seventy-eight professors in diverse disciplines and fields at five major American research universities, Anna Neumann describes how tenured faculty shape and disseminate their own disciplinary knowledge while attending committee meetings, grading exams, holding office hours, administering programs and departments, and negotiating with colleagues. By exploring the intellectual activities pursued by these faculty and their ongoing efforts to develop and define their academic interests, "Professing to Learn" directs the attention of higher education professionals and policy makers to the core aim of higher education: the creation of academic knowledge through research, teaching, and service.

Most organizational theorists use the athletic team as a metaphor for the effective work group - specific players motivated to give their best performance in pursuit of a common goal. Redesigning Collegiate Leadership offers a different model, focusing instead on the complex ways that members of a leadership team interact, wield power, use language, and create meaning. Estela Mara Bensimon and Anna Neumann describe the team as a culture and argue that effective team leadership depends on expecting, understanding, and appreciating the differences among individuals. Using interviews with members of administrative teams on fifteen campuses - including research universities, public colleges, private colleges, and community colleges - the authors examine teamwork as an essentially human activity. They consider how and why people on leadership teams think and act as they do, how they learn and communicate (or neglect to do so), and how they bring their deepest values, beliefs, and aspirations into play in the conduct of administrative work. Bensimon and Neumann offer a clear picture of how administrative leaders shape and maintain effective teams, and how the teams address diversity and conflict. Emphasizing the importance of inclusiveness, the authors also identify a number of hidden dynamics related to gender, race, and power inequity. Quotes from team participants make the book lively and accessible. Redesigning collegiate Leadership provides the basis - and the language - for understanding and discussing administrative leadership as a collective and collaborative process.

Bachelorarbeit aus dem Jahr 2012 im Fachbereich Medien / Kommunikation - Medien und Politik, Pol. Kommunikation, Note: 1,7, Technische Universitat Kaiserslautern, Sprache: Deutsch, Abstract: Die Welt dreht sich. Gesellschaft und Technik drehen sich mit ihr. Eine der modernen Erscheinungsformen, welche ebenso im Jahr 2012 in den Medien fur viel Gesprachsstoff sorgte, war das Soziale Netzwerk Facebook. Wie steht es in Anbetracht dieses wachsenden Formats der Kommunikation um die Moglichkeiten politischer Partizipation auf Facebook? Zur Beantwortung dieser Frage wurden die Facebook-Seiten der beiden Volksparteien CDU und SPD in den Fokus genommen und die dort stattfindenden Diskussionen der Facebook-Community untersucht. Hierbei geht es uberwiegend darum, wie die Redaktionen der Parteien-Seiten einen Rahmen gestalten, in welchem die Burger ihre Meinungen aussern und miteinander kommunizieren konnen. Weiterhin war es uns ein Anliegen zu erortern, wie die Producer der Seiten mit dem Input auf ihrer Facebook-Seite verfahren. Mithilfe der Theorie zur deliberativen Politik" von Habermas konnten Instrumente zur Analyse der Plattform erarbeitet werden. Im Laufe der Arbeite konnte ein Einblick in die Eigenart der politischen Kommunikation auf Facebook gewonnen werden. Nachfolgend werden die Ergebnisse unserer Beobachtungen dargestellt. Allem voran werden wichtige Begrifflichkeiten der Mediendemokratie, Digitalisierung und der Volksparteienkrise erortert. The world is changing. And society and technology change with it. One modern manifestation, which gaves rise for conversation in 2012 as well, is the Social Network named "Facebook." But whats about the feasibility of political participation on facebook in consideration of this rising format of communication? To give a reply on the previous question, the two facebook-pages CDU and SPD were focused and the discussions takes place on stated pages, were investigated. Here it is mostly about how producer of party-pages create