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Written by the director and staff of the first, and one of the
largest, teaching centers in American higher education the
University of Michigan s Center for Research on Learning and
Teaching (CRLT) this book offers a unique perspective on the
strategies for making a teaching center integral to an institution
s educational mission. It presents a comprehensive vision for
running a wide range of related programs, and provides faculty
developers elsewhere with ideas and material to prompt reflection
on the management and practices of their centers whatever their
size and on how best to create a culture of teaching on their
campuses. Given that only about a fifth of all U.S. postsecondary
institutions have a teaching center, this book also offers a wealth
of ideas and models for those administrators who are considering
the development of new centers on their campuses.Topics covered
include: The role of the director, budgetary strategies, and
operational principles Strategies for using evaluation to enhance
and grow a teaching center Relationships with center
constituencies: faculty, provost, deans, and department chairs
Engagement with curricular reform and assessment Strengthening
diversity through faculty development Engaging faculty in effective
use of instructional technology Using student feedback for
instructional improvement Using action research to improve teaching
and learning Incorporating role play and theatre in faculty
development Developing graduate students as consultants Preparing
future faculty for teaching The challenges of faculty development
at a research universityIn the concluding chapter, to provide
additional context about the issues that teaching centers face
today, twenty experienced center directors who operate in similar
environments share their main challenges, and the strategies they
have developed to overcome them through innovative programming and
careful management of their resources. Their contributions fall
into four broad categories: institutional-level challenges,
engaging faculty and students and supporting engaged pedagogy,
discipline-specific programming, and programming to address
specific instructor career stages."
This volume explores intergenerational practices and their impact
on social sustainability, with an emphasis on developing
programmatic efforts to address profound social challenges such as
underperforming educational and work-related systems, failing
support systems for dependent or vulnerable populations, and
community renewal and regeneration efforts. To this end, the core
argument is to present issues related to age, aging, and
generations, not only as problems, but as catalysts to facilitate
improved quality of life for all generations. For societies to be
sustainable, all generations must coexist at any given time and
across time (non-contemporary generations). Hence, the ultimate
vision presented here is one of intergenerational sustainability as
both a conceptual tool and as a call for action. Intergenerational
pathways are introduced as strategies for improving health and
well-being across the lifespan, strengthening families, improving
under-performing educational and work-related systems, and helping
to build more cohesive, caring communities. Reviewing some of the
historical factors and developments influencing intergenerational
studies, as well as presenting regional case studies and
comparative research, this book presents successful models that may
be applied to everyday multigenerational practices in institutions
such as education, family life, housing, healthcare, employment,
and community development. The result is an accessible resource for
students, academics, policymakers, community leaders, and citizens
concerned with creating opportunities amidst challenging
demographic and social changes.
This volume explores intergenerational practices and their impact
on social sustainability, with an emphasis on developing
programmatic efforts to address profound social challenges such as
underperforming educational and work-related systems, failing
support systems for dependent or vulnerable populations, and
community renewal and regeneration efforts. To this end, the core
argument is to present issues related to age, aging, and
generations, not only as problems, but as catalysts to facilitate
improved quality of life for all generations. For societies to be
sustainable, all generations must coexist at any given time and
across time (non-contemporary generations). Hence, the ultimate
vision presented here is one of intergenerational sustainability as
both a conceptual tool and as a call for action. Intergenerational
pathways are introduced as strategies for improving health and
well-being across the lifespan, strengthening families, improving
under-performing educational and work-related systems, and helping
to build more cohesive, caring communities. Reviewing some of the
historical factors and developments influencing intergenerational
studies, as well as presenting regional case studies and
comparative research, this book presents successful models that may
be applied to everyday multigenerational practices in institutions
such as education, family life, housing, healthcare, employment,
and community development. The result is an accessible resource for
students, academics, policymakers, community leaders, and citizens
concerned with creating opportunities amidst challenging
demographic and social changes.
Research has identified the importance of helping students develop
the ability to monitor their own comprehension and to make their
thinking processes explicit, and indeed demonstrates that
metacognitive teaching strategies greatly improve student
engagement with course material. This book -- by presenting
principles that teachers in higher education can put into practice
in their own classrooms -- explains how to lay the ground for this
engagement, and help students become self-regulated learners
actively employing metacognitive and reflective strategies in their
education. Key elements include embedding metacognitive instruction
in the content matter; being explicit about the usefulness of
metacognitive activities to provide the incentive for students to
commit to the extra effort; as well as following through
consistently. Recognizing that few teachers have a deep
understanding of metacognition and how it functions, and still
fewer have developed methods for integrating it into their
curriculum, this book offers a hands-on, user-friendly guide for
implementing metacognitive and reflective pedagogy in a range of
disciplines. Offering seven practitioner examples from the
sciences, technology, engineering and mathematics (STEM) fields,
the social sciences and the humanities, along with sample syllabi,
course materials, and student examples, this volume offers a range
of strategies for incorporating these pedagogical approaches in
college classrooms, as well as theoretical rationales for the
strategies presented. By providing successful models from courses
in a broad spectrum of disciplines, the editors and contributors
reassure readers that they need not reinvent the wheel or fear the
unknown, but can instead adapt tested interventions that aid
learning and have been shown to improve both instructor and student
satisfaction and engagement.
Written by the director and staff of the first, and one of the
largest, teaching centers in American higher education the
University of Michigan s Center for Research on Learning and
Teaching (CRLT) this book offers a unique perspective on the
strategies for making a teaching center integral to an institution
s educational mission. It presents a comprehensive vision for
running a wide range of related programs, and provides faculty
developers elsewhere with ideas and material to prompt reflection
on the management and practices of their centers whatever their
size and on how best to create a culture of teaching on their
campuses. Given that only about a fifth of all U.S. postsecondary
institutions have a teaching center, this book also offers a wealth
of ideas and models for those administrators who are considering
the development of new centers on their campuses.Topics covered
include: The role of the director, budgetary strategies, and
operational principles Strategies for using evaluation to enhance
and grow a teaching center Relationships with center
constituencies: faculty, provost, deans, and department chairs
Engagement with curricular reform and assessment Strengthening
diversity through faculty development Engaging faculty in effective
use of instructional technology Using student feedback for
instructional improvement Using action research to improve teaching
and learning Incorporating role play and theatre in faculty
development Developing graduate students as consultants Preparing
future faculty for teaching The challenges of faculty development
at a research universityIn the concluding chapter, to provide
additional context about the issues that teaching centers face
today, twenty experienced center directors who operate in similar
environments share their main challenges, and the strategies they
have developed to overcome them through innovative programming and
careful management of their resources. Their contributions fall
into four broad categories: institutional-level challenges,
engaging faculty and students and supporting engaged pedagogy,
discipline-specific programming, and programming to address
specific instructor career stages."
In Intergenerational Contact Zones, Kaplan, Thang, Sanchez, and
Hoffman introduce novel ways of thinking, planning, and designing
intergenerationally enriched environments. Filled with vivid
examples of how ICZs breathe new life into communities and social
practices, this important volume focuses on practical descriptions
of ways in which practitioners and researchers could translate and
infuse the notion of ICZ into their work. The ICZ concept embraces
generation and regeneration of community life, parks and
recreational locations, educational environments, residential
settings and family life, and national and international contexts
for social development. With its focus on creating effective and
meaningful intergenerational settings, it offers a rich how-to
toolkit to help professionals and user groups as they begin to
consider ways to develop, activate, and nurture intergenerational
spaces. Intergenerational Contact Zones will be essential reading
for academics and researchers interested in human development,
aging, and society, as well as practitioners, educators, and policy
makers interested in intergenerational gathering places from an
international perspective.
In Intergenerational Contact Zones, Kaplan, Thang, Sanchez, and
Hoffman introduce novel ways of thinking, planning, and designing
intergenerationally enriched environments. Filled with vivid
examples of how ICZs breathe new life into communities and social
practices, this important volume focuses on practical descriptions
of ways in which practitioners and researchers could translate and
infuse the notion of ICZ into their work. The ICZ concept embraces
generation and regeneration of community life, parks and
recreational locations, educational environments, residential
settings and family life, and national and international contexts
for social development. With its focus on creating effective and
meaningful intergenerational settings, it offers a rich how-to
toolkit to help professionals and user groups as they begin to
consider ways to develop, activate, and nurture intergenerational
spaces. Intergenerational Contact Zones will be essential reading
for academics and researchers interested in human development,
aging, and society, as well as practitioners, educators, and policy
makers interested in intergenerational gathering places from an
international perspective.
Research has identified the importance of helping students develop
the ability to monitor their own comprehension and to make their
thinking processes explicit, and indeed demonstrates that
metacognitive teaching strategies greatly improve student
engagement with course material. This book -- by presenting
principles that teachers in higher education can put into practice
in their own classrooms -- explains how to lay the ground for this
engagement, and help students become self-regulated learners
actively employing metacognitive and reflective strategies in their
education. Key elements include embedding metacognitive instruction
in the content matter; being explicit about the usefulness of
metacognitive activities to provide the incentive for students to
commit to the extra effort; as well as following through
consistently. Recognizing that few teachers have a deep
understanding of metacognition and how it functions, and still
fewer have developed methods for integrating it into their
curriculum, this book offers a hands-on, user-friendly guide for
implementing metacognitive and reflective pedagogy in a range of
disciplines. Offering seven practitioner examples from the
sciences, technology, engineering and mathematics (STEM) fields,
the social sciences and the humanities, along with sample syllabi,
course materials, and student examples, this volume offers a range
of strategies for incorporating these pedagogical approaches in
college classrooms, as well as theoretical rationales for the
strategies presented. By providing successful models from courses
in a broad spectrum of disciplines, the editors and contributors
reassure readers that they need not reinvent the wheel or fear the
unknown, but can instead adapt tested interventions that aid
learning and have been shown to improve both instructor and student
satisfaction and engagement.
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