BN.com Gift Guide

Disciplines as Frameworks for Student Learning: Teaching the Practice of the Disciplines

Paperback (Print)
Used and New from Other Sellers
Used and New from Other Sellers
from $1.99
Usually ships in 1-2 business days
(Save 92%)
Other sellers (Paperback)
  • All (6) from $1.99   
  • New (3) from $14.60   
  • Used (3) from $1.99   

Overview

* 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.

Read More Show Less

Editorial Reviews

From the Publisher
"[T]hese authors grapple with how to make the ways of thinking that characterize their disciplines alive and applicable to students. In the process, they offer us a wealth of insight and suggestions...Faculty chairs, curriculum revision committees, department discussion groups, and individual faculty members who want to improve their teaching will all benefit from this book."

"A holistic approach to higher education, where assessment, learning activities and disciplinary content are inseparable."

"Greatly enhances everyone's ability to pursue our ultimate common goal of creating significant learning experiences for students."

Read More Show Less

Product Details

  • ISBN-13: 9781579221232
  • Publisher: Stylus Publishing, LLC
  • Publication date: 12/28/2004
  • Edition description: New Edition
  • Pages: 160
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.50 (d)

Meet the Author

Tim Riordan is Professor of Philosophy and Associate Dean for Academic Affairs at Alverno College.

James Roth is Professor of History at Alverno College.

Read More Show Less

Table of Contents

Introduction--Tim Riordan; PART ONE: LEARNING IN “IRRELEVANT” DISCIPLINES: Common Ground: How History Professors and Undergraduate Students Learn through History--James Roth; Learning to Think Mathematically--Susan Pustejovsky; PART TWO: BRINGING OUTSIDERS INSIDE THE DISCIPLINES: Teaching Students to Practice Philosophy--Donna Engelmann; Making Economics Matter to Students--Zohreh Emami; PART THREE: TEACHING THE COGNITIVE PROCESSES OF THE DISCIPLINES: Reading and Responding to Literature: Developing Critical Perspectives--Lucy Cromwell; Articulating the Cognitive Processes at the Heart of Chemistry--Ann van Heerden; PART FOUR: THE STUDENT PERSPECTIVE: Because Hester Prynne Was an Existentialist, or Why Using Disciplines as Frameworks for Learning Clarifies Life--Rebecca Valentine

The Contributors: Lucy Cromwell is Professor of English at Alverno College; Zohreh Emami is Professor of Economics and Associate Dean for Academic Affairs at Alverno College; Donna Engelmann is Professor of Philosophy at Alverno College; Ann van Heerden is Associate Professor of Chemistry at Alverno College; Susan Pustejovsky is Associate Professor of Mathematics at Alverno College; Tim Riordan is Professor of Philosophy and Associate Dean for Academic Affairs at Alverno College; James Roth is Professor of History at Alverno College; Rebecca Valentine is professional writer in Windsor, CO.

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)