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

9781579221225: Disciplines as Frameworks for Student Learning: Teaching the Practice of the Disciplines

Hardcover

ISBN 10: 157922122X ISBN 13: 9781579221225

Publisher: Stylus Publishing, 2005

* 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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About the Author

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

Review

"Faculty members today are being urged to think more seriously about their role as professional educators as well as their role as professional experts in a particular discipline. For those who are serious about their role as educators, these essays explore the commonalities and differences of teaching various disciplines in a way that greatly enhances everyone's ability to pursue our ultimate common goal, that of creating significant learning experiences for students."-Dee Fink, President of the POD Network in Higher Education and author of Creating Significant Learning Experiences. "This book is extremely important. Extending higher education's current focus on how students learn, and the related issues of learning styles, pedagogical techniques and measurement of outcomes, this book challenges deeper assumptions by redefining the role of disciplines as frameworks for learning. The authors of this book believe that new learners in the persons of their students should influence the way in which disciplines are enacted. Part of the intellectual challenge of a discipline is studying its epistemology, including who gets to make meaning in the field. This position about intellectual work in the discipline enables us to move beyond tired, repetitive contentions about research as the core of a discipline. These authors demonstrate that the core of a discipline is how meaning is made in it by experts and by novices.

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