Disciplines Frameworks Student Learning (15 results)

Condition: Very Good. 1st Edition. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condition: Good. 1st Edition. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

hardcover. Condition: Good. No dust jacket.

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Condition: New.

Paperback. Condition: new. Paperback. * 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 expertseven for students who may not take more than one or two courses in the disciplines they studyrequires 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 disciplineschemistry, economics, history, literature, mathematics and philosophyhere 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. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New. Faculty from Alverno College in several disciplines demonstrate what it means for them to approach their disciplines as frameworks for student learning. They show how they have shaped their teaching around the ways of thinking they want their students to develop; and how they design assessments that require students to demonstrate their thinking. Editor(s): Riordan, Tim; Roth, James. Num Pages: 160 pages, illustrations. BIC Classification: JNM. Category: (UF) Further/Higher Education. Dimension: 227 x 152 x 12. Weight in Grams: 249. . 2004. 1st Edition. Paperback. . . . .

Paperback. Condition: New.

Condition: New. Faculty from Alverno College in several disciplines demonstrate what it means for them to approach their disciplines as frameworks for student learning. They show how they have shaped their teaching around the ways of thinking they want their students to develop; and how they design assessments that require students to demonstrate their thinking. Editor(s): Riordan, Tim; Roth, James. Num Pages: 160 pages, illustrations. BIC Classification: JNM. Category: (UF) Further/Higher Education. Dimension: 227 x 152 x 12. Weight in Grams: 249. . 2004. 1st Edition. Paperback. . . . . Books ship from the US and Ireland.

Condition: New.

Condition: As New. Unread book in perfect condition.

Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days.

Paperback. Condition: Brand New. 1st edition. 138 pages. 9.00x6.00x0.50 inches. In Stock.

Paperback. Condition: new. Paperback. * 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 expertseven for students who may not take more than one or two courses in the disciplines they studyrequires 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 disciplineschemistry, economics, history, literature, mathematics and philosophyhere 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. 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. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Kartoniert / Broschiert. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Tim Riordan is Professor of Philosophy and Associate Dean for Academic Affairs at Alverno College. James Roth is Professor of History at Alverno College.* What should students be able to do and how should they be able to think as a result of study in.