University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book…mehr
University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment.
@contents:Part I. Introduction: Setting the context Chapter One: Supporting Student Learning in the Context of Diversity, Complexity and Uncertainty, Carolin Kreber Chapter Two: The Modern Research University and its Disciplines: The Interplay between Contextual and Context-transcendent Influences on Teaching, Carolin Kreber Part II. Disciplines and their epistemological structure Chapter Three (research-based): The Commons: Disciplinary and Interdisciplinary Encounters, Janet Donald Chapter Four (reactive): Academic Disciplines: Homes or Barricades?, Gary Poole Chapter Five (reactive): Hard and Soft - A Useful Way of Thinking about Disciplines? Reflections from Engineering Education on Disciplinary Identities, Bob Matthew and Jane Pritchard Part III. Ways of thinking and practicing Chapter Six (research-based): Ways of Thinking and Practicing in Biology and History: Disciplinary Aspects of Teaching and Learning Environments, Dai Hounsell and Charles Anderson Chapter Seven (reactive): Exploring Disciplinarity in Academic Development: Do "Ways of Thinking and Practicing" Help Higher Education Practitioners to Think about Learning and Teaching?, Nicola Reimann Chapter Eight (reactive): Opening History's "Black Boxes": Decoding the Disciplinary Unconscious of Historians, David Pace Part IV. Exploring disciplinary teaching and learning from a socio-cultural perspective Chapter Nine (research-based) : Guiding Students into a Discipline: The Significance of the Teacher, Andy Northedge and Jan McArthur Chapter Ten (reactive): Diverse Student Voices within Disciplinary Discourses, Jan McArthur Chapter Eleven (reactive): Guiding Students into a Discipline: The Significance of the Student's View, Lewis Elton Part V. Learning partnerships in disciplinary learning Chapter Twelve (research-based): Educating Students for Self-authorship: Learning Partnerships to Achieve Complex Outcomes , Marcia Baxter Magolda Chapter Thirteen (reactive): Supporting Student Development in and beyond the Disciplines: the Role of the Curriculum, Alan Jenkins Chapter Fourteen (reactive): Constraints to Implementing Learning Partnership Models and Self-Authorship in the Arts and Humanities, Vicky Gunn Part VI. Disciplines and their interactions with Teaching and Learning Regimes Chapter Fifteen (research-based): Beyond Epistemological Essentialism: Academic Tribes in the21st Century, Paul Trowler Chapter Sixteen (reactive): Exploring Teaching and Learning Regimes in Higher Education Settings, Joelle Fanghanel Chapter Seventeen (reactive): Teaching and Learning Regimes from within - Significant Networks as a Locus for the Social Construction of Teaching and Learning, Torgny Roxa and Katarina Martensson Part VII. General observations on previous themes Chapter Eighteen: Assessment for Career and Citizenship, Mantz Yorke Chapter Nineteen: Teaching within and beyond Disciplinary Boundaries: The Challenge for Faculty, Velda McCune
@contents:Part I. Introduction: Setting the context Chapter One: Supporting Student Learning in the Context of Diversity, Complexity and Uncertainty, Carolin Kreber Chapter Two: The Modern Research University and its Disciplines: The Interplay between Contextual and Context-transcendent Influences on Teaching, Carolin Kreber Part II. Disciplines and their epistemological structure Chapter Three (research-based): The Commons: Disciplinary and Interdisciplinary Encounters, Janet Donald Chapter Four (reactive): Academic Disciplines: Homes or Barricades?, Gary Poole Chapter Five (reactive): Hard and Soft - A Useful Way of Thinking about Disciplines? Reflections from Engineering Education on Disciplinary Identities, Bob Matthew and Jane Pritchard Part III. Ways of thinking and practicing Chapter Six (research-based): Ways of Thinking and Practicing in Biology and History: Disciplinary Aspects of Teaching and Learning Environments, Dai Hounsell and Charles Anderson Chapter Seven (reactive): Exploring Disciplinarity in Academic Development: Do "Ways of Thinking and Practicing" Help Higher Education Practitioners to Think about Learning and Teaching?, Nicola Reimann Chapter Eight (reactive): Opening History's "Black Boxes": Decoding the Disciplinary Unconscious of Historians, David Pace Part IV. Exploring disciplinary teaching and learning from a socio-cultural perspective Chapter Nine (research-based) : Guiding Students into a Discipline: The Significance of the Teacher, Andy Northedge and Jan McArthur Chapter Ten (reactive): Diverse Student Voices within Disciplinary Discourses, Jan McArthur Chapter Eleven (reactive): Guiding Students into a Discipline: The Significance of the Student's View, Lewis Elton Part V. Learning partnerships in disciplinary learning Chapter Twelve (research-based): Educating Students for Self-authorship: Learning Partnerships to Achieve Complex Outcomes , Marcia Baxter Magolda Chapter Thirteen (reactive): Supporting Student Development in and beyond the Disciplines: the Role of the Curriculum, Alan Jenkins Chapter Fourteen (reactive): Constraints to Implementing Learning Partnership Models and Self-Authorship in the Arts and Humanities, Vicky Gunn Part VI. Disciplines and their interactions with Teaching and Learning Regimes Chapter Fifteen (research-based): Beyond Epistemological Essentialism: Academic Tribes in the21st Century, Paul Trowler Chapter Sixteen (reactive): Exploring Teaching and Learning Regimes in Higher Education Settings, Joelle Fanghanel Chapter Seventeen (reactive): Teaching and Learning Regimes from within - Significant Networks as a Locus for the Social Construction of Teaching and Learning, Torgny Roxa and Katarina Martensson Part VII. General observations on previous themes Chapter Eighteen: Assessment for Career and Citizenship, Mantz Yorke Chapter Nineteen: Teaching within and beyond Disciplinary Boundaries: The Challenge for Faculty, Velda McCune
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