This is a course design book centred on the idea that the goal in the college classroom - in all classrooms, all the time - is to develop students who are not just loaded with content, but capable of using that content in thoughtful, deliberate ways to make the world a better place. Achieving this goal requires a top-to-bottom reconsideration of courses.
This is a course design book centred on the idea that the goal in the college classroom - in all classrooms, all the time - is to develop students who are not just loaded with content, but capable of using that content in thoughtful, deliberate ways to make the world a better place. Achieving this goal requires a top-to-bottom reconsideration of courses.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Paul Hanstedt is the Director of Pedagogical Innovation at Roanoke College, where, among other things, he has led the revision of a campus-wide general education program, developed an innovative writing-across-the-curriculum program, coordinated the implementation of the college's e-portfolio system, digitized a national literary journal and taught a wide range of courses. He is a faculty member for the AAC&U Institute on General Education and Assessment and the recipient of several teaching awards, including a 2013 State Council for Higher Education in Virginia Outstanding Faculty Award, and the 2014 CASE Carnegie Virginia Professor of the Year. He has received a Fulbright to aid general education curricular revision in Hong Kong, and is co-recipient of a FIPSE grant for sustainable faculty development. He is the author of numerous articles and stories, and two books: Hong Konged, a travel memoir, and General Education Essentials, a faculty introduction to current trends in liberal education.
Inhaltsangabe
Acknowledgements 1. Rethinking the Whole Student in Wicked Ways 2. Setting Goals for Our Courses 3. Structuring Wicked Courses Intermission 4. Creating Wicked Assignments 5. Creating Authoritative Exams 6. Day-to-Day Teaching Methods Intermission 7. Assessing Wickedness Conclusion Appendix A. Poster Project for English 322. Composition Theory and Practice Appendix B. Travel Film Assignment for First-year Seminar on Travel Literature Appendix C. Research Poster Assignment for Occupational Therapy Appendix D. Final Exam Take-Home Question on What Matters Appendix E. Mini-Group Essay Assignment for English 338. Victorian Literature Appendix F. Group Log for Mini-Group Essays References About the Author Index
Acknowledgements 1. Rethinking the Whole Student in Wicked Ways 2. Setting Goals for Our Courses 3. Structuring Wicked Courses Intermission 4. Creating Wicked Assignments 5. Creating Authoritative Exams 6. Day-to-Day Teaching Methods Intermission 7. Assessing Wickedness Conclusion Appendix A. Poster Project for English 322. Composition Theory and Practice Appendix B. Travel Film Assignment for First-year Seminar on Travel Literature Appendix C. Research Poster Assignment for Occupational Therapy Appendix D. Final Exam Take-Home Question on What Matters Appendix E. Mini-Group Essay Assignment for English 338. Victorian Literature Appendix F. Group Log for Mini-Group Essays References About the Author Index
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