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Discipline-centered learning communities : creating connections among students, faculty, and curricula

Publication Type:

Book

Source:

New directions for teaching and learning ; no. 132, Jossey-Bass, San Francisco, Calif., p.127 (2012)

Call Number:

Cubb LB2343.4 .D57 2012

URL:

http://searchworks.stanford.edu/view/10111344

Keywords:

College student development programs, Communication in higher education, Education, Higher--Social aspects, Psychology--Study and teaching (Higher)

Abstract:

Summary: This volume provides information about discipline-centered learning communities. Using psychology as an example, the authors provide prescriptive advice for those interested in developing a learning community in the context of any academic discipline or program. Learning communities are a powerful vehicle for creating and sustaining connections among students, faculty, and the curriculum, but creating one can be a challenge. By providing resources, practical case studies, and theoretical grounding, this volume can both inspire and guide faculty, staff, and administrators in meeting their pedagogical and curricular goals. The authors show how five types of learning communities, based curricularly, residentially, in the classroom, on the students themselves, and even virtually, can be used to enhance student engagement and learning. The chapters illustrate the versatility of the practice across a wide range of settings, student populations, and institutional types. The final chapter contains an extensive listing of resources that go beyond disciplinary boundaries and open possibilities for all in higher education.

Publication Language:

eng