Beyond Teaching to Mentoring Number 85 Spring 2001: New Directions for Teaching and Learning, Number 85 (New Directions for Teaching & Learning) - Softcover
Inhaltsangabe
As a result of rapid changes affecting higher education, educators face continuing challenges to meet their responsibilities and must reevaluate their interactions with students, both inside and outside the classroom. This new issue examines how educators might mentor their students. Covering a variety of disciplines, the authors discuss how to prepare students for more active and collaborative learning and how to help students develop different skills they will need to succeed. They also examine the effect of changing demographics, diverse student populations, and changing student expectations on mentoring. In the transition to a learning-focused environment with the student at the center of the endeavor, instructors will find this issue a helpful tool as they continue to play a major but changing role.
This is the 85th issue of the Jossey-Bass series New Directions for Teaching and Learning.
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Über die Autorin bzw. den Autor
REINARZ is currently director of the Academic Advising Center for the College of Literature, Science, and the Arts (LS&A) at the University of Michigan. She is also the director of Inteflex, a joint program of the college and the University of Michigan Medical School. As an adjunct associate professor of biology, she currently teaches a class on infectious diseases as part of the LS&A First Year Seminar Program. A recipient of the 1990 Carski Foundation Outstanding Teaching Award for the American Society of Microbiology, she has also published in the areas of undergraduate curriculum reform, and careers for science majors and academic advising. ERIC R. WHITE is executive director of the Division of Undergraduate Studies and affiliate assistant professor of education at the Pennsylvania State University. He has been president of the Association of Deans and Directors of University Colleges and Undergraduate Divisions. He has held elected and appointed positions in the National Academic Advising Association and is currently treasurer of that organization. In 1998 the Division of Undergraduate Studies won the Oustanding Institutional Advising Award in recognition of innovative and exemplary practice in academic advising.
Von der hinteren Coverseite
This issue of New Directions for Teaching and Learning presents highly effective strategies of learner centered mentoring-the emerging philosophy that focuses on the learner and the process of more active and collaborative learning. As a result of rapid changes reshaping higher education, educators face continuing challenges to meet their responsibilities and must reevaluate their interactions with students, both inside and outside the classroom. Drawing from practical experience as faculty and administrators in a variety of disciplines, the authors offer guidelines to meet these challenges by optimizing student learning through classroom activities as well as peer, faculty, and professional mentoring. They address mentoring techniques in technical training; undergraduate business, science, and liberal arts studies; health professions, international study; and interdisciplinary work. Focusing on the effect of changing demographics, diverse student populations and student expectations on mentoring, the authors also provide tools particularly useful for faculty whose own education and experience have occurred in institutions with relatively homogenous populations. In the transition to a learning-focussed environment with the student at the center of the endeavor; educators will find this issue a helpful tool as they continue to play an evolving role in humanizing the educational environment.
Aus dem Klappentext
This issue of New Directions for Teaching and Learning presents highly effective strategies of learner centered mentoring-the emerging philosophy that focuses on the learner and the process of more active and collaborative learning. As a result of rapid changes reshaping higher education, educators face continuing challenges to meet their responsibilities and must reevaluate their interactions with students, both inside and outside the classroom. Drawing from practical experience as faculty and administrators in a variety of disciplines, the authors offer guidelines to meet these challenges by optimizing student learning through classroom activities as well as peer, faculty, and professional mentoring. They address mentoring techniques in technical training; undergraduate business, science, and liberal arts studies; health professions, international study; and interdisciplinary work. Focusing on the effect of changing demographics, diverse student populations and student expectations on mentoring, the authors also provide tools particularly useful for faculty whose own education and experience have occurred in institutions with relatively homogenous populations. In the transition to a learning-focussed environment with the student at the center of the endeavor; educators will find this issue a helpful tool as they continue to play an evolving role in humanizing the educational environment.
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Beyond Teaching to Mentoring Number 85 Spring 2001
Anbieter: Wonder Book, Frederick, MD, USA
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Zustand: Good. Good condition. Number 85. Spring 2001 edition. A copy that has been read but remains intact. May contain markings such as bookplates, stamps, limited notes and highlighting, or a few light stains. Artikel-Nr. U04J-02103
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