Campus Conversations
Rowman & Littlefield (Verlag)
978-1-4758-6259-1 (ISBN)
The CLS program began in 2018 as an initiative designed to include large numbers of the University System of Georgia’s (USG) about 12,000 fulltime teaching faculty in the USG’s statewide student success efforts. The approximately 2,000 faculty who have participated in the first two years of the CLS program learned about the eight pedagogies of student success which can help engage students more deepl, thereby retaining them and deepening their learning.
These pedagogies include small teaching (based on the Jim Lang book), inclusive pedagogy, Transparency in Learning and Teaching (TiLT), course design, high impact practices (HIPs), brain-based learning, academic mindset, and the Scholarship of Teaching and Learning (SoTL).
As teaching and learning scholarship, each essay has its origin in the topic for which the learning community was formed. The collection demonstrates the range of topics and many of the ways in which USG faculty have explored and applied these pedagogies to their own institutional contexts and courses.
The essays selected for inclusion in this volume also embody different responses to the outcomes of the program as set out at the inception of the program.
Jeffery Galle is associate vice chancellor for academic affairs, faculty development, for the University System of Georgia. As an English professor, an administrator, and an author whose work focuses on innovative teaching, Galle has derived immense joy in creative work with students, staff, and fellow faculty. Denise Pinette Domizi is director of faculty development for the University System of Georgia. She works to promote and support innovation and research in teaching and learning at the twenty-six public colleges and universities in the state of Georgia.
Foreword
Preface: Jeffery Galle
Introduction: Jeffery Galle
Chapter 1: Organic Asynchronous Discussions: An Alternative Online Discussion Structure to Increase Student Engagement and Critical Thinking
Beth Rene Roepnack
Chapter 2: Strengthening Faculty Community: Intradisciplinary Reciprocal Mentorship to Support Innovative Teaching
Ashley J. Holmes, Michael Harker, Gina Caison, Mary E. Hocks, Melissa McLeod, and LeeAnne M. Richardson
Chapter 3: Interdisciplinary and Interactive Teaching and Learning Practices: The Intersections and Impact of Course Design and Student Success
Molly Zhou, Alicia Alderman, Samantha Blair, Erik Elakman, Baogang Guo,
Leslie Harrelson, Angela Nava, Jane Sample
Chapter 4: Jump Starting Your Inclusive Classroom
Tony Pearson
Chapter 5: Incorporating Brain Based Learning and Growth Mindset in Mathematics and English Instruction to Improve Students’ Learning
Veena Paliwal and Ashley Dycus
Chapter 6: Using the Understanding by Design (UbD) Framework to Explore Teaching and Learning Practices at an HBCU: Three Case Studies
Juliana Trammel, Melanie Smith, Phillip Omunga, Jessica Sparks
Chapter 7: “small change → BIG DIFFERENCE" = See it for yourself" – Step wise incorporation of active learning techniques in course design
Shainaz Landge and Kania Greer
Chapter 8: Cultivating Academic Agency and Mindset at Abraham Baldwin Agricultural College
Marcus Johnson and Rachel Price
| Erscheinungsdatum | 11.08.2021 |
|---|---|
| Verlagsort | Lanham, MD |
| Sprache | englisch |
| Maße | 160 x 229 mm |
| Gewicht | 535 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-4758-6259-8 / 1475862598 |
| ISBN-13 | 978-1-4758-6259-1 / 9781475862591 |
| Zustand | Neuware |
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