Learning that lasts : integrating learning, development, and performance in college and beyond
Author(s)
Bibliographic Information
Learning that lasts : integrating learning, development, and performance in college and beyond
(The Jossey-Bass higher and adult education series)
Jossey-Bass, c2000
1st ed
- : hard
Available at 7 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
-
Edogawa University Library and Information Center図
hard : acid-free paper377.15/Me5410771078(研)
OPAC
Note
Includes bibliographical references (p. 465-499) and indexes
Contents of Works
- Themes and purposes
- Educators' ways of knowing about learning
- Student as learner
- Learner as developing person
- Graduate as performer and contributor
- Integrating domains of growth through transformative learning
- Creating the learning-to-teaching connection
- Integrating theory, research, and practice
- Thinking through a curriculum for learning that lasts
- Rethinking inquiry that improves teaching and learning
- Transforming the college culture toward learning that lasts
- Looking ahead
Description and Table of Contents
Description
"An exemplar of how to analyze and study the impact of a college on student development."--Wilbert J. McKeachie, professor emeritus, University of Michigan "Powerful organizing concepts for generating learning that lasts."--Arthur W. Chickering, visiting distinguished faculty, Vermont College of Norwich University Today's colleges and universities face increasing pressure to develop programs and curricula that will teach students how to handle life's unexpected challenges. Learning That Lasts explores what it means for learners to transform themselves and for educators to foster essential skills for learning, leading, teamwork, and adapting with integrity in college and beyond. The authors draw from two decades of longitudinal studies on student learning in the acclaimed curriculum at Alverno College--and on leading educational theories--to present a theory of deep and durable learning. They include practical strategies for enabling students to cultivate integrative and expansive capabilities across a lifetime.
They also draw on their own and other colleges' experiences to develop concrete suggestions for how faculty and academic staff can work together to forge effective curricula, design innovative programs, implement key institutional goals, and renegotiate the college culture.
Table of Contents
INTRODUCTION. Themes and Purposes. Educators' Ways of Knowing About Learning. EXPLORING LEARNING IN COLLEGE AND BEYOND. Student as Learner. Learner as Developing Person. Graduate as Performer and Contributor. INTERPRETING AND ENVISIONING LEARNING THAT LASTS. Integrating Domains of Growth Through Transformative Learning. Creating the Learning-to-Teaching Connection. FOSTERING LEARNING THAT LASTS. Integrating Theory, Research, and Practice. Thinking Through a Curriculum for Learning That Lasts. Rethinking Inquiry That Improves Teaching and Learning. Transforming the College Culture Toward Learning That Lasts. Looking Ahead.
by "Nielsen BookData"