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Figures and tables | p. ix |
Contributors | p. xi |
Foreword | p. xv |
Preface: Background and Structure of this Book | p. xvii |
Acknowledgments | p. xxiv |
Introduction: Setting the Context | p. 1 |
Supporting Student Learning in the Context of Diversity, Complexity and Uncertainty | p. 3 |
The Modern Research University and its Disciplines: The Interplay between Contextual and Context-transcendent Influences on Teaching | p. 19 |
Disciplines and Their Epistemological Structure | p. 33 |
(Research-based) The Commons: Disciplinary and Interdisciplinary Encounters | p. 35 |
(Reactive) Academic Disciplines: Homes or Barricades? | p. 50 |
(Reactive) Hard and Soft - A Useful Way of Thinking about Disciplines? Reflections from Engineering Education on Disciplinary Identities | p. 58 |
Ways of Thinking and Practicing | p. 69 |
(Research-based) Ways of Thinking and Practicing in Biology and History: Disciplinary Aspects of Teaching and Learning Environments | p. 71 |
(Reactive) Exploring Disciplinarity in Academic Development: Do "Ways of Thinking and Practicing" Help Faculty to Think about Learning and Teaching? | p. 84 |
(Reactive) Opening History's "Black Boxes": Decoding the Disciplinary Unconscious of Historians | p. 96 |
Exploring Disciplinary Teaching and Learning From a Socio-Cultural Perspective | p. 105 |
(Research-based) Guiding Students into a Discipline: The Significance of the Teacher | p. 107 |
(Reactive) Diverse Student Voices within Disciplinary Discourses | p. 119 |
(Reactive) Guiding Students into a Discipline: The Significance of the Student's View | p. 129 |
Learning Partnerships in Disciplinary Learning | p. 141 |
(Research-based) Educating Students for Self-Authorship: Learning Partnerships to Achieve Complex Outcomes | p. 143 |
(Reactive) Supporting Student Development In and Beyond the Disciplines: The Role of the Curriculum | p. 157 |
(Reactive) Constraints to Implementing Learning Partnership Models and Self-Authorship in the Arts and Humanities | p. 169 |
Disciplines and Their Interactions with Teaching and Learning Regimes | p. 179 |
(Research-based) Beyond Epistemological Essentialism: Academic Tribes in the Twenty-First Century | p. 181 |
(Reactive) Exploring Teaching and Learning Regimes in Higher Education Settings | p. 196 |
(Reactive) Teaching and Learning Regimes from Within: Significant Networks as a Locus for the Social Construction of Teaching and Learning | p. 209 |
General Observations on Previous Themes | p. 219 |
Assessment for Career and Citizenship | p. 221 |
Teaching Within and Beyond the Disciplines: The Challenge for Faculty | p. 231 |
Index | p. 238 |
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