Teaching the Whole Student

Engaged Learning With Heart, Mind, and Spirit
1. Auflage 2017
ISBN: 978-1-62036-303-4
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 300 Seiten, Hardback, Format (B × H): 155 mm x 231 mm, Gewicht: 540 g

Published in association with Teaching the Whole Student is a compendium of engaged teaching approaches by faculty across disciplines. These inspiring authors offer models for instructors who care deeply about their students, respect and recognize students’ social identities and lived experiences, and are interested in creating community and environments of openness and trust to foster deep-learning, academic success, and meaning-making.The authors in this volume stretch the boundaries of academic learning and the classroom experience by seeking to identify the space between subject matter and a student's core values and prior knowledge. They work to find the interconnectedness of knowledge, understanding, meaning, inquiry and truth. They appreciate that students bring their full lives and experiences—their heart and spirit—into the classroom just as they bring their minds and intellectual inquiry. These approaches contribute to student learning and the core academic purposes of higher education, help students find meaning and purpose in their lives, and help strengthen our diverse democracy through students’ active participation and leadership in civic life. They also have a demonstrated impact on critical and analytical thinking, student retention and academic success, personal well-being, commitments to civic engagement, diversity, and social justice.Topics discussed:• Teacher-student relationships and community building• How teaching the whole student increases persistence and completion rates• How an open learning environment fosters critical understanding• Strategies for developing deep social and personal reflection in experiential education and service learningThe authors of this book remind us in poignant and empirical ways of the importance of teaching the whole student, as the book's title reflects.

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Schoem, David

Modey, Christine

St John, Edward P

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Foreword—Beverly Daniel Tatum Acknowledgments Preface Introduction—David Schoem Part I. Whole Student Learning Approaches 1. The Whole Student Approach as a Retention Model—Jerry A. Pattengale 2. Incorporating Social Justice Into Teaching. An Integrative Pedagogy Approach—Kathleen Manning Part II. Engaged Learning and Teaching in Practice 3. Learning Community Classrooms and Educating for Critical Hope—Gillies Malnarich 4. Relational Teaching and Learning. The Classroom as Community and the Community as Classroom—David Schoem 5. Toward a New Pedagogy to Help Create a Sustainable Future—James Crowfoot 6. Experiential and Dialogic Pedagogy in a Religious and Ethnic Conflict Course—Adrienne B. Dessel 7. Service-Learning and Integrative Pedagogy for Engaging the Whole Student—Joseph A. Galura Part III. Integrative Pedagogy 8. Teaching and Learning That Make a Difference—James L. Heft 9. Integrative Approaches for Sustained Diversity Engagement in the Early Years of College—Angela M. Locks 10. Assessment. Rethinking the Role of Integrative Pedagogies—Kimberly A. Kline, Edward P. St. John, and Annie E. Connors 11. Teaching the Whole Student—Christine Modey, David Schoem, and Edward P. St. John Editors and Contributors Index

Über Autor(innen)

David Schoem is Director of the Michigan Community Scholars Program at the University of Michigan and a faculty member in Department of Sociology. Christine Modey is Director of the Peer Writing Consultant Program at the University of Michigan and a faculty member in the Sweetland Writing Center. Edward P. St. John is Algo D. Henderson Collegiate Professor of Education at the University of Michigan’s Center for the Study of Higher and Postsecondary Education. He is interested in education, justice, and public policy. He serves as series editor for Readings on Equal Education and has received awards for his leadership from the Association for the Study of Higher Education and for scholarship from the National Association of Student Financial Aid. Beverly Daniel Tatum, PhD, is president emerita of Spelman College and in 2014 received the Award for Outstanding Lifetime Contribution to Psychology, the highest honor presented by the American Psychological Association. She is also the author of the forthcoming Why Are All the Black Kids Still Sitting Together in the Cafeteria?: And Other Conversations About Race (Basic Books).