Summerfield Making Teaching and Learning Matter

Transformative Spaces in Higher Education
1. Auflage 2010
ISBN: 978-90-481-9166-6
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 310 Seiten

This volume captures the spirit of collaboration and innovation that its authors bring into the classroom, as well as to groundbreaking undergraduate programs and initiatives. Coming from diverse points of view and twenty different disciplines, the contributors illuminate the often perplexing debates about what matters most in higher education today. Each chapter tells a unique story about creating vital pedagogical arenas that have the potential to transform teaching and learning for both faculty and students. These exploratory spaces include courses under construction, cross-college and interdisciplinary collaborations, general education reform initiatives, and fresh perspectives on student support services, faculty development, freshman learning communities, writing across the curriculum, on-line degree initiatives, and teaching and learning centers. All these spaces lend shape to an over-arching, system-wide project bringing together the often disconnected silos of undergraduate education at The City University of New York (CUNY), America’s largest urban public university system. Since 2003, the University’s Office of Undergraduate Education has sponsored coordinated efforts to study and improve teaching and learning for the system’s 260,000 undergraduates enrolled at 18 distinct colleges. The contributors to this volume present a broad spectrum of administrative and faculty perspectives that have informed the process of transforming the undergraduate experience. Combined, the voices in these chapters create a much-needed exploratory space for the interplay of ideas about how teaching and learning need to matter in evolving notions of higher education in the twenty-first century. In addition, the text has wider social relevance as an in-depth exploration of change and reform in a large public institution.

Autoren/Hrsg.

Summerfield, Judith

Inhaltsverzeichnis

1;Contents;6
2;Contributors;8
3;Prefatory Notes;10
4;Part I Prologue. Beginning an Exchange: Administration, Faculty, and the Shared Conversation;13
4.1;1 Rooms in Common: Where Teaching and Learning Matter;14
4.1.1; Finding the Commons Room;15
4.1.2; Key Issues in Undergraduate Education;18
4.1.3; CUNY: A Space for Change;19
4.1.4; The CUE Idea: Creating an Academic Commons;22
4.1.5; Connecting Silos: The College Entry Experience;25
4.1.6; Cultivating an Abandoned Lot: General Education Reform;27
4.1.7; Faculty in Attic Spaces: Writing Across the Curriculum;29
4.1.8; The City University of New York The Enhancement of Student Writing Skills;30
4.1.9; Reflections from the Board Room Table: Flights and Perchings;32
4.1.10;References;36
4.2;2 The Campus Center: Negotiating the Teaching Spaces of Higher Education;39
4.2.1; From Academic Narratives to Transformative Spaces;39
4.2.2; Negotiating the Conflicts;45
4.2.3; Why This Book?;51
4.2.4;References;53
4.3;3 The Book Structure: An Overview of the Conversations;54
4.3.1; Part II: Changing Institutional Spaces: The Challenges of an Integrated University;55
4.3.2; Part III: Negotiating Roles and Identities: The Challenges of Faculty and Students;56
4.3.3; Part IV: Re-envisioning Pedagogy: The Challenges of Evolving Practice;58
5;Part II Changing Institutional Spaces: The Challenges of an Integrated University;62
5.1;4 Bridging the Colleges: Perspectives on the Integrated University;63
5.1.1; Appendix;77
5.1.1.1;2006--2007 Leaders: Sondra Perl, English, Lehman; Linda Hirsch, English, Hostos;77
5.1.1.2;Crossing Borders;77
5.1.1.3;2007--2008 Leaders: Linda Hirsch, English, Hostos; Robert Whittaker, Journalism, Communications, and Theater, Lehman;78
5.1.1.4;2008--2009 Leaders: Linda Hirsch, English, Hostos; Robert Whittaker, Journalism, Communications, and Theater, Lehman;79
5.2;5 The Fortunate Gardener: Cultivating a Writing Center;80
5.2.1; The Writing Center Seeks a Coordinator;81
5.2.2; The Coordinator Seeks a Writing Center;87
5.2.3; Cultivating the Writing Center;92
5.2.4; The I Write Campaign;96
5.2.5; Sharing the Key;98
5.2.6;References;99
5.3;6 Accountability/Assessment as a Catalyst for Building College Community;101
5.3.1; Theories of Organizational Change;103
5.3.2; The Queens Story;104
5.3.3; So What?;110
5.3.4;References;111
5.4;7 The CUNY Online Baccalaureate: A Transformative Cyberspace;113
5.4.1; Introduction;113
5.4.2; Getting the Online Baccalaureate Program off the Ground;114
5.4.3; Preparing for Take-Off;115
5.4.4; Pre-flight Plans (Matters of Agreement, in Theory);116
5.4.5; Changing Views of Learning;117
5.4.6; Changing Views of the Future Workplace;118
5.4.7; Flying the Plane While Building It;118
5.4.8; New Social Communication Tools;119
5.4.9; Different Ways of Using These Tools in Different Courses;120
5.4.10; Whos Flying This Thing?;122
5.4.11; Building a Fleet;123
5.4.12; The Ground Covered Thus Far;123
5.4.13; Facing New Challenges Ahead;124
5.4.14; Knowledge Gained;125
5.4.15;References;126
6;Part III Negotiating Roles and Identities: The Challenges Faculty and Students Face;128
6.1;8 Creating Space for Scholarship of Teaching and Learning: Transforming the Meaning of Academic Work;129
6.1.1; Introducing the Scholarship of Teaching and Learning at York: An Experiment;131
6.1.2; Opening Space for the Work of Novice Teacher-Scholars;132
6.1.3; Beginning a Conversation, Engaging a Paradigm;136
6.1.4; Creating Valued and Valuable Scholarship;141
6.1.5; Advancing Change, Putting Down Roots;144
6.1.6; Implications: Changing the Culture of Teaching;146
6.1.7;References;146
6.2;9 The Writing Fellow/Faculty Collaboration in a Community College: Paradigms of Teaching and Learning Across the Curriculum;148
6.2.1; Andrea Fabrizio: The Teaching and Learning of History;151
6.2.2; Crossing the Threshold;152
6.2.2.1; Meeting Professor S;153
6.2.2.2; Meeting Professor B;157
6.2.3; Transformative Dialogue;159
6.2.3.1; Professor S: The Collaboration;159
6.2.3.2; Professor B: The Collaboration;164
6.2.4; What Have We Learned?;167
6.2.4.1; Transforming Pedagogies: Professor S;167
6.2.4.2; Transforming Professional Identities: Professor B;168
6.2.5; Conclusion: Transforming Future Collaborations;171
6.2.6;References;172
6.3;10 Academic Discourse on a Multilingual Campus;174
6.3.1; Introit: Capturing Air in a Jar;174
6.3.2; Interlude: Defining Academic Discourse;177
6.3.3; First Divertimento: Discourses and Communities of Practice;178
6.3.4; Second Divertimento: Academic Discourse as Communication;181
6.3.5; Rondo: Obstacles;183
6.3.6; Études: College Writing;186
6.3.7; Ensemble: Writing Across the Curriculum and the Faculty Partners;189
6.3.8; Fugue: Transforming the School of Music;190
6.3.9; An Imperfect Cadence: Ongoing Transformations;192
6.3.10;References;194
6.4;11 The Power of Peers: New Ways for Students to Support Students;197
6.4.1; Background;198
6.4.2; ePortfolio Consultants and the ePortfolio Studio;199
6.4.3; Virtual Interest Groups;200
6.4.4; The Case Study: Examining the Evidence;201
6.4.4.1; ''You Can Do It'''';202
6.4.4.2; ''They Were Very Patient'';204
6.4.4.3; ''You Get to Express Yourself'';205
6.4.4.4; ''[It was] Easier to Relate and Talk About Your Experience'';206
6.4.4.5; ''It Was Amazing the Feeling That Someone Cares '' '';208
6.4.4.6; ''Once I Finished the ePortfolio, I Was Very Proud of Myself That I Did It'';208
6.4.4.7; ''It''s Challenging '' '';211
6.4.5; Outcomes;212
6.4.6; Concluding Thoughts;215
7;Part IV Re-envisioning Pedagogy: The Challenges of Evolving Practice;218
7.1;12 Tempo and Reading Well;219
7.2;13 Exploring History, Architecture, and Art Across Three Colleges in the Bronx;237
7.2.1; Hall of Fame Scholarly Seminars;239
7.2.2; Seminar Design;240
7.2.3; Building a Faculty Community of Engaged Teachers and Learners;241
7.2.4; Faculty Perspectives;242
7.2.5; Integrating Aesthetic Education into the NEH Community of Teachers and Learners;245
7.2.6; Faculty Perspective;248
7.2.7; Documenting Change;249
7.2.8;References;251
7.3;14 Campus Without Boundaries: The Brooklyn GreenWalk;253
7.3.1; Conclusion(s);266
7.3.2;References;268
7.4;15 Sparking Student Scholarship Through Urban Ethnography;269
7.4.1; East Broadway: The Street as Organizing Principle;270
7.4.2; The Students;271
7.4.3; The Course;272
7.4.4; Why Immigration?;272
7.4.5; Why Fieldwork?;273
7.4.6; The Transformation of My Classroom;274
7.4.7; Seminar Design;274
7.4.8; Mapping the Blocks of East Broadway;275
7.4.9; Primary Research on an Immigrant Organization;276
7.4.10; History Through the Lens of East Broadway;277
7.4.11; Final Projects;277
7.4.12;References;278
7.5;16 Building Community in Professional Education: Team Learning by Design;279
7.5.1; Evolution of My Thinking About (High-Performance) Teams: Putting the T (Triage) into Teams;282
7.5.2; Designing the (High-Performance) Team Environment: A Simulation;285
7.5.3; A Mirror for Teams: Teaching Team Process Using Active Team Problem Solving in the Classroomthe NASCAR Example;289
7.5.4; What I Learned from RASNER and High-Performance Teaming in Organizational Behavior;291
7.5.5;References;293
8;About the Authors;294
9;Name Index;302
10;Subject Index;304