Transforming undergraduate education : theory that compels and practices that succeed
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Notice bibliographique
Résumé
Forewords Julie J. Kidd Sally Engelhard Pingree Acknowledgments Introduction Part I. The Theoretical Arguments and Themes Donald W. Harward Part II. The Issues, Rationale, Constraints and Practices Chapter 1: A Copernican Moment: On the Revolutions in Higher Education David M. Scobey Chapter 2: The Ideals of the Liberal Artisan: Notes towards an Evolving Group Biography Catharine R. Stimpson Chapter 3: The Theories, Contexts, and Multiple Pedagogies of Engaged Learning: What Succeeds and Why? Lynn E. Swaner Chapter 4: Reuniting the Often Neglected Aims of Liberal Education: Student Well-Being and Psychosocial Development Dessa Bergen-Cico Chapter 5: Renewing the Civic Purpose of Liberal Education Barry N. Checkoway, Richard Guarasci and Peter L. Levine Chapter 6: Evoking Wholeness: To Renew the Ideal of the Educated Person Theodore E. Long Chapter 7: Knowledge and Judgment in Practice as the Twin Aims of William M. Sullivan Chapter 8: Assessment and Evaluative Studies as Change Agents in the Academy Ashley P. Finley Chapter 9: Fostering Faculty Leadership for Sustainable Change in the Academy Adrianna J. Kezar and Alice (Jill) N. Reich Chapter 10: Threshold Concepts of Teaching and that Transform Faculty Practice (and the Limits of Individual Change) Kenneth R. Bain and Randall J. Bass Chapter 11: Financing Change: Priorities, Resources, and Community Involvement Kent John Chabotar Part III. Implications Likely to Follow from Sustained Transformative Changes Chapter 12: International Perspectives on Liberal Education: An Assessment in Two Parts A: International Insights on the Essence of the Liberal Arts Richard A. Detweiler B: International Perspectives on Liberal Education: Polish Case Example Jerzy Axer Chapter 13: Implications of Transformative Change in Higher Education for Secondary Education: A Dialogue Daniel Tad Roach and Michael V. McGill Chapter 14: Do Disciplines Change? Would Flipping the Curriculum Right-Side Up Lead to Change? Thomas Bender Chapter 15: Liberal Education and the Policy Landscape Carol Geary Schneider and Debra Humphreys Part IV. Successful Models and Practices Chapter 16: Introduction to Case Studies Ashley P. Finley Case Studies and Best Practices Chapter 17: Public Sphere Pedagogy: Connecting Student Work to Public Arenas-California State University, Chico (California) Cynthia Wolf and William M. Loker Chapter 18: Engaging Faculty in Learning Communities: Lessons Learned-Dickinson College (Pennsylvania) Shalom Staub Chapter 19: Curriculum Infusion: Educating the Whole Student and Creating Campus Change- Georgetown University (Washington DC) Joan B. Riley and Mindy McWilliams Chapter 20: Attempting Organizational Transformational from the Ground Up: Lessons Learned-Montclair State University (New Jersey) Valerie I. Sessa Chapter 21: Implementation of Peer Led Team Learning, a Leadership Initiative and Establishment of a New Faculty Track as Examples of Institutional Change-Morehouse College (Georgia) Jann H. Adams and John K. Haynes Chapter 22: Listening to the Agents of Pedagogical Change-St. Lawrence University (New York) Catherine A. Crosby-Currie & Christine Zimmerman Chapter 23: An Enduring Experiment-The Evergreen State College (Washington) Phyllis Lane and Elizabeth McHugh Chapter 24: Building the Capacity to Lead: Lessons Learned in the Evolution of the Leader Development System-United States Military Academy at West Point (New York) Bruce Keith Chapter 25: Building Institutional Capacity to Forge Civic Pathways-University of Nebraska, Lincoln (Nebraska) Nancy D. Mitchell and Linda J. Major Chapter 26: Successful Models and Practices-Wagner College (New York) Devorah A. Lieberman and Cassia Freedland Contributor Biographies Index
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle