Student Growth And Development In New Higher Education Learning Spaces
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| Author | : Lisa Janicke Hinchliffe |
| Publisher | : Assoc of Cllge & Rsrch Libr |
| Total Pages | : 277 |
| Release | : 2012 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 0838986099 |
Librarians and student affairs professionals share a commitment to student success and holistic development, collaborative strategies, and reflective practice. Environments for Student Success and Development explores how librarians and student affairs professionals partner through programming and other activities in order to create stronger campus environments for student learning, growth, and development. Edited by Lisa Janicke Hinchliffe and Melissa Autumn Wong, the book includes an introduction to student affairs and student development, followed by case studies of successful collaborations co-authored by student affairs and library professionals. Also included is a selected bibliography of publications on student affairs, strategies for collaboration, and library and student affairs collaborations.
| Author | : Siok Kuan Tambyah |
| Publisher | : Taylor & Francis |
| Total Pages | : 131 |
| Release | : 2022-11-30 |
| Genre | : Education |
| ISBN | : 1000776913 |
Learning spaces are an increasing area of debate in higher education studies, as universities attempt to develop holistic forms of education that connect epistemological areas. Focusing on faculty-student collaborative learning in residential colleges in Singapore, this book carefully examines how we can enable students to grow and develop, not just as workers for the global marketplace but also as unique individuals. Showcasing the diversity of programs and initiatives that contribute to student learning outcomes, the volume draws upon the real-world experiences of educators and students. Contributors examine the benefits and challenges of crafting and implementing innovative programs and activities focused on the technologies of learning, interdisciplinary thinking, experiential learning, community engagement and authenticity. Students, working with one another, their teachers and community partners, also play a pivotal role in co-creating their learning journeys. The chapter authors provide their critical reflections on how the experiences and lessons learnt may apply to other learning spaces in higher education (including online and blended spaces). This edited volume will be relevant to any educator, researcher or student interested in creative learning spaces, and innovative programmes and activities that bring together students, educators and community partners.
| Author | : Diana Oblinger |
| Publisher | : |
| Total Pages | : 470 |
| Release | : 2006 |
| Genre | : Academic libraries |
| ISBN | : |
El espacio, ya sea físico o virtual, puede tener un impacto significativo en el aprendizaje. Learning Spaces se centra en la forma en que las expectativas de los alumnos influyen en dichos espacios, en los principios y actividades que facilitan el aprendizaje y en el papel de la tecnología desde la perspectiva de quienes crean los entornos de aprendizaje: profesores, tecnólogos del aprendizaje, bibliotecarios y administradores. La tecnología de la información ha aportado capacidades únicas a los espacios de aprendizaje, ya sea estimulando una mayor interacción mediante el uso de herramientas de colaboración, videoconferencias con expertos internacionales o abriendo mundos virtuales para la exploración. Este libro representa una exploración continua a medida que unimos el espacio, la tecnología y la pedagogía para asegurar el éxito de los estudiantes.
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2012 |
| Genre | : Blended learning |
| ISBN | : 9781780346557 |
Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment documents real-world experiences of innovators in higher education who have redesigned spaces for learning and teaching. The redefined spaces encompass a broader range of physical, virtual, formal, informal, blended, flexible, and time sensitive factors.
| Author | : Dale Basye |
| Publisher | : International Society for Technology in Education |
| Total Pages | : 182 |
| Release | : 2015-06-21 |
| Genre | : Education |
| ISBN | : 1564845117 |
Active learning spaces offer students opportunities to engage, collaborate, and learn in an environment that taps into their innate curiosity and creativity. Students well versed in active learning - the capabilities that colleges, vocational schools and the workforce demand - will be far more successful than those educated in traditional classrooms. Get Active is a practical guide to inform your thinking about how best to design schools and classrooms to support learning in a connected, digital world. From classroom redesigns to schoolwide rennovation projects and new building construction, the authors show the many ways that active learning spaces can improve the learning experience.
| Author | : Natalia Veles |
| Publisher | : Taylor & Francis |
| Total Pages | : 273 |
| Release | : 2022-11-18 |
| Genre | : Education |
| ISBN | : 1000786579 |
Drawing on an empirical study of the cross-boundary, cross-campus, and intercultural collaborations between professional and academic staff, at both an Australian and a Singaporean university, this book demonstrates the potential of third space collaboration in higher education. Through a multi-case study methodology, the author draws on the antecedent resources of spatial theory to investigate how staff working together, crossing, and transcending various traditional and imaginary boundaries created innovative boundary practices while successfully completing the university projects. The third space projects under investigation range from increasing the academic research visibility and commercialisation of a research solution to expanding the educational choices for students in one geographical region and developing a research culture in one international campus. The findings present practical approaches to strengthening collegiality and professional partnering, challenging the reader to reflect on potential strategies that will apply to their own work environments. This book will be a useful resource for researchers in higher education, particularly those interested in the third space theory and practice, university collaboration, collaborative capital, and impacts of diversification of university staff roles and identities.
| Author | : Snežana Obradović-Ratković |
| Publisher | : Taylor & Francis |
| Total Pages | : 195 |
| Release | : 2022-11-18 |
| Genre | : Education |
| ISBN | : 1000785270 |
Supporting Student and Faculty Wellbeing in Graduate Education recognizes new pressures impacting graduate students and their supervisors, teachers, and mentors globally. The work provides a range of insights and strategies which reflect on wellbeing as an integral part of teaching, learning, policy, and student-mentor relationships. The authors offer a uniquely holistic approach to supporting the wellbeing of both students and academic staff in graduate education. The text showcases optimized approaches to self-care, self-regulation, and policy development, as well as trauma-informed, arts-based, and embodied pedagogies. Particular attention is given to the challenges faced by minority groups including Indigenous, international, refugee, and immigrant students and staff. Providing a timely analysis of the current issues surrounding student and faculty wellbeing, this volume will appeal to scholars and researchers working across the fields of higher education, sociology of education, educational psychology, and student affairs.
| Author | : Antonio Duran |
| Publisher | : Taylor & Francis |
| Total Pages | : 197 |
| Release | : 2022-11-18 |
| Genre | : Education |
| ISBN | : 1000787125 |
Drawing on autotheoretical methods, this insightful volume explores how LGBTQ+ scholars, practitioners, and scholar-practitioners exist within and negotiate an insider/outsider paradox within higher education, highlighting issues of affect, legibility, and embodiment. The first of a two-volume series, this book foregrounds the experiences of LGBTQ+ higher education scholars and practitioners in the United States as they navigate cisheteronormative culture, structures, practices, and policies on campus. Through theorization of contributors’ lived experiences in relation to identity and the concept of queerness as being, the volume posits queer identity as embodied resistance and demonstrates how this plays out within an insider/outsider paradox. An innovative theoretical framing, this text artfully exemplifies how queer and trans people exist simultaneously as both insider and outsider in university communities and deepens understanding of how critical narratives might inform institutional transformation and drives toward equity. The book then looks to the future, discussing implications for research and practice, using the lessons learned from the chapter authors. Embellished with a plethora of diverse firsthand contributions and innovative scholarship, this book will be of interest to students and scholars of queer and trans studies, student affairs, gender and sexuality studies, and higher education, as well as those seeking to understand the experiences of LGBTQ+ higher education scholars and practitioners as they navigate central tensions in their practice.
| Author | : Jesus Cisneros |
| Publisher | : Taylor & Francis |
| Total Pages | : 185 |
| Release | : 2022-11-18 |
| Genre | : Education |
| ISBN | : 1000787133 |
Guided by the scholarly personal narratives of LGBTQ+ higher education scholars, practitioners, and scholar-practitioners, this informative volume explores how individuals exist within and experience the insider/outsider paradox within higher education as they engage in disruption, queer methods, and action. The second of a two-volume series, this book relates to the firsthand accounts and personal stories of the contributors in order to illustrate the challenges and opportunities that exist for queer and trans people. Framed through the concept of queerness as doing, this book takes up the important question of what it means to occupy both positions of oppression and degrees of privilege within society and in the context of work. It discusses how stories depict the nuances of the insider/outsider paradox relative to practicing queerness as a politic while identifying as part of the LGBTQ+ community in higher education settings. The book then looks to the future, discussing implications for research and practice, using the lessons learned from the chapter authors. Comprised of firsthand contributions and innovative scholarship, this book will be of interest to students and scholars of queer and trans studies, student affairs, gender and sexuality studies, and higher education, as well as those seeking to understand the experiences of LGBTQ+ scholars and practitioners as they navigate central tensions in their scholarship and practice.
| Author | : India C. Plough |
| Publisher | : Taylor & Francis |
| Total Pages | : 250 |
| Release | : 2022-11-18 |
| Genre | : Education |
| ISBN | : 1000785033 |
This richly interdisciplinary volume explores the goals and benefits of the Cultures and Languages Across the Curriculum (CLAC) programs by drawing together noteworthy insights from educators, administrators, researchers, and students who have been directly involved in the CLAC programs at colleges and universities in the United States. Using autoethnographic methods, the authors analyze their personal experiences of CLAC to highlight best practices in establishing CLAC models and showcase ways to integrate languages and cultures into instruction and research across disciplines and contexts. Particular attention is given to the ways in which CLAC can support institutional internationalization and global objectives to enhance intercultural competence, world citizenship, and social justice in the community. The book is separated into three sections, with expertise from a wide range of culturally and linguistically diverse experts who represent different disciplines. Section I describes the development of new CLAC programs into existing institutional structures and provides the reader with first-hand accounts of the transformative impact of CLAC on individuals. Section II demonstrates the different collaborative forms that have been created between CLAC programs and various other disciplines, and Section III reflects on authors' experiences with disruptions to the power structures, hegemonic practices, and ideological assumptions often embedded in education. This timely volume will be of interest to academics, researchers, and post-graduate students in the fields of Multicultural Education, Culture and Language Studies, Curriculum Studies, and Higher Education. This book would also greatly appeal to graduate students and scholars in education development.
