My Freshman Year

Author: Rebekah Nathan
Publisher: Penguin
ISBN: 9781101042502
Format: PDF, ePub, Mobi
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After fifteen years of teaching anthropology at a large university, Rebekah Nathan had become baffled by her own students. Their strange behavior—eating meals at their desks, not completing reading assignments, remaining silent through class discussions—made her feel as if she were dealing with a completely foreign culture. So Nathan decided to do what anthropologists do when confused by a different culture: Go live with them. She enrolled as a freshman, moved into the dorm, ate in the dining hall, and took a full load of courses. And she came to understand that being a student is a pretty difficult job, too. Her discoveries about contemporary undergraduate culture are surprising and her observations are invaluable, making My Freshman Year essential reading for students, parents, faculty, and anyone interested in educational policy.


Author: Max Barry
Publisher: Heyne Verlag
ISBN: 364107343X
Format: PDF, ePub
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Der neue Roman vom Autor des Kultbestsellers „Logoland”! Es beginnt mit einem Arbeitsunfall. Wissenschaftler Charlie Neumann verliert ein Bein. Eigentlich eine Tragödie, doch Neumann sieht darin eher eine Chance. Er erkennt, dass sein Körper verbesserungsfähig ist – durch eine hochkomplexe Prothese. Aber dabei bleibt es nicht. Bald ist das zweite Bein fällig. Dann eine Hand. Charlie ist auf dem besten Weg, sich in eine Maschine zu verwandeln. Doch wo liegt die Grenze? Ein hochaktueller Roman über das wahnhafte Streben nach körperlicher Perfektion.

Der Solist

Author: Steve Lopez
Publisher: Blanvalet Taschenbuch Verlag
ISBN: 3641037530
Format: PDF, Kindle
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Eine bewegende wahre Geschichte von Menschlichkeit, Hilfsbereitschaft und der Magie der Musik Auf dem Weg in sein Büro bei der Los Angeles Times hastet Steve Lopez durch das Armenviertel der Stadt, als er Nathaniel Ayers hört, der sich auf einer Violine, die nur noch zwei Saiten hat, das Herz aus seiner Seele geigt. Lopez bleibt stehen, spricht mit ihm und schreibt eine Kolumne über den verstörten, aber brillanten Musiker, der ein hochbegabter Student des Elitekonservatoriums Juilliard School war, bevor er an Schizophrenie erkrankte. Damit beginnt eine ungewöhnliche Freundschaft, die das Leben beider Männer grundlegend verändert. Intelligent, berührend, humorvoll und poetisch. Mit Oscar-Preisträger Jamie Foxx und Robert Downey jr. verfilmt!


Author: Jane Smiley
Publisher: S. Fischer Verlag
ISBN: 3105613692
Format: PDF, ePub, Docs
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›Moo‹ ist ein komischer, subversiver Campus-Roman über eine Ackerbau- und Viehzucht-Universität irgendwo im Mittleren Westen der USA – oder: ein Abbild der Welt im kleinen. Die Pulitzerpreisträgerin Jane Smiley verarbeitet Wissenschafts- und Gesellschaftskritik zu einer amüsanten und weitsichtigen Komödie. (Dieser Text bezieht sich auf eine frühere Ausgabe.)

Academically Adrift

Author: Richard Arum
Publisher: University of Chicago Press
ISBN: 0226028577
Format: PDF, Kindle
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In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

Designing and Conducting Research in Education

Author: Clifford J. Drew
Publisher: SAGE
ISBN: 1412960746
Format: PDF
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The research process in this book begins with identification of the research question and proceeds through each step including planning data collection, actual collection and analysis of the data, and writing the report. This text proceeds through multiple methodologies including experimental and non-experimental, quantitative and qualitative. At every step the emphasis is on planning and executing the study. Key features: o Simulations and feedback that may be used in class sessions for both individual and small group participation o Pedagogy to help students plan and conduct a research project in an actual classroom o Examples that demonstrate and explain what constitutes good and poor research questions o Case studies and ′real life′ examples related to education o A Student Web site that provides students with the opportunity to interact with contemporary articles. This book provides an introduction to research that emphasizes the fundamental concepts of planning and design. It is designed to be a core text for the very first course on research methods.

Developing Faculty Learning Communities at Two Year Colleges

Author: Susan Sipple
Publisher: Stylus Publishing, LLC
ISBN: 157922847X
Format: PDF, ePub, Mobi
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This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.