NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Designing a Collaborative Faculty-Student Mentoring Model in a Large, Complex Science Curriculum Development Team Project
Peer reviewed Peer reviewed
Direct linkDirect link
Lukes, Laura A.; Mazabel, Silvia; Sherman, Sarah Bean; Gilley, Brett; Pete, Shandin – New Directions for Teaching and Learning, 2023
Scientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1-1 single faculty-student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the…
Descriptors: Teacher Student Relationship, Mentors, Models, Science Curriculum
Faculty Perceptions of the First-Generation Student Experience and Programs at Tribal Colleges
Peer reviewed Peer reviewed
Direct linkDirect link
Schmidt, Jacqueline J.; Akande, Yemi – New Directions for Teaching and Learning, 2011
Although an increasing number of Native Americans are enrolling as first-generation college students (FGS) at postsecondary institutions, the percentage of those attaining bachelor's degrees or higher remains relatively low--11 percent, compared with more than 25 percent for the general population. Native Americans face not only the retention…
Descriptors: First Generation College Students, Role Models, Family Role, College Preparation
Information Literacy and its Relationship to Cognitive Development and Reflective Judgment
Peer reviewed Peer reviewed
Direct linkDirect link
Jackson, Rebecca – New Directions for Teaching and Learning, 2008
This article maps the Association of College and Research Libraries' Information Competency Standards for Higher Education to the cognitive development levels developed by William G. Perry and Patricia King and Karen Kitchener to suggest which competencies are appropriate for which level of cognitive development. (Contains 1 table.)
Descriptors: Research Libraries, Information Literacy, Cognitive Development, Critical Thinking
Assessing Self-Authorship
Peer reviewed Peer reviewed
Direct linkDirect link
Pizzolato, Jane Elizabeth – New Directions for Teaching and Learning, 2007
Institutional and programmatic effectiveness in promoting self-authorship requires an understanding of how to assess self-authorship. (Contains 2 tables.)
Descriptors: Higher Education, College Students, Program Effectiveness, Self Actualization
Making Self-Authorship a Goal of Core Curricula: The Earth Sustainability Pilot Project
Peer reviewed Peer reviewed
Direct linkDirect link
Bekken, Barbara; Marie, Joan – New Directions for Teaching and Learning, 2007
Making self-authorship a goal of an interdisciplinary multisemester general education program shows great promise for meeting desired undergraduate learning outcomes for citizen-learners. (Contains 1 table.)
Descriptors: Pilot Projects, General Education, Outcomes of Education, College Students
Self-Authorship: The Foundation for Twenty-First-Century Education
Peer reviewed Peer reviewed
Direct linkDirect link
Magolda, Marcia B. Baxter – New Directions for Teaching and Learning, 2007
Innovative educational practice reveals the secrets to enabling complex learning and self-authorship.
Descriptors: Educational Practices, Theory Practice Relationship, Higher Education, Self Actualization
The Challenge of Integration in Interdisciplinary Education
Peer reviewed Peer reviewed
Direct linkDirect link
Minnis, Michele; John-Steiner, Vera – New Directions for Teaching and Learning, 2005
Focused on an interdisciplinary graduate program in water resources management, this case study illustrates how theory-into-practice integration occurred in a field course and clarified students' expectations that faculty model interdisciplinary ways of knowing.
Descriptors: Water, Graduate Study, Interdisciplinary Approach, Field Experience Programs
Learning Community Models.
Peer reviewed Peer reviewed
Gabelnick, Faith; MacGregor, Jean; Matthews, Roberta S.; Smith, Barbara Leigh – New Directions for Teaching and Learning, 1990
Describes and compares five major types of college learning-community curricular models: linked courses; learning clusters; freshman interest groups; federated learning communities; and coordinated studies. Characteristics of each model are outlined concerning institution size, basic unit of instruction, number of students involved, faculty roles,…
Descriptors: College Environment, College Faculty, College Freshmen, College Role