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The Journey of Self-Authorship: Why Is It Necessary?
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Meszaros, Peggy S. – New Directions for Teaching and Learning, 2007
This chapter presents the need for the journey of self-authorship and an overview of key concepts and terms explored in this volume.
Descriptors: Accountability, College Students, Self Actualization, Metacognition
Assessing Self-Authorship
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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
Engaging Differences: Self-Authorship and the Decision-Making Process
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Laughlin, Anne; Creamer, Elizabeth G. – New Directions for Teaching and Learning, 2007
Decisions that involve consideration of inconsistent or contradictory information provide a context for understanding and supporting intellectual development.
Descriptors: Intellectual Development, Decision Making, Metacognition, Self Actualization
Taking Seriously the Intellectual Growth of Students: Accommodations for Self-Authorship
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Wildman, Terry M. – New Directions for Teaching and Learning, 2007
Student learning and student development are part of a unified framework rather than separate interests to be pursued independently.
Descriptors: Student Development, College Students, College Faculty, Intellectual Development
Self-Authorship: The Foundation for Twenty-First-Century Education
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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
Advising and Interacting Outside the Classroom.
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Tacha, Deanell R. – New Directions for Teaching and Learning, 1986
The development of intellectually challenging and personally supportive faculty-student relationships outside of formal learning contexts is crucial to excellence in honors-level education, and can be fostered through a faculty advising and mentor program. (MSE)
Descriptors: Academic Advising, College Faculty, College Students, Faculty Advisers
Beyond "Mildly Interesting Facts": Student Self-Evaluations and Outcomes Assessment.
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Moore, William S.; Hunter, Steve – New Directions for Teaching and Learning, 1993
College student self-evaluations can assist in institutional outcomes assessment by helping educators understand the content, context, and process of learning at both individual and institutional levels, and from the perspective of either research or assessment. Currently, self-assessment is used primarily in evaluating broad learning outcomes,…
Descriptors: College Outcomes Assessment, College Students, Educational Environment, Environmental Influences
Students in Learning Communities: Engaging with Self, Others, and the College Community.
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Gabelnick, Faith; MacGregor, Jean; Matthews, Roberta S.; Smith, Barbara Leigh – New Directions for Teaching and Learning, 1990
Discusses what has been learned about students in college learning communities, and their progress and problems in the programs. Addresses topics including student attitudes and characteristics, retention, achievement, intellectual development, what students value about the communities, developmental changes occurring during the program, and life…
Descriptors: Academic Achievement, Academic Persistence, College Environment, College Role