Self-Regulated Learning. New Directions for Teaching and Learning, Number 126

Is inquiry-guided learning a universal answer for various teaching and learning ills in higher education? With eight institutional case studies drawn from colleges and universities in English-speaking countries, this volume provides a clear description of inquiry-guided learning based on best practice. It also provides a window into the dynamics of undergraduate education reform using inquiry-guided learning, with a helpful final chapter that compares the eight institutions on key dimensions. This issue is a valuable resource for: Institutions attempting undergraduate reform through inquiry-guided learning Practitioners and scholars of inquiry-guided learning Instructors seeking good texts for courses on higher education administration Administrators seeking to understand and lead undergraduate education reform. This is the 129th volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

While issues of interpersonal boundaries between faculty and students is not new, more recent influences such as evolving technology and current generational differences have created a new set of dilemmas. How do we set appropriate expectations regarding e-mail response time in a twenty-four-hour, seven-day-a-week Internet-connected culture? How do we maintain our authority with a generation that views the syllabus as negotiable? Complex questions about power, positionality, connection, distance, and privacy underlie these decision points. This sourcebook provides an in-depth look at interpersonal boundaries between faculty and students, giving consideration to the deeper contextual factors and power dynamics that inform how we set, adjust, and maintain boundaries as educators. This is the 131st volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

By reclaiming the passions of our hearts and exploring insights and ideas, we begin a remembering of ourselves. As we begin to reclaim our wholeness, we also have the capacity to renew and revitalize our institutions from within. After a long career of writing and speaking about how living in congruence—without division between inner and outer life—allows for being present with ourselves and those who journey with us, Parker Palmer and colleagues at the Center for Courage & Renewal developed a process of shared exploration. This Circle of Trust® approach encourages people to live and work more authentically within their families, workplaces, and communities. This issue explores the transformative power of engaging in a Circle of Trust. The authors examine its direct applications to teaching and learning, and they explore and discuss the research being done by the facilitators of this work. This is the 130th volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Take an in depth look at discipline-centered learning communities. Using psychology as an example, this issue provides prescriptive advice for those interested in developing a learning community in any academic discipline or program. Learning communities are a powerful vehicle for creating and sustaining connections among students, faculty, and the curriculum, but creating one can be a challenge. By providing resources, practical case studies, and theoretical grounding, this volume can both inspire and guide faculty, staff, and administrators in meeting their pedagogical and curricular goals. Learn how the five types of learning communities—based curricularly, residentially, in the classroom, on the students themselves, and even virtually—can be used to enhance student engagement and learning. Illustrating the versatility of the practice across a wide range of settings, student populations, and institutional types, this issue also contains an extensive listing of resources that go beyond disciplinary boundaries and open possibilities for all in higher education. This is the 132nd volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

The contributors to this volume are academics working directly or indirectly with teaching and learning centers and professional communities, serving in the capacity of educational developer, researcher, or specialist; unit manager or director; or senior administrator. Drawing on survey and interview data, individual experience or perspective, and familiarity with the educational literature, they offer a context to understand and appreciate how the field of educational development, developer practice, and individual pathways have evolved, further highlighting what territory remains to be explored and uncovered. Over the last fifty years, educational development has evolved from an informal set of instructional improvement activities championed by individuals to a scholarly field of study and practice that aims to advance teaching and learning at the individual, institutional and (more recently) sector levels. During this time, educational development work has moved from the fringes to the mainstream of the higher education landscape, bringing to the community a diverse group of dedicated academic professionals. This volume draws on their experience and insight to provide an invaluable guide to future challenges and issues. This is the 122nd volume of the Jossey-Bass higher education quarterly report series New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Expanding the learning day is gaining national momentum as an important school-improvement and whole-child development strategy. This issue focuses on school-community partnerships that provide a seamless, longer learning day that best meets the academic (Expanded Learning Time or ELT) and developmental (Expanded Learning Opportunities or ELO) needs of high-poverty students in resource-poor communities. First it draws attention to the importance of ELOs and offers contours of the ELT-ELO partnerships through research evidence and policy analysis. It then covers both in practice and features a spectrum of ELT-ELO partnerships, from less to more integrated models. The issue pays close attention to: The central role ELOs play in ELT schools The changing safeguards for community-based organizations Ways in which current education policy is shaping the approach of schools and community partners to learning and development. This is the 131st volume of New Directions for Youth Development, the Jossey-Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions.

Gain a greater understanding of the academic, cultural, and social experiences of first-generation college students (FGS). Fascinating, heart-touching, and important, the research and the stories presented here enlighten what FGS often have to overcome to successfully complete their degrees. With an emphasis on improving FGS' college success, retention, and graduation rates, this volume first covers common obstacles and the trend of FGS continuing on for graduate degrees. Section Two discusses the complex interplay of social, academic, emotional, and financial influences on academic performance. The chapters collectively affirm that the commitment of university resources is critical to college success. This is the 127th volume of the Jossey-Bass higher education quarterly report New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

This issue uses the powerful narrative of autoethnography to make visible the existence of international professors and teaching assistants who speak English as a Second Language. These important, but often invisible, individuals contribute daily to the education of students within the US postsecondary educational system. This volume covers a variety of experiences, such as: Faculty of color teaching intercultural communication International teaching assistants’ attitudes toward their US students The challenges to existing cultural assumptions in the US classroom. These experiences—in the form of challenges and contributions—are foregrounded and highlighted in their own right. This is the 138th volume of the quarterly Jossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

On Teaching and Learning takes the ideas explored in renowned educator Jane Vella’s best-selling book Learning to Listen, Learning to Teach to the next level and explores how dialogue education has been applied in educational settings around the world. Throughout the book, she shows how to put the principles and practices of dialogue education into action and uses illustrative stories and examples from her extensive travels. Dialogue education values inquiry, integrity, and commitment to equity—values that are also central to democracy. Learners are treated as beings worthy of respect, recognized for the knowledge and experience they bring to the learning experience. Dialogue education emphasizes the importance of safety and belonging. It is an approach that welcomes one’s certainties and one’s questions.

Take an in-depth look at adult learning and education for citizenship and civic engagement. This issue presents the foundational connections between the adult education and civic engagement movements. It’s filled with studies on adult learning for participatory or deliberate democratic change and engagement at the local grassroots level. Contributors consider civic engagement in their areas of research and practice and explore the formal and informal ways that citizens come to learn, to deliberate, and to act on the social issues they find important locally and globally. As a result, the volume offers broad examples of different types of formal and informal adult learning for civic engagement. This is 135th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.