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Designing Constructionist Futures
A diverse group of scholars redefine constructionism—introduced by Seymour Papert in 1980—in light of new technologies and theories. Constructionism, first introduced by Seymour Papert in 1980, is a framework for learning to understand something by making an artifact for and with other people. A core goal of constructionists is to respect learners as creators, to enable them to engage in making meaning for themselves through construction, and to do this by democratizing access to the world's most creative and powerful tools. In this volume, an international and diverse group of scholars examine, reconstruct, and evolve the constructionist paradigm in light of new technologies and theorie...
Engineering in K-12 Education
Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects-science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological i...
Drilled to Write
Drilled to Write offers a rich account of US Army cadets navigating the unique demands of Army writing at a senior military college. In this longitudinal case study, J. Michael Rifenburg follows one cadet, Logan Blackwell, for four years and traces how he conceptualizes Army writing and Army genres through immersion in military science classes, tactical exercises in the Appalachian Mountains, and specialized programs like Airborne School. Drawing from research on rhetorical genre studies, writing transfer, and materiality, Drilled to Write speaks to scholars in writing studies committed to capturing how students understand their own writing development. Collectively, these chapters articulat...
Handbook of STEM Faculty Development
This handbook addresses the multifaceted roles of STEM faculty, focusing on professional development to support their teaching, research, and leadership responsibilities. It explores faculty development planning, techniques, and outcomes, highlighting barriers, effective models, and the impact on higher education practices.
Developing Student Expertise and Community: Lessons from How People Learn
From the Editors This issue of New Directions for Teaching and Learning pre-sents research from a collaboration between learning scientists, assessment experts, learning technologists, and domain experts as part of a project with the vision of transforming education (specifically in bioengineering, but eventually in all fields) to produce adaptive expertise in students. This research is based on the model proposed in the National Research Council book, How People Learn. This model proposes a sequence of learning activities drawn from learning research that are designed to maximize the degree to which students understand and can use what they learn in meeting discipline-based challenges. The ...
Curriculum Development in Higher Education: Faculty-Driven Processes and Practices
This issue focuses on two new perspectives. The first is a more international perspective from the very active and thriving faculty development work being done in Canada. The second is curriculum design. The authors attempt to blend the very real need for institutions to engage in regular curriculum practice as a growth experience and the important role that faculty can lay in the process. In addition, they propose the idea of a scholarship of curriculum practice to complement the scholarship of teaching and learning. They pose the interesting challenge: Shouldn't everything we do in the academy be done in a scholarly manner?
As the Spirit Moves Us
"Chronicles the experiences of a racially diverse group of Christian professors of communication"--Page 3.
Geology
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Neither White Nor Male
Given the state of information on the academic experience in general and on the pedagogical strategies and strengths of faculty of color in particular, the scholars in this issue have come together to begin the process of articulating the academic experiences of female professors of color. While chronicling our challenges within academia as well as our contributions to the education of U.S. students, this collaborative effort will add depth to the existing literature on faculty of color, serve as a reference for positioning women of color within the larger context of higher education (moving us from the margin to the center), and lay a foundation for more inclusive future research. This is the 110th volume of the Jossey-Bass quarterly report New Directions for Teaching and Learning.
