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Exploring College Men’S Perceptions About Interacting With Faculty Beyond The Classroom, Jörg Vianden

Jörg Vianden

No abstract provided.

Service-Learning Is... How Faculty Explain Their Practice, Kerryann O'Meara, Elizabeth Niehaus

KerryAnn O'Meara

Many researchers have explored faculty engagement in service-learning. However, scholarship rarely considers ways in which the discourses used by faculty to describe service-learning — the stories they tell about what it is they are doing and why — construct images of subject positions, problems, and solutions that inform our beliefs about service-learning and our practice. The purpose of this study was to understand the dominant discourses used by faculty to explain service-learning. The nomination files of 109 exemplary faculty nominated for the Thomas Ehrlich Award were analyzed. Findings indicate that faculty use four dominant discourses regarding the purposes and significance …

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Getting Started With Portfolios: A Vision For Implementing Reflection To Enhance Student Learning, Stephanie Burrell, Laurence Miners, Kathryn Nantz, Roben Torosyan

Roben Torosyan Ph.D.

For full text go to: goo.gl/5NrMhD Excerpt: As Myles Horton described the essential task, “You only learn from the experience you learn from” (Newman, 2006, p. 240); but the question becomes how to guide learning from experience without inviting students to game the system by generating good confessions or conversion stories. One prompt that Roben created, for example, asks students in a core philosophy course to: Reflect on your own assumptions, strengths and areas to improve. Show, for example, how your own thinking changed or deepened, or how that was a struggle, and what you take away from the change …