Resources

In the courts and in referenda campaigns, affirmative action in college admissions is under full-scale attack. Though it was designed to help resolve a variety of serious racial problems, affirmative action's survival may turn on just one question--whether or not the educational value of diversity is sufficiently compelling to justify consideration of race as a factor in deciding whom to admit to colleges and universities. Diversity Challenged is designed to address that question. This book explores what is known about how increasing minority enrollment changes and enriches the educational process. In chapter after chapter, researchers and policymakers discuss substantial developing evidence showing that diversity of students can and usually does produce a broader educational experience, both in traditional learning and in preparing for jobs, professions, and effective citizenship in a multiracial democracy. The evidence also suggests that such benefits can be significantly increased by appropriate leadership and support on campus. Diversity may be challenged on college campuses today, but the research and evidence in this book shows how diversity works. (From the Publisher)

Teaching for Understanding describes the nature of understanding, strategies that support it, and factors which bear upon it in a way which makes it accessible to teachers in raining, practicing teachers, and lecturer in education. Its coverage includes understanding and its nature, constructing relationships and mental structures, surrogate teachers, metacognition, and assessment. (From the Publisher)

Journal Issue.

Journal Issue.

Journal Issue.

Journal Issue.

A smart, compassionate look at the important and often bewildering questions young adults face in their search for purpose, meaning and faith, and a clarion call to concerned adults to actively mentor the next generation. (From the Publisher)

In this guide, Bob Hudspith and Herb Jenkins describe an approach to teaching that has been used successfully for many years at McMaster University, and which will be of wide interest to university teachers who wish to encourage critical thinking and self-directed research into their courses. The guide thoroughly documents the philosophy and rationale of inquiry-based learning, describes how the approach works in practice, and offers advice and numerous examples on adapting the technique for a wide range of situations and disciplines.

Problem-based learning is a powerful classroom process, which uses real world problems to motivate students to identify and apply research concepts and information, work collaboratively and communicate effectively. It is a strategy that promotes life-long habits of learning. The University of Delaware is recognized internationally as a center of excellence in the use and development of PBL. This book presents the cumulative knowledge and practical experience acquired over nearly a decade of integrating PBL in courses in a wide range of disciplines. This "how to" book for college and university faculty. It focuses on the practical questions which anyone wishing to embark on PBL will want to know: "Where do I start?" – "How do you find problems?" – "What do I need to know about managing groups?" – "How do you grade in a PBL course?" The book opens by outlining how the PBL program was developed at the University of Delaware -- covering such issues as faculty mentoring and institutional support -- to offer a model for implementation for other institutions. The authors then address the practical questions involved in course transformation and planning for effective problem-based instruction, including writing problems, using the Internet, strategies for using groups, the use of peer tutors and assessment. They conclude with case studies from a variety of disciplines, including biochemistry, pre-law, physics, nursing, chemistry, political science and teacher education. This introduction for faculty, department chairs and faculty developers will assist them to successfully harness this powerful process to improve learning outcomes. (From the Publisher)