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Synopsis
Our society urgently needs education that motivates, challenges, engages, and affirms all students. No matter their previous successes or failures, every student has enormous learning potential and important contributions to make now and in the future. Such meaningful learning experiences don't just happen, they need to be intentionally designed.
Learning that Matters: A Field Guide to Course Design for Transformative Education is a pragmatic resource for designing courses that engage college students as active citizens. This ""work"" book provides research-informed approaches for creating learning experiences and developing innovative, intellectually-engaging courses. Whether a novice or a veteran, by engaging with the text, collaborating with colleagues, and reflecting on the important work of a teacher, any motivated educator can become a transformative educator. Every college course has the potential to transform students' lives. Through implementation of critical concepts such as connected and authentic assessments; dilemmas, issues, and questions; portable thinking skills and engaging strategies; and a purposeful focus on inclusivity and equity, readers begin the process of change needed for preparing students who will be able to address the monumental challenges facing our society.
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About the Author
Caralyn Zehnder is a lecturer in Biology at the University of Massachusetts Amherst. Cynthia Alby joined Georgia College in 2001, where she is now a Professor of Teacher Education and works extensively with the Center for Teaching and Learning.
As a former dean and current professor of education, Karynne Kleine collaborates alongside her colleagues at Georgia College as well as nationally with those in other fields to address issues of equity, particularly inequitable educational outcomes that serve to reinforce the status quo and limit life choices.
Julia Metzker serves as Director of the Washington Center for Improving Undergraduate Education at The Evergreen State College.
"About this title" may belong to another edition of this title.
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