Opis

Highlights the interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. This book offers perspectives on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation.Part I. Introduction: Setting the contextChapter One: Supporting Student Learning in the Context of Diversity, Complexity and Uncertainty, Carolin KreberChapter Two: The Modern Research University and its Disciplines: The Interplay between Contextual and Context-transcendent Influences on Teaching, Carolin KreberPart II. Disciplines and their epistemological structureChapter Three (research-based): The Commons: Disciplinary and Interdisciplinary Encounters, Janet Donald Chapter Four (reactive): Academic Disciplines: Homes or Barricades?, Gary PooleChapter Five (reactive): Hard and Soft -- A Useful Way of Thinking about Disciplines? Reflections from Engineering Education on Disciplinary Identities, Bob Matthew and Jane PritchardPart III. Ways of thinking and practicingChapter Six (research-based): Ways of Thinking and Practicing in Biology and History: Disciplinary Aspects of Teaching and Learning Environments, Dai Hounsell and Charles Anderson Chapter Seven (reactive): Exploring Disciplinarity in Academic Development: Do "Ways of Thinking and Practicing" Help Higher Education Practitioners to Think about Learning and Teaching?, Nicola ReimannChapter Eight (reactive): Opening History's "Black Boxes": Decoding the Disciplinary Unconscious of Historians, David PacePart IV. Exploring disciplinary teaching and learning from a socio-cultural perspective Chapter Nine (research-based) : Guiding Students into a Discipline: The Significance of the Teacher, Andy Northedge and Jan McArthur Chapter Ten (reactive): Diverse Student Voices within Disciplinary Discourses, Jan McArthurChapter Eleven (reactive): Guiding Students into a Discipline: The Significance of the Student's View, Lewis Elton Part V. Learning partnerships in disciplinary learningChapter Twelve (research-based): Educating Students for Self-authorship: Learning Partnerships to Achieve Complex Outcomes , Marcia Baxter Magolda Chapter Thirteen (reactive): Supporting Student Development in and beyond the Disciplines: the Role of the Curriculum, Alan JenkinsChapter Fourteen (reactive): Constraints to Implementing Learning Partnership Models and Self-Authorship in the Arts and Humanities, Vicky GunnPart VI. Disciplines and their interactions with Teaching and Learning RegimesChapter Fifteen (research-based): Beyond Epistemological Essentialism: Academic Tribes in the21st Century, Paul Trowler Chapter Sixteen (reactive): Exploring Teaching and Learning Regimes in Higher Education Settings, Joelle FanghanelChapter Seventeen (reactive): Teaching and Learning Regimes from within -- Significant Networks as a Locus for the Social Construction of Teaching and Learning, Torgny Roxa and Katarina MartenssonPart VII. General observations on previous themesChapter Eighteen: Assessment for Career and Citizenship, Mantz YorkeChapter Nineteen: Teaching within and beyond Disciplinary Boundaries: The Challenge for Faculty, Velda McCune