This practical resource examines how colleges and universities foster sustainable faculty involvement in living learning communities (LLCs). This volume delivers evidence-based research as well as practical examples and voices from the field, to guide and support faculty serving in different capacities in LLCs, to serve as a resource for student affairs practitioners collaborating with faculty in residential environments, and to offer guidance to administrators developing new and revising existing LLC programs.
This book demonstrates that faculty are key to creating equitable, engaging, and sustainable LLCs in diverse higher education settings. Chapters delve into both the micro-level experiences of individual faculty – and their families, as in the vignettes at the beginning of each chapter – and the macro-level campus-wide planning that positions LLCs as a meaningful learning experience for students.
The book is divided into three sections. The chapters in the first section envision a future of faculty-student engagement that meets the needs of new-majority students and faculty through intentional planning and forward-looking models of faculty engagement. Campus culture and administrator involvement play important roles in creating residential spaces where equity and inclusion are prioritized among students and faculty. The second section outlines ways to capitalize on faculty and residential life partnerships for successful LLCs. Authors focus on key areas of LLC development, including collaboration on programming, co-developing LLC curricula, fostering broad campus partnerships, and creating the conditions for effective faculty-student engagement. The third section serves as a resource for new and seasoned faculty-in-residence (FIR) who may wish to better understand their roles, as well as the roles and expectations for partners and families living with them, and strive to find a reasonable work-life balance. The chapters detail the lived experiences of FIR—they provide both a theoretical context as well as concrete ideas for new and seasoned faculty members who are serving LLCs.
In the conclusion the editors look toward the future of faculty involvement in LLCs. They explore pathways for both expanding and deepening faculty involvement in LLCs and underscore the many avenues for faculty support and incentives presented throughout the book to enable administrators, staff, and faculty themselves to advocate for resources they need to thrive while working with students in LLCs.
This practical resource examines how colleges and universities foster sustainable faculty involvement in living learning communities (LLCs). This volume delivers evidence-based research as well as practical examples and voices from the field, to guide and support faculty serving in different capacities in LLCs, to serve as a resource for student affairs practitioners collaborating with faculty in residential environments, and to offer guidance to administrators developing new and revising existing LLC programs.
This book demonstrates that faculty are key to creating equitable, engaging, and sustainable LLCs in diverse higher education settings. Chapters delve into both the micro-level experiences of individual faculty – and their families, as in the vignettes at the beginning of each chapter – and the macro-level campus-wide planning that positions LLCs as a meaningful learning experience for students.
The book is divided into three sections. The chapters in the first section envision a future of faculty-student engagement that meets the needs of new-majority students and faculty through intentional planning and forward-looking models of faculty engagement. Campus culture and administrator involvement play important roles in creating residential spaces where equity and inclusion are prioritized among students and faculty. The second section outlines ways to capitalize on faculty and residential life partnerships for successful LLCs. Authors focus on key areas of LLC development, including collaboration on programming, co-developing LLC curricula, fostering broad campus partnerships, and creating the conditions for effective faculty-student engagement. The third section serves as a resource for new and seasoned faculty-in-residence (FIR) who may wish to better understand their roles, as well as the roles and expectations for partners and families living with them, and strive to find a reasonable work-life balance. The chapters detail the lived experiences of FIR—they provide both a theoretical context as well as concrete ideas for new and seasoned faculty members who are serving LLCs.
In the conclusion the editors look toward the future of faculty involvement in LLCs. They explore pathways for both expanding and deepening faculty involvement in LLCs and underscore the many avenues for faculty support and incentives presented throughout the book to enable administrators, staff, and faculty themselves to advocate for resources they need to thrive while working with students in LLCs.
Описание: Father Ignatius Oosterhoff, the rector of a failing seminary on the banks of the Ohio River in Angel, Ohio, gets more than he bargained for when the schools national advertisements for a new type of student draws a beach bum from California, Sylvester Ammons, who is secretly on the run from the law. It soon becomes apparent that he doesnt fit in, especially when his girlfriend has an abortion. However, he witnesses a murder at the school and joins forces with Father Oosterhoff to solve the crime. Together, they both become something other than what they were when they started out, and change the school in the process.
Описание: Father Ignatius Oosterhoff, the rector of a failing seminary on the banks of the Ohio River in Angel, Ohio, gets more than he bargained for when the schools national advertisements for a new type of student draws a beach bum from California, Sylvester Ammons, who is secretly on the run from the law. It soon becomes apparent that he doesnt fit in, especially when his girlfriend has an abortion. However, he witnesses a murder at the school and joins forces with Father Oosterhoff to solve the crime. Together, they both become something other than what they were when they started out, and change the school in the process.
Автор: Fisher Douglas, Frey Nancy, Quaglia Russell J. Название: Engagement by Design: Creating Learning Environments Where Students Thrive ISBN: 1506375731 ISBN-13(EAN): 9781506375731 Издательство: Sage Publications Рейтинг: Цена: 5067.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The focus of this book is to provide teachers with the tools to cultivate engaged learners, which includes developing healthy relationships with their students, based on research suggesting that positive teacher-student relationships improve achievement.
Use trauma-informed strategies to give students the skills and support they need to succeed in school and life
Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, substance abuse, or parent incarceration. This workbook-style resource shows K-12 educators how to integrate trauma-informed strategies into daily instructional practice through expanded focus on:
The experiences and challenges of students impacted by ACEs, including suicidal tendencies, cyberbullying, and drugs
Behavior as a form of communication and how to explicitly teach new behaviors
How to mitigate trauma and build innate resiliency
Описание: Utilizing findings from over 200 interviews with students, staff, and faculty at a US university, this volume explores the immediate and real-life impacts of COVID-19 on individuals to inform higher education policy and practice in times of crisis.
ООО "Логосфера " Тел:+7(495) 980-12-10 www.logobook.ru
