The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education (Acpa / Naspa Joint Publication)

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9781620362846: The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education (Acpa / Naspa Joint Publication)

Is higher education preparing our students for a world that is increasingly complex and volatile, and in which they will have to contend with uncertainty and ambiguity? Are we addressing the concerns of employers who complain that graduates do not possess the creative, critical thinking, and communication skills needed in the workplace?

This book harnesses what we have learned from innovations in teaching, from neuroscience, experiential learning, and studies on mindfulness and personal development to transform how we deliver and create new knowledge, and indeed transform our students, developing their capacities for adaptive boundary spanning.

Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates mindful inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, while demonstrating how these align with the latest discoveries in neuroscience.

The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance adaptive problem solving, creativity, overall wellbeing, innovation, resilience, compassion, and ultimately world peace.

Co-published with ACPA – College Student Educators International

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

About the Author :

Marilee J. Bresciani Ludvik is Professor for Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy, San Diego State University. She was formerly Assistant Vice President for Institutional Assessment at Texas A&M University. She has conducted outcomes assessment for programs and courses and is frequently invited to present assessment workshops nationally and internationally.

Ralph Wolff is President of the Senior College Commission of the Western Association of Schools and Colleges (WASC), a role he assumed in 1996. Prior to joining WASC, he founded and directed the Institute for Creative Thinking, which focused on leadership and change, an emphasis that has carried over to his work at WASC. During his term as president, he has led WASC to the forefront of accreditation as an agent of accountability and innovation by transforming the accreditation process to an outcomes and learning based model. His current efforts at the Commission include a redesign of the accreditation process that focuses on retention and graduation, defining degree outcomes more clearly, and opening the accreditation process to greater transparency.

Gavin W. Henning is a college student educator with a reputation as a coordinator, collaborator, and catalyst for educational change. He has more than 20 years of higher education experience that includes faculty, student affairs assessment, institutional research, and residence life. As associate professor and program director at New England College in New Hampshire, Henning coordinates the master’s of higher education administration and doctorate of education programs. He has served as president of ACPA―College Student Educators International as well as on the board of directors and executive committee of the Council for the Advancement of Standards in Higher Education (CAS). Henning holds a doctor of philosophy degree in education leadership and policy studies and a master of arts degree in sociology, both from the University of New Hampshire, as well as a master of arts degree in college and university administration and a bachelor of science degree in psychology and sociology from Michigan State University.

Review :

“This book forced me to reconsider everything I knew about college student learning.

The authors of this book suggest that the way we organize higher education to deliver learning and development is not aligned with how the neurological system facilitates that learning. To see an impact from the ways we foster learning we need to examine how we teach (in all its forms). We must find ways to help students integrate experiences and help them develop as whole beings.

College student educators must create opportunities for students to make associations between what they are learning across experiences and link their cognitive learning with their psychosocial development allowing them to make neurological connections that will positively impact their ability to succeed. But, the structure of colleges and universities is not constructed to help students make these connections.

In an accessible, easy-to-understand approach, the authors of The Neuroscience of Learning and Development help the reader understand the brain and neurological bases of learning. After reading this book, I felt prepared to begin transforming how I design, deliver, and evaluate student learning and development to positively impact students.” (Gavin W. Henning, President)

"Breakthroughs in brain science will be the major disruptive innovation in higher education. A friend and neurologist convinced me that success as a college teacher required an understanding of the developing brain's impact on capacity for learning. In turn, I regularly push Student Affairs to use Student Development theories to advance the field of learning assessment. If one believes in individual differences based on varied paths through physical and psychosocial developments (and I do), then why would we expect standardized tests administered at arbitrary points in time to work well in measuring student achievement? Marilee is spot-on with the topics in this book. I expect the volume to make a big impact." (Randy L. Swing, Executive Director)

"Higher education is increasingly the focus of attention as research findings about the benefits of education contrast with information about poor completion rates, equity gaps, and affordability. Business leaders and policy makers have asked whether students are learning what they need to in colleges and universities. Faculty and educational leaders who want to help their students learn and gain the credentials they need now have a helpful resource, based on current knowledge of brain functioning and how people learn, in The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education." (George R. Boggs, Ph.D., Superintendent/President Emeritus Palomar College President & CEO Emeritus, American Association of Community Colleges)

“Both graduates and employers continue to decry the failure of our institutions to develop the whole person, to integrate creating with ‘knowing’, and help students develop the tools for addressing the emotional as well as intellectual intelligence to handle stress, find balance, and respond to daily challenges of the their multidimensional lives. All of these tools are critical necessities to thrive in the face of the dramatically changing workplace and social context of our changing world.

This book provides a compendium of tools for the inner personal and spiritual development of students as much as their intellectual development, and demonstrates in each chapter how the inner development strengthens both intellectual development and outer performance.

I urge you to dive into this book at multiple points – to use the chapters of greatest interest and applicability in your work; and to consider those chapters outside your normal frame of reference to see how they can contribute to rounding out your own and your students’ development. It is worth the effort and the challenge – and the results, as reflected throughout the book – are demonstrable.” (Ralph Wolff, J.D.)

"The right book at the right time. This timely and well-constructed book addresses a vital issue facing higher education today; the need to increase critical thinking, communication, creativity, and resilience for today's college graduates. Drawing on neuroscience research and the exploration of innovations in teaching and learning, this book explores exciting new approaches to improve the outcomes of the college experience. There is really nothing like this in the higher education literature - very impressive.” (Kevin Kruger, President)

As a practitioner of non-violence, I have been exposed to and adopted principles of mindfulness in many aspects of my life. I find it difficult to consistently practice in higher education association management; however, I am convinced that the principles of change, moving from a present state to a transition state to a desired state, are best applied when adopted by people who practice mindfulness. Bresciani Ludvik challenges us to co-create a new vision in the large and complex ecosystem of American higher education by combining the neuroscience of mindfulness methodology with systemic methods to navigate whole-systems change. This is a fascinating and provocative read that I highly recommend to my colleagues. (Cynthia H. Love, Ed.D.)

“We have known from decades of previous research that one’s ability to manage stress and well-being significantly impacts one’s ability to develop and learn. The way in which the authors posit ideas for how we can re-design, deliver, and evaluate higher education with this research in “mind” is compelling. This book provides practical evidence-based suggestions for fostering the type of learning and development that our stakeholders seek, and are asking us to provide.” (Dr. Chukuka S. Enwemeka, Provost and Senior Vice President for Academic Affairs)

"It has been almost twenty years since How People Learn summarized initial insights from the new discipline of cognitive science, but these insights have up to now not been turned into practical advice about how to improve teaching and learning in college. Bresciani Ludvik and her colleagues admirably remedy this situation with this far-reaching volume. Going beyond acquisition of classic content and skills proficiencies, the kinds of learning this book addresses embrace equally the development of creativity, empathy, and mindfulness, and include the importance of wellness and relaxation in sustaining mental performance. Everyone who touches students in today’s institutions―from teaching faculty to student affairs professionals―will find something to learn here." (Peter T. Ewell, Vice President, National Center for Higher Education Management Systems (NCHEMS))

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Description du livre Stylus Publishing, United States, 2016. Paperback. État : New. Language: English . Brand New Book. Is higher education preparing our students for a world that is increasingly complex and volatile, and in which they will have to contend with uncertainty and ambiguity? Are we addressing the concerns of employers who complain that graduates do not possess the creative, critical thinking and communication skills needed in the workplace? In the face of the evidence that our colleges and universities are failing to do so, this book harnesses what we have learned from innovations in teaching and from neuroscience to change how we deliver and create new knowledge, and indeed to transform our students, and develop their capacities for boundary spanning. Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates meditative inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, and demonstrates how these align with the latest discoveries of brain science.This book presents the science that informs the practice of compassion and peace - the science that explains the very real benefits of an intentional movement and meditative inquiry; and demonstrates its application to the classroom, to the co-curriculum, and its implications for administrative leaders who make the decisions that impact student learning and development and the environment within which faculty, administrators, and students reside. Experts in neuroscience, learning and development theory, and health practitioners outline their research and insights into how providing seemingly unintellectual learning and development opportunities for students actually stimulate portions of the brain that are needed in order for them to become problem-solvers, creators of knowledge, and effective social collaborators. The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance critical thinking, creativity, overall wellbeing, compassion, and ultimately world peace. N° de réf. du libraire AAC9781620362846

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Description du livre Stylus Publishing, United States, 2016. Paperback. État : New. Language: English . Brand New Book. Is higher education preparing our students for a world that is increasingly complex and volatile, and in which they will have to contend with uncertainty and ambiguity? Are we addressing the concerns of employers who complain that graduates do not possess the creative, critical thinking and communication skills needed in the workplace? In the face of the evidence that our colleges and universities are failing to do so, this book harnesses what we have learned from innovations in teaching and from neuroscience to change how we deliver and create new knowledge, and indeed to transform our students, and develop their capacities for boundary spanning. Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates meditative inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, and demonstrates how these align with the latest discoveries of brain science.This book presents the science that informs the practice of compassion and peace - the science that explains the very real benefits of an intentional movement and meditative inquiry; and demonstrates its application to the classroom, to the co-curriculum, and its implications for administrative leaders who make the decisions that impact student learning and development and the environment within which faculty, administrators, and students reside. Experts in neuroscience, learning and development theory, and health practitioners outline their research and insights into how providing seemingly unintellectual learning and development opportunities for students actually stimulate portions of the brain that are needed in order for them to become problem-solvers, creators of knowledge, and effective social collaborators. The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance critical thinking, creativity, overall wellbeing, compassion, and ultimately world peace. N° de réf. du libraire AAC9781620362846

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Description du livre Stylus Publishing, United States, 2016. Paperback. État : New. Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. Brand New Book. Is higher education preparing our students for a world that is increasingly complex and volatile, and in which they will have to contend with uncertainty and ambiguity? Are we addressing the concerns of employers who complain that graduates do not possess the creative, critical thinking and communication skills needed in the workplace? In the face of the evidence that our colleges and universities are failing to do so, this book harnesses what we have learned from innovations in teaching and from neuroscience to change how we deliver and create new knowledge, and indeed to transform our students, and develop their capacities for boundary spanning. Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates meditative inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, and demonstrates how these align with the latest discoveries of brain science.This book presents the science that informs the practice of compassion and peace - the science that explains the very real benefits of an intentional movement and meditative inquiry; and demonstrates its application to the classroom, to the co-curriculum, and its implications for administrative leaders who make the decisions that impact student learning and development and the environment within which faculty, administrators, and students reside. Experts in neuroscience, learning and development theory, and health practitioners outline their research and insights into how providing seemingly unintellectual learning and development opportunities for students actually stimulate portions of the brain that are needed in order for them to become problem-solvers, creators of knowledge, and effective social collaborators. The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance critical thinking, creativity, overall wellbeing, compassion, and ultimately world peace. N° de réf. du libraire BTE9781620362846

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Description du livre Stylus Publishing. Paperback. État : New. Paperback. 240 pages. Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates meditative inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, and demonstrates how these align with the latest discoveries of brain science. This book presents the science that informs the practice of compassion and peace the science that explains the very real benefits of an intentional movement and meditative inquiry; and demonstrates its application to the classroom, to the co-curriculum, and its implications for administrative leaders who make the decisions that impact student learning and development and the environment within which faculty, administrators, and students reside. The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance critical thinking, creativity, overall wellbeing, compassion, and ultimately world peace. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. N° de réf. du libraire 9781620362846

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