Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education

Jessie L. Moore

ISBN 10: 1620365855 / ISBN 13: 9781620365854

Edité par Stylus Publishing, 2017

A propos de cet article

New copy - Usually dispatched within 4 working days.

N° de réf. du vendeur B9781620365854

Détails bibliographiques

• Titre: Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education
• Éditeur: Stylus Publishing
• Date de parution: 2017
• Langue: anglais
• ISBN à 10 chiffres: 1620365855
• ISBN à 13 chiffres: 9781620365854
• Reliure: Paperback / softback
• État de l'article: New
• Poids: 235 grammes

A propos de ce titre

Synopsis

This book - the fruit of two-year multi-institutional studies by forty-five researchers - identifies enabling practices for, and five essential principles about, writing transfer that should inform decision-making by all higher education stakeholders about how to generally promote the transfer of knowledge.

À propos de l'auteur

Randall Bass is Vice Provost for Education and Professor of English at Georgetown University, where he leads the Designing the Future(s) initiative and the Red House incubator for curricular transformation. For 13 years he was the Founding Executive Director of Georgetown's Center for New Designs in Learning and Scholarship (CNDLS). He has been working at the intersections of new media technologies and the scholarship of teaching and learning for nearly thirty years, including serving as Director and Principal Investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. In January 2009, he published a collection of essays and synthesis of findings from the Visible Knowledge Project under the title, "The Difference that Inquiry Makes," (co-edited with Bret Eynon) in the digital journal Academic Commons (January 2009: http: //academiccommons.org). Bass is the author and editor of numerous books, articles, and electronic projects, including recently, "Disrupting Ourselves: the Problem of Learning in Higher Education" (Educause Review, March/April 2012). He is currently a Senior Scholar with the American Association for Colleges and Universities.

Jessie L. Moore is Director of the Center for Engaged Learning and Associate Professor of English: Professional Writing & Rhetoric. She leads planning, implementation, and assessment of the Center's research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She co-edited Critical Transitions: Writing and the Question of Transfer (2016). She currently serves as the elected Secretary of the Conference on College Composition and Communication.

Dr. John N. Gardner is an undergraduate student success thought leader and a social justice advocate. He is Chief Executive Officer and Chair of the non-profit, the John N. Gardner Institute for Excellence in Undergraduate Education, co-founded by him and his wife, Betsy O. Barefoot, in 1999. John is also Distinguished Professor Emeritus and Senior Fellow, University of South Carolina at Columbia. He was also the Founding Executive Director of both the National Resource Center for the First-Year Experience and Students in Transition, and the University 101 Programs. He also served as Vice Chancellor for Academic Affairs for the University's five Regional Campuses. Subscribe to the Office Hours with John Gardner: Innovation in Higher Education podcast.

Betsy O. Barefoot is Vice President & Senior Scholar at the Gardner Institute for Excellence in Undergraduate Education.