National Collegiate Honors Council
Date of this Version
2018
Citation
Breaking Barriers in Teaching and Learning, Edited by James Ford and John Zubizarreta. National Collegiate Honors Council Teaching and Learning Monograph III (2018), 254p.
Abstract
Foreword — Richard Badenhausen
Introduction
Breaking Barriers with Significant Student Learning
Chapter One: Using Student-Generated Questions to Promote Learning — Barbara J. Millis
Chapter Two: Innovative Discussion-Based Pedagogy — Leslie G. Kaplan
Chapter Three: The Importance of the First-Semester Experience: Learning Communities and Clustered Classes — Susan E. Dinan
Chapter Four: Linking Honors Courses: A New Approach to Defining Honors Pedagogy —Dahliani Reynolds, Meg Case, and Becky L. Spritz
Breaking Barriers with Faculty Development and Teaching Excellence
Chapter Five: Honors Components in Honors Faculty Development — Hanne ten Berge and Rob van der Vaart
Chapter Six: Building and Enhancing Honors Programs through Faculty Learning Communities —Milton D. Cox
Chapter Seven: The Honors Professional Development Portfolio: Claiming the Value of Honors for Improvement, Tenure, and Promotion — John Zubizarreta
Chapter Eight: Teaching for Learning in Honors Courses: Identifying and Implementing Effective Educational Practices — Todd D. Zakrajsek and Janina Tosic
Course Designs and Case Studies in Honors Teaching
Chapter Nine: Constructing an Honors Composition Course to Support a Research-Based Honors Curriculum —Annmarie Guzy
Chapter Ten: Growing Pains in Honors Education: Two Courses Designed to Build Community —Matthew Carey Jordan
Chapter Eleven: HON 315: Perspectives on Twentieth-Century American Identity — Ken R. Mulliken
Chapter Twelve: Bending Time and Space: Three Approaches for Breaking Barriers in the Honors Classroom — James Ford
Afterword — Reading to Improve Teaching and Learning — John Zubizarreta
Selected Book Resources / About the Authors / About the NCHC Monograph Series
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Comments
Copyright © 2018 by National Collegiate Honors Council.