Teaching Critical University Studies: A First-Year Seminar to Cultivate Intentional Learners

Autor/in	Bleicher, Elizabeth
Titel	Teaching Critical University Studies: A First-Year Seminar to Cultivate Intentional Learners
Quelle	In: Honors in Practice, 16 (2020), S.93-126 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-0143
Schlagwörter	Honors Curriculum; First Year Seminars; College Freshmen; Intentional Learning; Metacognition; Scaffolding (Teaching Technique); Self Concept; High Achievement; Educational Practices; Program Effectiveness; Attitude Change; Constructivism (Learning); Social Justice; Cooperative Learning; Thinking Skills; Writing Skills; Student Research; Learner Engagement; National Surveys; Student Surveys; Critical Thinking; New York; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Studienanfänger; Intentionales Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstkonzept; Bildungspraxis; Attitudinal change; Einstellungsänderung; Soziale Gerechtigkeit; Kooperatives Lernen; Denkfähigkeit; Writing skill; Schreibfertigkeit; Studentenforschung; Schülerbefragung; Kritisches Denken
Abstract	The first-year seminar Why Are We Here? Student Culture and the Problem of College (WAWH) helps high-achieving students become motivated agents in their education by changing attitudes toward themselves, college, and their roles as students. The author presents the intentional design, execution, analysis, and results of the WAWH seminar, a curriculum that combines content and methods from the discipline of Critical University Studies, layered high-impact practices, student-curated and student-led discussions, and explicit instruction on metacognition in teaching and learning. The decennial study (2008-2018) involves eighteen sections and over 300 students, all with similar written assignments, reflections, and final course evaluations. Results indicate that students gain clarity in the understanding of their own values, opinions on issues, and sense of self as learners; of the purpose of college and liberal education; and of issues involving the U.S. education system and the academy. The author posits the WAWH model as a means for synthesizing theory and practice in education; securing honors programs' impact and relevance within institutions; and maximizing institutional investment in high-achieving student populations. Learning outcomes and implications for scalability are discussed. (As Provided).
Anmerkungen	National Collegiate Honors Council. 1100 Neihardt Residence Center, University of Nebraska-Lincoln, 540 North 16th Street, Lincoln, NE 68588. Tel: 402-472-9150; Fax: 402-472-9152; e-mail: nchc@unl.edu; Web site: http://nchchonors.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01