The Neuroscience of Learning and Development

Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education
1. Auflage 2016
ISBN: 978-1-62036-283-9
Verlag: Taylor & Francis

Buch, Englisch, 376 Seiten, Hardback, Format (B × H): 155 mm x 229 mm, Gewicht: 680 g

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

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Bresciani Ludvik, Marilee J

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Interdisziplinäres Wissenschaften Wissenschaften: Forschung und Information Entscheidungstheorie, Sozialwahltheorie

Inhaltsverzeichnis

Foreword—Gavin W. Henning Foreword—Ralph Wolff Acknowledgments Preface—Marilee J. Bresciani Ludvik Introduction. Rethinking How We Design, Deliver, and Evaluate Higher Education—Marilee J. Bresciani Ludvik 1. Basic Brain Parts and Their Functions—Matthew R. Evrard, Jacopo Annese, and Marilee J. Bresciani Ludvik, with review by Mark Baxter and Thomas Van Vleet 2. Unpacking Neuroplasticity and Neurogenesis—Matthew Evrard and Marilee J. Bresciani Ludvik, with review by Thomas Van Vleet 3. Strategies That Intentionally Change the Brain—Marilee J. Bresciani Ludvik, Matthew R. Evrard, and Philippe Goldin, with review by Thomas Van Vleet 4. (Re)Conceptualizing Meaning Making in Higher Education. A Case for Integrative Educational Encounters That Prepare Students for Self-Authorship—Emily Marx and Lisa Gates 5. Intentional Design of High-Impact Experiential Learning—Patsy Tinsley McGill 6. Enhancing Well-Being and Resilience—Christine L. Hoey 7. Enhancing Creativity—Shaila Mulholland 8. Enhancing Compassion and Empathy—Sara Schairer 9. Balance Begets Integration. Exploring the Importance of Sleep, Movement, and Nature—Bruce Bekkar 10. Enhancing and Evaluating Critical Thinking Dispositions and Holistic Student Learning and Development Through Integrative Inquiry—Marilee J. Bresciani Ludvik, Philippe Goldin, Matthew R. Evrard, J. Luke Wood, Wendy Bracken, Charles Iyoho, and Mark Tucker 11. Mindfulness at Work in Higher Education Leadership. From Theory to Practice Within the Classroom and Across the University—Les P. Cook and Anne Beffel 12. A Mindful Approach to Navigating Strategic Change—Laurie J. Cameron Afterword. Adoption, Adaptation, and Transformation—Marilee J. Bresciani Ludvik About the Editor and Contributors Index

Über Autor(innen)

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 Professor of Higher Education at New England College in New Hampshire where he directs the Master of Science in Higher Education Administration and Doctorate of Education programs. Gavin is a past president of ACPA – College Student Educators International as well as a past president of the Council for the Advancement of Standards in Higher Education (CAS). He has over 20 years’ experience in higher education assessment and institutional research and frequently consults and presents regionally, nationally, and internationally on the topic. His scholarship includes over 90 peer-reviewed presentations and over 90 invited presentations and keynotes regarding assessment. In addition, he has published articles and books on assessment including Student Affairs Assessment: