자연주의적 탐구조사(Naturalistic Inquiry)

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Academically Adrift: Limited Learning on College Campuses Richard Arum and Josipa Roksa University of Chicago Press, 2011 This book has much to say that is perceptive about today's undergraduate higher education in the United States. It will be valuable to review the authors' insights. At the same time, it will be as instructive to note the book's weaknesses, and especially what is omitted from the discussion. It is a discussion that is truncated intellectually by the authors' close adherence to the selective awareness that so greatly typifies the mindscape of the contemporary American "establishment" in academia and throughout the commanding heights of American society. That mindscape allows a recognition of many things, but not of others. The authors are both faculty members at major American universities. Richard Arum is a sociology professor at New York University with a tie to the university's school of education. He is the author of several books on education and director of the Education Research Program sponsored by the Social Science Research Council. His co-author, Josipa Roksa, is an assistant professor of sociology at the University of Virginia. That the book is published by the University of Chicago Press attests to its presumptive merit. Academically Adrift furnishes an example of something that has long been common in social science writing: a rather thin empirical study serving as the work's own contribution, combined with considerable additional material coming out of the literature on whatever subject is being explored. The function of the authors' own research is thus often to serve more or less as scientistic windowdressing. The reason we say the empiricism for this book is "thin" is that the "longitudinal data of 2,322 students," while seemingly ample, involves students spread over "a diverse range of campuses," including "liberal arts colleges and large research institutions, as well as a number of historically black colleges and universities and Hispanic-serving institutions," all "dispersed nationally across all four regions of the country." This must necessarily mean that the "sample" from any given institution or program was quite small. We are told that the authors didn't concern themselves with the appropriateness of each sample, but left the recruitment and retention of the sample's students to each of the respective institutions. The authors acknowledge that the study included fewer men than women, and more good students than those of "lower scholastic ability." So far as this book is concerned, however, the thinness doesn't particularly hurt the content, since so much of what is said doesn't especially depend upon anything unique found by the authors' own research. A brief summary is provided when the authors say that "we will highlight four core 'important lessons' from our research." These are that the institutions and students are "academically adrift" (which is the basis for the book's title), that students gain surprisingly little from their college experience, that there is "persistent and growing inequality" in the students' learning, and that "there is notable variation both within and across institutions" so far as "measurable differences in students' educational experiences" is concerned. Following the lead of former president Derek Bok of Harvard and of the Council for Aid to Education, the authors' ideal for higher education is that it will enhance students' "capacity for critical thinking, complex reasoning, and writing." These are the three ingredients measured by the Collegiate Learning Assessment (CLA), which the authors value most among the various assessment tools. The CLA results, they say, show that "growing numbers of students are sent to college at increasingly higher costs, but for a large proportion of them the gains in critical thinking, complex reasoning and written communication are either exceedingly small or empirically nonexistent. …

Academically Adrift: Limited Learning on College Campuses

El libro analiza los programas institucionales de ensenanza de la escritura en la universidad e iniciativas afines de profesores que se ocupan de la escritura en sus materias, en los 5 continentes. Compila las formas de ensenanza de la escritura academica a traves del curriculo y en las disciplinas, que fueron seleccionadas a partir del International WAC/WID Mapping Project. El primer autor es el coordinador del proyecto de investigacion origen del libro, y le siguen por orden alfabetico los co-editores. La Dra. Carlino, integrante del grupo de investigacion, tuvo a su cargo la traduccion de la encuesta inicial al espanol, la traduccion de las respuestas recibidas al ingles, el analisis preliminar de estas y la seleccion, seguimiento y edicion de los capitulos latinoamericanos y espanol, asi como la redaccion de un capitulo general ("section essay": cap. 41) en el cual se analizan las iniciativas latinoamericanas y espanola. En la p. 13 del libro puede notarse que, despues de Gran Bretana, fue Argentina el pais que aporto mayor numero de encuestados. Tambien se destacan otros paises de habla hispana. Los autores de los 40 capitulos que componen la obra fueron seleccionados segun criterios de representatividad geografica y relevancia, a traves de la encuesta y posteriores entrevistas por correo electronico llevadas a cabo por los co-editores. El libro se publica en version impresa y tambien como e-book y en pdf de acceso libre. Los ISBN son: 978-1-60235-343-5 (Paperback), 978-1-60235-344-2 (Hardcover), 978-1-60235-345-9 (Adobe eBook), 978-1-60235-346-6 (ePub). Veanse: http://wac.colostate.edu/books/wpww/ , http://www.parlorpress.com/wpww y http://mappingproject.ucdavis.edu/homepageEl libro quedo conformado con capitulos de: Arlen Archer (University of Cape Town, South Africa), Susaimanikam Armstrong (U. of Madras, India), Brian Turner & Judith (U. of Winnipeg, Canada), Trudy Zukerman, Bella Rubin, & Hadara C. (Achva Academic College of Education;Tel Aviv University; Bar-Ilan University, Israel), Lynee Ronessi (American University of Sharjah), Emily Golson & Lammert Holdijk (The American University in Cairo), Desiree Motta Roth (U. of Santa Maria, Brazil), Wu Dan (Xi´an International Studies University, China), Roger Graves (U of Alberta, Canada), Magnus Gustafsson (Chalmers University of Technology), Lotte Rienecker & Peter Stray Jorgensen (U. of Copenhagen), Dilek Tokay (Sabanci University), Christopher Thaiss (U. California at Davis), Linda Hirsch (CUNY), de O´Sullivan and Lawrence Cleary (U. of Limerick, Ireland), Karyn Gonano and Peter Nelson (Queensland U. ofTechnology, Australia), Teresa McConlogue, Sally Mitchell, & Kelly Peake (Queen Mary, U. of London), Mary Deane & Lisa Ganobcsik-Williams (Coventry University, England), Lisa Emerson (Massey University, New Zealand), John Bitchener (Auckland University of Technology, NZ), Jonathan Worley (The Writing Centre at St. Mary?s University College, Belfast), Kathleen McMillan & Jonathan Weyers (U. of Dundee, Scotland), Estela Moyano & Lucia Natale (Universidad Nacional de General Sarmiento, Argentina) , Isabel Sole, Ana Teberosky & Montserrat Castello (Universidad de Barcelona & Universidad Ramon LLull, Spain), Ana De Micheli & Patricia Iglesia (U. de Buenos Aires, Argentina), Matilde Garcia-Arroyo & Hilda Quintana (U. Interamericana, Puerto Rico), Helmet Gurber (Vienna University, Austria), Elizabeth Narvaez Cardona (Universidad Autonoma de Occidente, Santiago de Cali, Colombia), Helmet Gurber (Vienna University, Austria), Daniel Perrin (Zurich University, Switzerland), Vera Niederau & Eva-Maria Jacobs (RWTH Aachen University), Otto Kruse (Zurich University, Switzerland), Ursula Doleschal (U. Klagenfurt, Austria), Stefanie Haacke (U. of Bielefeld, Germany ), Katrin Girgensohn (Viadrina U., Frankfurt/O., Germany), Gerd Brauer (U. of Freiburg, Germany), Gabi Ruhmann, (U. Bochum), Emily Purser & Celeste Rossetto (U. ofWollongong, Wollongong, Australia), Francoise Boch & Catherine Frier (Universite Stendhal, Grenoble 3, France), Luuk van Waes (U. Antwerp), Ingrid Stassen (Radboud University).

pdf/writing-programs-worldwide-profiles-of-academic-writing-in-2jenzlztjd.pdf

Writing programs worldwide : profiles of academic writing in many places

The New Faculty Member: Supporting and Fostering Professional Development

The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education approaches the craft of writing in higher education from a fresh perspective. Through surveys, interviews, and personal experiences of students at three diverse institutions, Michelle Eodice, Anne Ellen Geller, and Neal Lerner studied writing assignments that were deemed to be meaningful. The researchers then synthesized the data, seeking to determine the key factors for such successful writing assignments. For this study, “meaningful writing” was found to “offer students opportunities for agency; for engagement with instructors, peers, and materials; and for learning that connects to previous experiences and passions and to future aspirations and identities” (4).

The Meaningful Writing Project : Learning, Teaching and Writing in Higher Education

Everyday Writing Center: A Community of Practice

Everyday Writing Center

/pdf/the-power-of-personal-connection-for-undergraduate-student-2onilz7pxa.pdf

The Power of Personal Connection for Undergraduate Student Writers

The Meaningful Writing Project

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