Tim Riordan is Professor of Philosophy and Associate Dean for Academic Affairs at Alverno College. James Roth is Professor of History at Alverno College.

• Introduction--Tim Riordan; PART ONE. LEARNING IN “IRRELEVANT” DISCIPLINES. Common Ground. How History Professors and Undergraduate Students Learn through History--James Roth; Learning to Think Mathematically--Susan Pustejovsky; PART TWO. BRINGING OUTSIDERS INSIDE THE DISCIPLINES. Teaching Students to Practice Philosophy--Donna Engelmann; Making Economics Matter to Students--Zohreh Emami; PART THREE. TEACHING THE COGNITIVE PROCESSES OF THE DISCIPLINES. Reading and Responding to Literature. Developing Critical Perspectives--Lucy Cromwell; Articulating the Cognitive Processes at the Heart of Chemistry--Ann van Heerden; PART FOUR. THE STUDENT PERSPECTIVE. Because Hester Prynne Was an Existentialist, or Why Using Disciplines as Frameworks for Learning Clarifies Life--Rebecca Valentine The Contributors. Lucy Cromwell is Professor of English at Alverno College; Zohreh Emami is Professor of Economics and Associate Dean for Academic Affairs at Alverno College; Donna Engelmann is Professor of Philosophy at Alverno College; Ann van Heerden is Associate Professor of Chemistry at Alverno College; Susan Pustejovsky is Associate Professor of Mathematics at Alverno College; Tim Riordan is Professor of Philosophy and Associate Dean for Academic Affairs at Alverno College; James Roth is Professor of History at Alverno College; Rebecca Valentine is professional writer in Windsor, CO.

"[T]hese authors grapple with how to make the ways of thinking that characterize their disciplines alive and applicable to students. In the process, they offer us a wealth of insight and suggestions...Faculty chairs, curriculum revision committees, department discussion groups, and individual faculty members who want to improve their teaching will all benefit from this book."Teaching Theology and Religion"A holistic approach to higher education, where assessment, learning activities and disciplinary content are inseparable."National Teaching and Learning Forum"Greatly enhances everyone's ability to pursue our ultimate common goal of creating significant learning experiences for students."Dee Fink, past-President of the POD Network

Tim Riordan is Professor of Philosophy and Associate Dean for Academic Affairs at Alverno College. James Roth is Professor of History at Alverno College.

• Introduction--Tim Riordan; PART ONE. LEARNING IN “IRRELEVANT” DISCIPLINES. Common Ground. How History Professors and Undergraduate Students Learn through History--James Roth; Learning to Think Mathematically--Susan Pustejovsky; PART TWO. BRINGING OUTSIDERS INSIDE THE DISCIPLINES. Teaching Students to Practice Philosophy--Donna Engelmann; Making Economics Matter to Students--Zohreh Emami; PART THREE. TEACHING THE COGNITIVE PROCESSES OF THE DISCIPLINES. Reading and Responding to Literature. Developing Critical Perspectives--Lucy Cromwell; Articulating the Cognitive Processes at the Heart of Chemistry--Ann van Heerden; PART FOUR. THE STUDENT PERSPECTIVE. Because Hester Prynne Was an Existentialist, or Why Using Disciplines as Frameworks for Learning Clarifies Life--Rebecca Valentine The Contributors. Lucy Cromwell is Professor of English at Alverno College; Zohreh Emami is Professor of Economics and Associate Dean for Academic Affairs at Alverno College; Donna Engelmann is Professor of Philosophy at Alverno College; Ann van Heerden is Associate Professor of Chemistry at Alverno College; Susan Pustejovsky is Associate Professor of Mathematics at Alverno College; Tim Riordan is Professor of Philosophy and Associate Dean for Academic Affairs at Alverno College; James Roth is Professor of History at Alverno College; Rebecca Valentine is professional writer in Windsor, CO.

"[T]hese authors grapple with how to make the ways of thinking that characterize their disciplines alive and applicable to students. In the process, they offer us a wealth of insight and suggestions...Faculty chairs, curriculum revision committees, department discussion groups, and individual faculty members who want to improve their teaching will all benefit from this book."Teaching Theology and Religion"A holistic approach to higher education, where assessment, learning activities and disciplinary content are inseparable."National Teaching and Learning Forum"Greatly enhances everyone's ability to pursue our ultimate common goal of creating significant learning experiences for students."Dee Fink, past-President of the POD Network

Tim Riordan is Professor of Philosophy and Associate Dean for Academic Affairs at Alverno College. James Roth is Professor of History at Alverno College.

• Introduction--Tim Riordan; PART ONE. LEARNING IN “IRRELEVANT” DISCIPLINES. Common Ground. How History Professors and Undergraduate Students Learn through History--James Roth; Learning to Think Mathematically--Susan Pustejovsky; PART TWO. BRINGING OUTSIDERS INSIDE THE DISCIPLINES. Teaching Students to Practice Philosophy--Donna Engelmann; Making Economics Matter to Students--Zohreh Emami; PART THREE. TEACHING THE COGNITIVE PROCESSES OF THE DISCIPLINES. Reading and Responding to Literature. Developing Critical Perspectives--Lucy Cromwell; Articulating the Cognitive Processes at the Heart of Chemistry--Ann van Heerden; PART FOUR. THE STUDENT PERSPECTIVE. Because Hester Prynne Was an Existentialist, or Why Using Disciplines as Frameworks for Learning Clarifies Life--Rebecca Valentine The Contributors. Lucy Cromwell is Professor of English at Alverno College; Zohreh Emami is Professor of Economics and Associate Dean for Academic Affairs at Alverno College; Donna Engelmann is Professor of Philosophy at Alverno College; Ann van Heerden is Associate Professor of Chemistry at Alverno College; Susan Pustejovsky is Associate Professor of Mathematics at Alverno College; Tim Riordan is Professor of Philosophy and Associate Dean for Academic Affairs at Alverno College; James Roth is Professor of History at Alverno College; Rebecca Valentine is professional writer in Windsor, CO.

"[T]hese authors grapple with how to make the ways of thinking that characterize their disciplines alive and applicable to students. In the process, they offer us a wealth of insight and suggestions...Faculty chairs, curriculum revision committees, department discussion groups, and individual faculty members who want to improve their teaching will all benefit from this book."Teaching Theology and Religion"A holistic approach to higher education, where assessment, learning activities and disciplinary content are inseparable."National Teaching and Learning Forum"Greatly enhances everyone's ability to pursue our ultimate common goal of creating significant learning experiences for students."Dee Fink, past-President of the POD Network