Risk-Taking in Higher Education

The Importance of Negotiating Intellectual Challenge in the College Classroom

Inbunden, Engelska, 2017

AvRyan Kelty,Bridget A. Bunten

1 169 kr

Beställningsvara. Skickas inom 10-15 vardagar. Fri frakt för medlemmar vid köp för minst 249 kr.

Finns i fler format (1)

Häftad

609 kr

Skickas inom 10-15 vardagar

Risk-taking is foundational to the structure and goals of higher education. Encouraging students to consider new, diverse, even uncomfortable ideas is needed to develop a critically informed view of the world and establish one’s own values and beliefs. Yet, students and parents are increasingly averse to risk-taking in higher education; a shift evidenced by calls for colleges and universities to provide an education that shelters students from diverse and potentially controversial ideas and topics. This tension over the necessary role of risk-taking in higher education represents a critical moment for American education.This volume includes authors from numerous academic disciplines to emphasize both the importance of risk-taking across higher education and to highlight the varied approaches to incorporate risk-taking into classroom practices. The authors’ collective works in this volume reaffirm the critical need to reject intellectual coddling and commodification in the college classroom, and to promote intellectual risk-taking as an essential aspect of higher education. Sustained, systematic emphasis on risk-taking in higher education is key to promoting innovation, critical thinking, life-long learning, and moral-ethical development.

Produktinformation

Utgivningsdatum2017-03-08
Mått162 x 238 x 18 mm
Vikt413 g
FormatInbunden
SpråkEngelska
Antal sidor190
FörlagBloomsbury Publishing Plc
ISBN9781475832488

Tillhör följande kategorier

Ryan Kelty is Associate Professor and Chair of the Department of Sociology at Washington College in Chestertown, MD. He earned his B.A. from Middlebury College and his Ph.D. from the University of Maryland.Bridget A. Bunten is Associate Professor and Chair of Education and Coordinator of the Elementary Education Program at Washington College in Chestertown, MD. She earned her B.A. from Gettysburg College, her M.A. from UMass Boston and her Ph.D. from the Pennsylvania State University.

Introduction: The Importance and Challenge of Risk-Taking in Higher EducationRyan Kelty and Bridget A. BuntenSECTION I: SOCIAL SCIENCESChapter 1: Flipping the Risk-Reward Associated with Flipped ClassroomsSarah Raley and Gretchen Kreahling McKayChapter 2: The Importance of Risk-Taking to Moral-Ethical Character DevelopmentArthur Gibb, IIIChapter 3: Falling Through the Looking Glass: Personalizing Privilege to Foster Understanding of the Social Nature of StratificationRyan Kelty and Bridget A. BuntenChapter 4: The Consciousness Raising Classroom: Lessons in Inequality and IdentityJessica Santos, Rachel Steele, and Callie Watkins LiuSECTION II: HUMANITIES & FINE ARTSChapter 5: InterventionsBenjamin Zellmer BellasChapter 6: Disability and Activism in the Engaged ClassroomJulianne GuillardSECTION III: NATURAL SCIENCESChapter 7: From Comfort to Confidence: Modeling Science as a Process of Risk-Taking in the ClassroomAaron R. Krochmal and Timothy C. Roth, IIChapter 8: Risk-Taking in Engineering Instruction (United State Air Force Academy)Kimberly Kays, Andrew Hoisington, John Christ, Don Rhymer, Dan Jensen, and Cory CooperChapter 9: Risk-Taking in Medical Education, Training, and the Practice of MedicineBala AmbatiConclusion: The Risk-Taking ImperativeRyan Kelty and Bridget A. BuntenAbout the EditorsAbout the ContributorsIndex

Opinions abound as to what ails higher education and the way to improve our colleges and universities. This volume begins from the perspective that intellectual risk-taking is central to a transformational education, and should be a central value, not just an added benefit, to an educational experience which can all too often be motivated by performance metrics alone. Authored by those on the front lines of today's college classrooms, the essays in these pages demonstrate that the most effective change will happen classroom-by-classroom, professor-by-professor, student-by-student. As a result, citizens working for the public good, and not just credentialed individuals, will graduate from our campuses. And if we, too, take the risks encouraged in these pages, our students will be energetic, resilient, and thoughtful throughout their creative lives.