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- Author: Robert J Nash
- Publisher: Information Age Publishing
- Year: 2016
- Pages: 182
- ISBN-10: 1681235854
- ISBN-13: 9781681235851
- Format: 15.6 x 23.4 x 1.1 cm, kieti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Reviews
Description
As authors, we are convinced that the time has finally arrived in academe for an extensive, experience‐based, firsthand,
seamless examination of what we are calling crossover pedagogy. There is no book‐length examination of facultystudent
affairs administrators collaboration in the academic realm anywhere. Nobody has yet to produce a case‐based,
hands‐on, book‐length treatment of how (and why) faculty and student affairs administrators can co‐teach, co‐author,
and co‐consult with one another as co‐equal educators and campus leaders--with each group complementing the
other in terms of their special skills, knowledge, background, and experiences. Without coming to practical terms with
the case for collaboration that the above authors make, the why rationale developed in these publications on the topic
of faculty‐administrator collaboration (sometimes referred to as "blended" efforts) around the teaching‐learning
venture is lost in the logistics of technical policy issues and challenges.
EXTRA 10 % discount with code: EXTRA
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The discount code is valid when purchasing from 10 €. Discounts do not stack.
- Author: Robert J Nash
- Publisher: Information Age Publishing
- Year: 2016
- Pages: 182
- ISBN-10: 1681235854
- ISBN-13: 9781681235851
- Format: 15.6 x 23.4 x 1.1 cm, kieti viršeliai
- Language: English English
As authors, we are convinced that the time has finally arrived in academe for an extensive, experience‐based, firsthand,
seamless examination of what we are calling crossover pedagogy. There is no book‐length examination of facultystudent
affairs administrators collaboration in the academic realm anywhere. Nobody has yet to produce a case‐based,
hands‐on, book‐length treatment of how (and why) faculty and student affairs administrators can co‐teach, co‐author,
and co‐consult with one another as co‐equal educators and campus leaders--with each group complementing the
other in terms of their special skills, knowledge, background, and experiences. Without coming to practical terms with
the case for collaboration that the above authors make, the why rationale developed in these publications on the topic
of faculty‐administrator collaboration (sometimes referred to as "blended" efforts) around the teaching‐learning
venture is lost in the logistics of technical policy issues and challenges.
Reviews