The University and its Disciplines: Teaching and Learning within and beyond disciplinary boundaries

Abstract

@contents:Part I. Introduction: Setting the context Chapter One: Supporting Student Learning in the Context of Diversity, Complexity and Uncertainty, Carolin Kreber Chapter Two: The Modern Research University and its Disciplines: The Interplay between Contextual and Context-transcendent Influences on Teaching, Carolin Kreber Part II. Disciplines and their epistemological structure Chapter Three (research-based): The Commons: Disciplinary and Interdisciplinary Encounters, Janet Donald Chapter Four (reactive): Academic Disciplines: Homes or Barricades?, Gary Poole Chapter Five (reactive): Hard and Soft - A Useful Way of Thinking about Disciplines? Reflections from Engineering Education on Disciplinary Identities, Bob Matthew and Jane Pritchard Part III. of thinking and practicing Chapter Six (research-based): of Thinking and in Biology and History: Disciplinary Aspects of Teaching and Learning Environments, Dai Hounsell and Charles Anderson Chapter Seven (reactive): Exploring Disciplinarity in Academic Development: Do Ways of Thinking and Practicing Help Higher Education Practitioners to Think about Learning and Teaching?, Nicola Reimann Chapter Eight (reactive): Opening History's Black Boxes: Decoding the Disciplinary Unconscious of Historians, David Pace Part IV. Exploring disciplinary teaching and learning from a socio-cultural perspective Chapter Nine (research-based) : Guiding Students into a Discipline: The Significance of the Teacher, Andy Northedge and Jan McArthur Chapter Ten (reactive): Diverse Student Voices within Disciplinary Discourses, Jan McArthur Chapter Eleven (reactive): Guiding Students into a Discipline: The Significance of the Student's View, Lewis Elton Part V. Learning partnerships in disciplinary learning Chapter Twelve (research-based): Educating Students for Self-authorship: Learning Partnerships to Achieve Complex Outcomes , Marcia Baxter Magolda Chapter Thirteen (reactive): Supporting Student Development in and beyond the Disciplines: the Role of the Curriculum, Alan Jenkins Chapter Fourteen (reactive): Constraints to Implementing Learning Partnership Models and Self-Authorship in the Arts and Humanities, Vicky Gunn Part VI. Disciplines and their interactions with Teaching and Learning Regimes Chapter Fifteen (research-based): Beyond Epistemological Essentialism: Academic Tribes in the21st Century, Paul Trowler Chapter Sixteen (reactive): Exploring Teaching and Learning Regimes in Higher Education Settings, Joelle Fanghanel Chapter Seventeen (reactive): Teaching and Learning Regimes from within - Significant Networks as a Locus for the Social Construction of Teaching and Learning, Torgny Roxa and Katarina Martensson Part VII. General observations on previous themes Chapter Eighteen: Assessment for Career and Citizenship, Mantz Yorke Chapter Nineteen: Teaching within and beyond Disciplinary Boundaries: The Challenge for Faculty, Velda McCune