Crossover Pedagogy A Rationale for a New Teaching Partnership Between Faculty and Student Affairs Leaders on College Campuses
Produktdetaljer
Biografisk notat
Robert J. Nash, University of Vermont.Jennifer J. J. Jang, Champlain College.
Patricia C. Nguyen, University of California, Los Angeles.
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.
It's time for an in-depth, experience-based examination of crossover pedagogy, focusing on collaboration between faculty and student affairs administrators. This book will explore how and why they can co-teach, co-author, and co-consult as co-equal educators, leveraging their unique skills and experiences to enhance the academic environment.
Section I. Making the Case for Crossover Pedagogy.
Chapter 1. What Is Crossover Pedagogy?; Robert J. Nash.
Chapter 2. Why Is Crossover Pedagogy Important? Robert J. Nash.
Chapter 3. Making Meaning: The Common Theme in Crossover Content; Robert J. Nash.
Chapter 4. The Importance of a Personalized Syllabus in Co-Teaching a Course on Meaning-Making; Robert J. Nash.
Chapter 5. A Case for Enhancing Student Engagement: Crossing the Boundaries As Pedagogical Partners—Not Adversaries; Robert J. Nash.
Section II. From Theory to Practice and Back Again: Robert's Pedagogical Takeaways from Working with Crossover Teachers and Students.
Chapter 6. Teachers' and Students' Voices from the Classroom: Crossover Pedagogy in Action; Robert J. Nash.
Chapter 7. A Follow-Up Guide for Crossover Pedagogy Action: Robert's Theoretical Take on Implications for Both Teachers and Learners; Robert J. Nash.
Section III. Personal Reflections on Their Crossover Experiences by Two Top-Tier Higher Education Administrators.
Chapter 8. My Personal Contributions to Crossover Pedagogy: Co-Teaching As an International Cosmopolite; Jennifer J. J. Jang.
Chapter 9. How Crossover Pedagogy Has Helped Me As a Scholar, Teacher, and Administrator; Jennifer J. J. Jang.
Chapter 10. I Am a Proud Crossover Educator Representing Both Sides of the House; Patricia Chau Nguyen.
Chapter 11. Crossover Pedagogy Out of Practical Necessity; Patricia Chau Nguyen.
Chapter 12. Crossover Pedagogy: Future Challenges for Student Affairs; Patricia Chau Nguyen.
Section IV. An Alternative Crossover Pedagogy Approach: Adult Education via Online Teaching.
Chapter 13. Crossover Pedagogy and the Online Experience; Dr. Mika Nash.
Bibliography.
Produktdetaljer
Biografisk notat
Robert J. Nash, University of Vermont.Jennifer J. J. Jang, Champlain College.
Patricia C. Nguyen, University of California, Los Angeles.