Overview

Despite the relatively recent popularity of culminating experiences, a multidisciplinary and practical resource that provides information for all types of culminating student experiences is not yet available. The idea for this volume arose because of the recognition that a holistic and applied resource for those looking to have general knowledge of different ways to assess student learning, especially at the undergraduate level was lacking. This text seeks to fill a gap and provide a historical context for culminating experiences, suggestions for assessment, foundational knowledge for different types of projects, and finally approaches to using these experiences in various disciplines. Because of the information desired, experts in their field from a wide variety of disciplines were approached to be chapter contributors. This resource focuses predominantly on undergraduate students but many of the chapters can either be applied to both undergraduate and graduate students (e.g., thesis) or specifically focus on the graduate student population (e.g., dissertation).

Full Product Details

9781648898433

Table of Contents

Reviews

"""Multidisciplinary Approaches to Culminating Student Experiences"" provides a practical and inclusive overview of one of the lesser-known high-impact practices (HIPs). This useful text is not only multi-disciplinary, it is also multi-layered. A new instructor (or an instructor new to culminating experiences) should benefit from the transparency of the approach, as editors and authors break down the concept into its constituent parts using clear and jargon-free language. Also, several chapters include supplemental resources, notable highlights of which include assessment rubrics (chapter 2, assessment), sample reflective assignments (chapter 3, reflection), and portfolio planning guides (chapter 8, portfolios). That said, even faculty who have engaged in these practices previously will find much to inspire and elevate their practice, particularly because the larger framework allows for the sharing of practice across levels (e.g., early undergraduate, advanced undergraduate, graduate) as well as disciplines and institutions. Last but not least, the impact is not limited to the classroom, as the authors articulate potential implications for administrative practice, curriculum design, program assessment, and further scholarship. Dr. Laura E. Cruz Schreyer Institute for Teaching Excellence Pennsylvania State University"

Author Information

Michael G. Strawser (Ph.D., University of Kentucky, 2015) is an assistant professor of communication at the Nicholson School of Communication and Media at the University of Central Florida. In addition, Dr. Strawser serves as the Program Coordinator for the Human Communication and Communication and Conflict programs at UCF. He teaches several courses at the undergraduate and graduate levels including business and professional communication, advanced public speaking, and teaching communication. His research is primarily focused on matters relating to instructional communication and communication education. Robin G. Yaure (Ph.D., University of Maryland, College Park) is a Professor of Teaching, Human Development, and Family Studies at Penn State Mont Alto. Her research focuses on pedagogical issues such as student persistence, exam preparation, social justice and the COVID-19 pandemic, infant sleep, and translational research. She is coordinator of the Penn State HDFS in Florence summer study abroad program and coordinator of the Penn State Mont Alto HDFS and Psychology baccalaureate programs. She is also the coordinator of the Civic and Community Engagement minor.

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available