Learning Interdependence
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Learning Interdependence
Author: David J. Bachner
language: en
Publisher: University of South Carolina Press
Release Date: 2001
This volume asserts that international and intercultural experiences are powerful vehicles for first-year college students to learn the perspectives and skills necessary to function interdependently in a rapidly changing and complex world. This thesis is developed through an in-depth case study of efforts to provide such learning opportunities in a project called the First-Year Intercultural Experience at Hartwick College, a 4-year liberal arts and sciences institution in Oneonta, New York. The focus is on one of the courses, "Europe in Transition," which included an off-campus component in Germany and France. Fifteen first-year students participated. Findings from the case study show the usefulness of working with young undergraduates and the importance of student-centered approaches to learning and teaching. The chapters are: (1) "The Context of Undergraduate Intercultural Education in the 21st Century"; (2) "An Overview of Hartwick College"; (3) "An Administrator's Perspective: The Development of the First-Year Intercultural Experience" (David Bachner); (4) "An Economics Professor's Perspective: Educational and Personal Considerations" (Laurence Malone); (5) "A Foreign Language Professor's Perspective: Educational and Personal Considerations" (Mary Snider); (6) "Student Perspectives: Learning Interdependence in an International Setting"; (7) "Evaluations of the First-Year Intercultural Experience"; and (8) "Five Conclusions about Learning Interdependence through the First-Year Intercultural Experience." An appendix contains sample syllabi and course descriptions for some other intercultural learning experiences. (Contains 91 references.) (SLD)
Collaborative Learning
Advocates a far-reaching change in the relations between college and university professors and their students, between the learned and the learning.
The Oxford Handbook of Psychological Situations
Situations matter. They let people express their personalities and values; provoke motivations, emotions, and behaviors; and are the contexts in which people reason and act. The psychological assessment of situations is a new and rapidly developing area of research, particularly within the fields of personality and social psychology. This volume compiles state-of-the-art knowledge on psychological situations in chapters written by experts in their respective research areas. Bringing together historical reviews, theoretical pieces, methodological descriptions, and empirical applications, this volume is the definitive, go-to source for a psychology of situations.
