Reshaping Graduate Education Through Innovation and Experiential Learning

Reshaping Graduate Education Through Innovation and Experiential Learning

Indexed In: PsycINFO®, SCOPUS
Release Date: October, 2020|Copyright: © 2021 |Pages: 301
DOI: 10.4018/978-1-7998-4836-3
ISBN13: 9781799848363|ISBN10: 1799848361|ISBN13 Softcover: 9781799864868|EISBN13: 9781799848370
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Description & Coverage
Description:

Discussions on the importance and impact of pedagogical practice on students as whole persons are often concentrated on the P-12 or undergraduate learning experience. In higher education, many institutions do an outstanding job of complicating the undergraduate classroom to include civic engagement, community-based learning, education abroad, social action, and project-based learning. But, what about the graduate classroom? While there are indeed numerous graduate programs that push students to interact with strong, meaningful, difficult, and sometimes harsh facts, scholarship, and ideologies, the instructional methods have largely remained stagnant. New methods of constructing deep and meaningful learning in graduate education is essential for the transformation and continued evolution of graduate school instruction.

Reshaping Graduate Education Through Innovation and Experiential Learning is a crucial reference book that offers practice-based reflections on efforts to infuse creativity, social action, engaged learning, or other creative interventions into the graduate classroom. The book includes personal narratives that are grounded in pedagogical perspectives from graduate school instructors who share their experiences with innovative and transformative teaching practices. The goal of the book is to encourage graduate school professors to engage social justice education as something to be experienced and practiced in their courses and not just as a concept to be studied. As such, the book covers topics such as self-directed learning, counseling, and community mapping. It is ideal for graduate-level instructors in the field of education and other related social science areas, as well as junior faculty as they establish a teaching practice or veteran faculty seeking creative transformation.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Assessment
  • Community Mapping
  • Counseling
  • Distance Education
  • Online Learning
  • Pedagogical Practices
  • Project-Based Learning
  • Research Methodology
  • Research-Practice Partnerships
  • Self-directed Learning
  • Student Engagement
  • Universal Design for Learning
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Editor/Author Biographies

Toby Jenkins is an Associate Professor in Educational Leadership & Policy Studies and Director of the Museum of Education at the University of South Carolina. Her work focuses on the utility of culture (contemporary culture, folk culture, and pop culture) as a politic of social survival, a tool of social change, and a transformative space of non-traditional knowledge production. She also education as both a space of oppression and liberation. She has authored four previous books focused on the evolving ideologies of culture, family, and education in contemporary society. "My Culture, My Color, My Self: Heritage, Resilience and Community in the Lives of Young Adults" (Temple University Press, 2013) was named by the Association of American University Press to the list of "Top 100 Books for Understanding Race Relations in the US". "Family, Community, & Higher Education" (Routledge Press, 2012) is an edited volume that explores the critical role of family and community in the lives of first generation college students. “The Open Mic Night: Campus Programs that Champion College Student Voice and Engagement” (Stylus Press, 2017) focuses on integrating hip hop culture into activist educational spaces. It received a 2018 AERA Special Recognition for Outstanding Edited Volume in Curriculum Studies. Her most recent book, Culture, Community, and Educational Success: Reimagining the Invisible Knapsack (Rowman & Littlefield, 2019) contributes to the base of scholarship on cultural capital and assets. Prior to becoming faculty, Jenkins spent 10 years serving as an administrative leader in diversity and inclusion in higher education.

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