This new volume of "New Directions for Teaching and Learning" was developed in order to examine the wealth of knowledge that has been uncovered over the last three decades, since the inception of Supplemental Instruction (SI), and to use this understanding to contemplate how SI can best serve the changing needs of today's students.
Over a decade has passed since the last time the "International Center for Supplemental Instruction" teamed with "Jossey-Bass" to publish an issue of New Directions for Teaching and Learning on SI. Though much has changed in the world, SI appears to have adapted quite well to the changing needs of students and to the continually evolving state of higher education.
In recent years, SI has experienced an unprecedented expansion into uncharted horizons. What are the next paths for SI? Where is SI heading? Discover for yourself in this latest volume of "New Directions for Teaching and Learning."
"Supplemental Instruction: New Visions for Empowering Student Learning" is the 106th installment of the Jossey-Bass journal, "New Directions for Teaching and Learning. Click Here" to learn about how to subscribe to this journal.
EDITOR?S NOTES (Peggy S. Meszaros
1. The Journey of Self-Authorship: Why Is It Necessary? (Peggy S. Meszaros)
This overview of current national efforts to measure the outcomes of higher education also defines key terms and uses the metaphor of a tandem bicycle to introduce the Learning Partnerships Model as context for the chapters that follow.
2. Taking Seriously the Intellectual Growth of Students: Accommodations for Self-Authorship (Terry M. Wildman)
The premise that real understanding of students? progression in education can be achieved only when we bring together in a common framework theories of learning, development, and instruction is developed in this chapter. New benchmarks for student learning outcomes and the challenges higher education face as the student learning journey is improved are discussed.
3. Assessing Self-Authorship (Jane Elizabeth Pizzolato)
This chapter describes a measure of self-authorship, reviews its development, and outlines possible practical uses for both formative and summative assessment of students? progress toward self-authorship.
4. Engaging Differences: Self-Authorship and the Decision-Making Process (Anne Laughlin, Elizabeth G. Creamer)
Using both quantitative and qualitative data, the authors employ the framework of self-authorship to understand the processes students use to make major decisions, including the way they make meaning of information and advice. Insights for parents, educators, and academic and career advisors are given.
5. Making Self-Authorship a Goal of Core Curricula: The Earth Sustainability Pilot Project (Barbara Bekken, Joan Marie)
This case study of the development of an innovative interdisciplinary multisemester general education program in earth sustainability illustrates the use of self-authorship in forming the curriculum and measuring student learning outcomes.
6. Self-Authorship: The Foundation for Twenty-First-Century Education (Marcia B. Baxter Magolda)
The imperative to shift from old, controlling teaching and learning designs to new partnership designs is difficult to achieve. This chapter summarizes the promise of self-authorship and provides numerous examples of the potential of the Learning Partnerships Model for transforming educational practice.
7. The Journey of Self-Authorship: Next Steps to the Destination (Peggy S. Meszaros)
National efforts underway to define student learning outcomes narrowly mandate new approaches for students? holistic intellectual development. This chapter explores necessary next steps for transforming student learning outcomes through the lens of self-authorship.