Name: Crossover Pedagogy: A Rationale for a New Teaching Partnership Between Faculty and Student Affairs Leaders on College Campuses(HC) (en Inglés)
Price: 362.97 PEN
Availability: InStock
Author: Nash, Robert J. ; Jang, Jennifer J. J. ; Nguyen, Patricia C.
ISBN: 9781681235851

portada Crossover Pedagogy: A Rationale for a New Teaching Partnership Between Faculty and Student Affairs Leaders on College Campuses(HC) (en Inglés)

Crossover Pedagogy: A Rationale for a New Teaching Partnership Between Faculty and Student Affairs Leaders on College Campuses(HC) (en Inglés)

Formato

Libro Físico

Autor

Robert J. Nash

Jennifer J. J. Jang

Patricia C. Nguyen

Editorial

Information Age Publishing

Idioma

Inglés

N° páginas

182

Encuadernación

Tapa Dura

Dimensiones

23.4 x 15.6 x 1.1 cm

Peso

0.43 kg.

ISBN13

9781681235851

Categorías

Organización y gestión educativa
Educación superior y continua, educación terciaria
Técnicas y habilidades de enseñanza
Vida del estudiante

Crossover Pedagogy: A Rationale for a New Teaching Partnership Between Faculty and Student Affairs Leaders on College Campuses(HC) (en Inglés)

Robert J. Nash (Autor) · Jennifer J. J. Jang (Autor) · Patricia C. Nguyen (Autor) · Information Age Publishing · Tapa Dura

Más barato Libro Nuevo Importado

Envío: 19 a 25 días háb.

S/ 806,59S/ 362,97

-55%

Más rápido Libro Nuevo Importado

Envío: 12 a 17 días háb.

S/ 972,15S/ 437,47

-55%

Costos de importación incluídos en el precio ✅

Libro Nuevo Más barato

Quedan 50 unidades

S/ 362,97

Llega entre el 17 Jul y el 31 Jul a CERCADO DE LIMA, Lima. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Crossover Pedagogy: A Rationale for a New Teaching Partnership Between Faculty and Student Affairs Leaders on College Campuses(HC) (en Inglés)"

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.