Patti Clayton
Biographic Data
| ID | 5239767 |
|---|---|
| NAME | Patti Clayton |
| GIVEN NAMES | Patti |
| FAMILY NAME | Clayton |
| SIGNATURE | CLAYTON P |
| AFFILIATIONS | Indiana University – Purdue University Indianapolis |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 1 |
Is The Civic Engagement Movement Changing Higher Education
Evidence has emerged that the civic engagement movement in US higher education may not be fulfilling its transformative potential, having lost sight of its core democratic purposes. Civic engagement conceptualised only in terms of activity and place – programmes in communities – may be easily accommodated to prevailing technocratic practices. For the civic engagement movement to challenge and change higher education, it must promote democratic pr…
Generating, Deepening, and Documenting Learning
Applied learning pedagogies—including service-learning, internships/practica, study abroad, and undergraduate research—have in common both the potential for significant student learning and the challenges of facilitating and assessing that learning, often in non-traditional ways that involve experiential strategies outside the classroom as well as individualized outcomes. Critical reflection oriented toward well-articulated learning outcomes is k…
Reflection as a key component in faculty development
Purpose Reflection is key to learning from experience, including the experience of teaching. Aims to investigate whether critical reflection is as important in faculty development as it is in student learning. Design/methodology/approach Offers the authors' experience with a service‐learning program as a case study of the benefits and challenges of structuring faculty development around reflection. Findings Reflection on their teaching both deepe…
Is The Civic Engagement Movement Changing Higher Education
Evidence has emerged that the civic engagement movement in US higher education may not be fulfilling its transformative potential, having lost sight of its core democratic purposes. Civic engagement conceptualised only in terms of activity and place – programmes in communities – may be easily accommodated to prevailing technocratic practices. For the civic engagement movement to challenge and change higher education, it must promote democratic pr…
Reflection as a key component in faculty development
Purpose Reflection is key to learning from experience, including the experience of teaching. Aims to investigate whether critical reflection is as important in faculty development as it is in student learning. Design/methodology/approach Offers the authors' experience with a service‐learning program as a case study of the benefits and challenges of structuring faculty development around reflection. Findings Reflection on their teaching both deepe…
Generating, Deepening, and Documenting Learning
Applied learning pedagogies—including service-learning, internships/practica, study abroad, and undergraduate research—have in common both the potential for significant student learning and the challenges of facilitating and assessing that learning, often in non-traditional ways that involve experiential strategies outside the classroom as well as individualized outcomes. Critical reflection oriented toward well-articulated learning outcomes is k…
Is The Civic Engagement Movement Changing Higher Education
Evidence has emerged that the civic engagement movement in US higher education may not be fulfilling its transformative potential, having lost sight of its core democratic purposes. Civic engagement conceptualised only in terms of activity and place – programmes in communities – may be easily accommodated to prevailing technocratic practices. For the civic engagement movement to challenge and change higher education, it must promote democratic pr…
Pedagogy (3 works) · Service-Learning and Community Engagement (3 works) · Computer Science (2 works) · Engineering (2 works) · Engineering ethics (2 works) · Experiential learning (2 works) · Higher Education Practises and Engagement (2 works) · Mathematics education (2 works) · Political science (2 works) · Psychology (2 works)