From the Publisher
“This book is at the center of the debate about what it means to be an educator of disciplinary knowledge. Focusing on Architecture and other disciplines, Teaching College-Level Disciplinary Literacy engages the unity of knowledge and the specificities of its production in the humanities, the sciences, technology, and the visual arts. It is essential for all who are teaching, aspire to teach, or simply wish to better understand the art of education.”
—Michael Lykoudis, Professor of Architecture and Francis and Kathleen Rooney Dean, School of Architecture, University of Notre Dame, USA
“Critical thinking and academic literacy are global learning goals across the academy. There are many challenges to accomplishing these goals, such as the level of preparation of the student, the density of the course materials, the pressure to ‘cover’ the content as well as the instructor’s level of pedagogical development in the strategies and methods for how toachieve these goals. One challenge not frequently acknowledged, but vital for successful learning in STEM, is the idea of introducing students to the specific and specialized ways of reading, thinking and understanding within each academic discipline. Each discipline has evolved its own ways of communicating, its own literacy and text. Students need to quickly switch their learning strategies from literature courses to social science courses to science courses. To do this switching effectively, students need guidance as they encounter the various styles of literacy and communication in the collection of courses in the curriculum. This volume deftly blends the foundational educational theories of disciplinary learning with practical and impactful strategies for effective teaching over a spectrum of disciplines. This is a ‘must-have’ book for faculty looking to improve student learning through addressing the unique ‘literacy’ of their disciplines.”
—Monica A. Devanas, Directorof Teaching Evaluation and Faculty Development, Center for Teaching Advancement and Assessment Research, Rutgers University, USA
