Adult Education

Good teaching takes myriad forms but good teachers share one trait: they are authentically present in the classroom, in community with their students and their subject. They possess "a capacity for connectedness" and are able to weave a complex web of connections between themselves, their subjects, and their students, helping their students weave a world for themselves. The connections made by good teachers are held not in their methods but in their hearts -- the place where intellect, emotion, spirit, and will converge in the human self -- supported by the community that emerges among us when we choose to live authentic lives.-From the publisher website

Organized around four essential categories-active learning, integrated learning, project-based Learning, and community-based learning-this resource offers examples from across disciplines to illustrate principles and best practices for designing and implementing experiential curriculum in the college and university setting. Framed by theory, this book provides practical guidance on a range of experiential teaching and learning approaches, including internships, civic engagement, project-based research, service learning, game-based learning, and inquiry learning. At a time when rising tuition, consumer-driven models, and e-learning have challenged the idea of traditional liberal education, this book provides a compelling discussion of the purposes of higher education and the role experiential education plays in sustaining and broadening notions of democratic citizenship.--Book Jacket

"This indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a "set of recipes" to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning."--Summary

We begin our careers with a sense of purpose and vision, but all too soon we find ourselves immersed in competitive struggles and disconnected relationships with colleagues, students, and self. This can lead to cynicism, burnout, and lack of engagement within our institutions. When the culture of the institution dismisses inner truth and honors only the external world of objects and events, teachers, and ultimately students, lose heart. This dismemberment stems from the deforming influence institutions can have on our hearts and souls. By reclaiming the passions of our hearts and exploring insights and ideas, we begin a remembering of ourselves. As we begin to reclaim our wholeness, we also have the capacity to renew and revitalize our institutions from within.