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Contemplative pedagogy is more than a trendy new teaching technique. It is a way for instructors to:empower students to integrate their own experience into the theoretical material they are being taught in order to deepen their understanding;help students to develop sophisticated problem-solving skills;support students' sense of connection to and compassion for others; andengender inquiries into students' most profound questions.Contemplative practices are used in just about every discipline-from physics to economics to history-and are found in every type of institution. Each year more and mor

This book addresses the challenges within teaching Criminology and Criminal Justice, for students studying and academics involved in designing and delivering courses at an undergraduate and postgraduate level. The book highlights a number of contemporary issues through a wide context of themes and reflections of practice. The chapters are arranged in thematic parts: firstly the challenges of diversity and inclusion secondly challenges of creating authentic learning environments', and lastly the challenge of creating transformative conversation. These themes discuss different teaching approaches and present materials which address questions relevant for meeting the challenges. The book focuses on the role and impact of teaching Criminology and Criminal Justice in the real world and explores debates which have autonomy in their questioning and overlapping themes. The narratives reflect upon others experiences and explore transformative learning and innovation in Criminology and Criminal Justice. Suzanne Young is Associate Professor of Criminal Justice in the School of Law at the University of Leeds, UK. She is a Senior Fellow of the Higher Education Academy, Chair of the British Society of Criminologys Learning and Teaching Network, and Co-Director of the Centre for Innovation and Research in Legal Education at the University of Leeds. Suzannes scholarship interests are in the areas of student engagement, active learning, and technology enhanced learning. Katie Strudwick is Associate Professor of Criminology and Dean of Lincoln Academy of Learning and Teaching (LALT) at the University of Lincoln, UK. As a long-standing member of the British Society of Criminologys Learning and Teaching Network and Senior Fellow of the HEA. Her research focuses upon student engagement, employability and partnerships with Policing, with a specific interest on co-creation and co-development of teaching and learning through Student as Producer.

Intro -- EXPANDING TEACHINGAND LEARNING HORIZONSIN ECONOMIC EDUCATION -- CONTENTS -- FOREWORD -- ABOUT THE AUTHORS -- PART I. RESEARCH -- THE ACHIEVEMENT OF COLLEGE BUSINESSAND ECONOMICS MAJORS ON THE MAJORFIELD TEST IN BUSINESS -- INTRODUCTION -- THE TEST -- REVIEW OF POTENTIAL FACTORS AFFECTING ACHIEVEMENT -- Gender -- General Ability or Achievement -- Race, Ethnicity, and International Status -- Age and Class Standing -- Transfer Status -- Business Major -- Overall Business Achievement and Course Effects -- DATA AND SAMPLE -- Descriptive Results -- CROSS-SECTIONAL ANALYSIS -- Model 1: Effects of Majors -- Model 2: Course Effects -- Model 2 Extended: Course Effects by Major -- Model 3: Course Transfer Effects -- Model 4: Transfer Course and Major Interaction -- CONCLUSIONS AND IMPLICATIONS -- NOTES -- REFERENCES -- CHICKS DON'T DIG IT:GENDER, ATTITUDE AND PERFORMANCEIN PRINCIPLES OF ECONOMICS CLASSES -- INTRODUCTION -- DATA AND METHODOLOGY -- ESTIMATION MODELS -- DISAGGREGATING THE ATTITUDE MEASUREMENT -- CONCLUSION -- NOTES -- APPENDIX 1: MODEL AND SPECIFICATION -- APPENDIX 2: SPECIFICATION TESTING -- A. Testing Validity of Instruments for IV estimation -- B. Testing for Sample Selection -- REFERENCES -- EXPERIENCES WITH, AND ATTITUDES TOWARDS,CHEATING AMONG BUSINESS STUDENTSAND THEIR PEERS -- INTRODUCTION -- BACKGROUND -- DATA AND METHODOLOGY -- RESULTS -- SUMMARY AND IMPLICATIONS -- APPENDIX. DEMOGRAPHICS OF SURVEY RESPONDENTS -- REFERENCES -- DO THEY, OR DON'T THEY? A REVIEWOF EVIDENCE ON CHEATINGBY ECONOMICS MAJORS∗ -- INTRODUCTION -- A VERY SHORT COURSE IN THE ECONOMIC THEORY OF CHEATING -- The Literature on Cheating -- Cost-Benefit Studies -- Survey-Based and Review Studies -- Econometric Studies -- Do Economists Think Differently? -- Some Unresolved Questions -- Problems with Survey Data.

Intro -- Contents -- Notes on Contributors -- List of Figures -- Chapter 1 Introduction-Human Rights in Higher Education: Institutional, Classroom, and Community Approaches to Teaching Social Justice -- Human Rights in Higher Education -- Institution Building -- In the Classroom -- Community Approaches -- Outline of This Book -- References -- Part I Institutional Approaches -- Chapter 2 The Ideal of a Human Rights Campus -- Building on the Academic Foundations of HRE: Critical Thinking and Social Engagement -- Fostering Inclusiveness on Campus -- Supporting Social Justice, Every Day -- References -- Chapter 3 Social Justice Programs and Just Administrative Practices -- Mission: Clarifying Scope and Increasing Program Security -- Leadership: Identifying Interdisciplinary Expertise and Preventing Burnout -- Committee Membership: Hierarchies, Vulnerability, Expectations, and Participation -- References -- Chapter 4 Faculty-Student Collaborative Human Rights Research -- Collaborative Research and HRE -- The Potential of Faculty-Student Collaboration -- Benefits to Students -- Benefits to Faculty -- Incorporating Student Collaborators -- Administrative Collaborators to Facilitate Collaborative Research -- References -- Chapter 5 Supporting Inclusive Campus Communities: A Student Development Perspective -- Defining Diversity and Inclusion for Student Development -- Designing Inclusive Student Support -- Orientation to Campus -- Student Development Through Mentoring -- Cultural and Social Programs -- Conclusion -- References -- Part II Classroom Teaching -- Chapter 6 Real World Survivor: Simulating Poverty to Teach Human Rights and Sustainable Development -- Why Real World Survivor? -- Real World Survivor in Action: An Innovative Course to Teach Human Rights -- Traditional Content, Non-Traditional Approach.

Travel and Tourism is an accessible introduction to the subject that will help readers extend their understanding of key concepts and enhance their thinking skills in line with course requirements. It provides support on how to revise for exams, how to present calculations and how to prepare for and write assessed pieces. Readers are encouraged not only to think like a travel and tourism professional but also to think about the subject critically

Bridge the gap between leadership development and career preparation!This guidebook gives leadership educators the tools they need to help students develop the competencies necessary for their chosen careers and required by their academic programs. It also offers a way to understand and demonstrate the effectiveness of leadership programs. Organized into chapters each focused on one of 60 leadership competencies common across 522 academic degree programs accredited by 97 agencies, each chapter covers:a definition and description of the competency through the lens of each of four dimensions: kn

Economics can be pretty boring. Drier than Death Valley, the discipline is obsessed with mathematics and compounds this by arrogantly assuming its techniques can be brought to bear on the other social sciences. It wasn't going to be long, therefore, before students started complaining. The vast majority have voted with their feet and signed up for business and management degrees, but in the past two years there has grown an important new movement that has decided to tackle those who think they run economics head-on. This is the Post-autistic Economics Network. The PAE Network started in France and has spread first to Cambridge and then other parts of the world. The name derives from the fact that mainstream economics has been accused of institutional autism, ie. qualitative impairment of social interaction, failure to develop peer relationships and lack of emotional and social reciprocity. In short, economics has lost touch with reality and has become way too abstract. This book charts the impact the PAE Network has had so far and constitutes a manifesto for a different kind of economics - it features key contributions from all the major voices in heterodox economics including Tony Lawson, Deirdre McCloskey, Geoff Hodgson, Sheila Dow and Warren Samuels.

"This book is a comprehensive guide on how to teach sustainable consumption in higher education. Teaching and Learning Sustainable Consumption: A Guidebook systematizes the themes, objectives and theories that characterize sustainable consumption as an educational field. The first part of the book discusses approaches to teaching and learning sustainable consumption in higher education, including reflections on how learning occurs, to more practical considerations like how to set objectives or assess learning outcomes. The second part of the book is a dive into inspiring examples of what this looks like in a range of contexts and towards different aims - involving 57 diverse contributions by teachers and practitioners. Building on the momentum of a steady increase in courses addressing sustainable consumption over the past decade, this guidebook supports innovative approaches to teaching and learning, while also bringing to the fore conceptual debates around higher education and sustainability. Overall, this book will be a seminal resource for educators teaching about sustainability and consumption. It will help them to navigate the specifics of sustainable consumption as a field of scholarship, and design their teaching approaches in a more informed, competent, creative way"--

Beginning with the belief that the study of leadership belongs to all and to no one in particular, the author offers twenty-seven stable and unchanging elements for the study of leadership, and collects them under four themes: context, shared purpose, language, and human agency. He (a) argues that the rational interest in making our world a better place cuts across all academic disciplines/boundaries, (b) grounds the quest for an integrated theory of leadership in the Desire for Shared Agreement, and (c) offers the possibility that this Desire as a Governing Standard can potentially unite the multiple approaches to leadership studies.