In lieu of an abstract, here is a brief excerpt of the content:

  • Contributors

David Chapman is the Dean of the Howard College of Arts and Sciences at Samford University. Prior to becoming Dean, he helped develop Co-neXus, Samford's interdisciplinary core curriculum and later coordinated aspects of Samford's Problem-Based Learning Initiative. Dr. Chapman has published more than 40 articles and co-authored, The Power of Writing.

Dr. James C. Eck served for five years as the Director of Institutional Research at Samford University in Birmingham, Alabama. Dr. Eck currently serves as Assistant Provost for Institutional Research and Assessment at Rollins College in Winter Park, Florida. Dr. Eck's research interests include the assessment of learning outcomes and institutional effectiveness.

Eric J. Fournier is Associate Professor and Chair of the Geography Department at Samford University. He has worked on training early-career faculty in the implementation of active learning strategies, has developed problem-based learning modules for a variety of geography classes, and currently serves as Chair of the Association of American Geographers Committee on College Geography.

Dr. Elizabeth A. Jones is Associate Professor and Director of Higher Education Leadership Graduate Programs at West Virginia University. Her research focuses on curriculum reform and assessment of student learning and development.

George E. Keller, III, is an Associate Professor in the Department of Biology and Assistant Dean of the Howard College of Arts and Sciences at Samford University. He is involved in the Pew-sponsored effort to incorporate features of problem-based learning in the undergraduate curriculum.

Claire H. Major is Assistant Professor of Higher Education Administration in the College of Education at The University of Alabama. She teaches courses related to college teaching, academic cultures, and academic program development and evaluation. Her research centers on teaching and learning in higher education and on faculty issues. Prior to taking this position, she was the Director of Problem-Based Learning at Samford University.

Sonya S. Stanley is an Assistant Professor of Mathematics at Samford University. Her research interests include approximation theory, mathematical biology, undergraduate research, and mathematics instruction.

Dr. A. Sandra Willis is a Professor of Psychology at Samford University. Previously, she worked as a writer and editor at the Psychological Corporation and held teaching positions in the University of South Carolina System and at Loyola University of New Orleans. Her current research includes embedding critical thinking into the teaching of psychology. [End Page iv]

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
p. iv
Launched on MUSE
2003-04-01
Open Access
No
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