Relationship-rich education. How human connections drive success in college.

Autor/inn/en	Felten, Peter; Lambert, Leo M.
Titel	Relationship-rich education. How human connections drive success in college.
Quelle	Baltimore: Johns Hopkins University Press (2020), XVI, 187 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9781421439365 (gebundene Ausgabe); 9781421439372 (E-Book)
Schlagwörter	USA; College student development programs; United States; Communication in higher education; Teacher-student relationships; College students; Psychology; College teaching; Interaction analysis in education; Education, Higher; Aims and objectives; Bildungstheorie; Bildungspraxis + Suchen Sie Ihr Suchwort? College programs; Student; Students; College students; Studienprogramm; Studentin; Collegestudent; USA; Communication; Higher education; Kommunikation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher; Teachers; Relationship; Lehrer; Lehrerin; Lehrende; Schüler; Schülerin; Wechselbeziehung; Verbindung; Psychologie; College; Colleges; Teaching; Hochschule; Fachhochschule; Unterricht; Interaction process analysis; Education; Interaktives Prozesslösen; Bildung; Erziehung; Universität; Aim; Aims; Objectives; Zweck; Ziel; Ziele; Zielsetzung
Abstract	Visions of the possible -- Why is this so hard? -- Making relationships a cultural priority -- Creating relationship-rich classrooms -- Rich relationships everywhere -- Mentoring conversations -- The future is relationship rich. "The coauthors argue that the best undergraduate education is one that brings students into sustained relationships with peers, faculty, staff, and other mentors. The coauthors illustrate that relationship-rich environments can and do exist for students at all types of institutions, not just elite ones. Students learn best in an environment of high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2023/1/03