Browsing by Subject "lifelong learning"

Now showing 1 - 2 of 2
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    Adapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approach
    (2012-05-04) Gellin, Laura M.; Fox, Stephen L.; Buchenot, Andre; Hogue, Teresa Molinder
    While a writing center tutor may view her role as a coach, a commentator, and a counselor, the tutor actually serves as scaffolding, a temporary, supportive replacement of the processes more experienced writers can manage alone without a tutor, namely, the metacognitive processes of self-assessing, self-monitoring, and self-motivating. Metacognition then becomes the essential factor in adapting writing center practices into the composition classroom. By re-conceptualizing the three roles of a writing center tutor and re-visioning the classroom into a more “pure” learning space, tutor-teachers improve students’ writing skills, increase their engagement, and redirect students’ focus toward the writing process rather than the grade. To demonstrate the efficacy of this adapted writing center approach in the composition classroom, I created an authentic, challenging project in which the pre-project activities, task design, work process, and reflection assignment enact my proposed theory. By adopting this approach, tutor-teachers ultimately empower students and design compositional tasks that act as a catalyst for transforming the way students understand themselves as writers and as students.
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    MEDICAL STUDENTS’ PERCEPTIONS OF LIFELONG LEARNING AT INDIANA UNIVERSITY SCHOOL OF MEDICINE
    (2008-02-06T16:20:16Z) Brahmi, Frances A.
    This study explored medical students’ perceptions of Lifelong Learning (LLL) at Indiana University School of Medicine (IUSM). The IUSM was selected because it has been in the forefront of the competency-based curriculum movement since 1999, a trend for which IUSM is now a leader among undergraduate medical education (years 1-4 of medical school). This study addressed the following issues: 1) definition of LLL, 2) LLL development, 3) LLL attitudes and behaviors, 4) role models, and 5) LLL and technology.