Self-Authorship: Advancing Students' Intellectual Growth New Directions for Teaching and Learning, Number 109

This volume of New Directions for Teaching and Learning addresses the limitations of national efforts to focus students' intellectual development narrowly on testing and explores why educators in higher education should consider using the lens of self-authorship and the Learning Partnerships Model for a more holistic model of student intellectual development. The chapters provide examples of institutional transformations needed to support change in teaching and learning and examples of assessment, research, and curricular development based in self-authorship theory. The summary chapter by Marcia Baxter Magolda ties the themes from each of the chapters together and offers promise for the future. The final chapter provides ideas for next steps in promoting the use of self-authorship to advance the intellectual development of college students. The audience for this volume is broad ranging from college faculty to student affairs faculty and staff to college administrators who are facing assessment challenges for reporting student learning outcomes to their various constituencies, agencies, and boards. This volume should also prove instructive to faculty embarking on curriculum revisions and identifying and measuring student learning outcomes for undergraduate and graduate students. Book jacket.

PEGGY S. MESZAROS is the William E. Lavery Professor of Human Development and director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Polytechnic Institute and State University in Blacksburg, Virginia.