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006 m o d
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008 201016t20202020mdu ob 001 0 eng d
020 _a9781421439372
_qelectronic book
020 _a1421439379
_qelectronic book
020 _z9781421439365
_qhardcover
020 _z1421439360
_qhardcover
035 _a(OCoLC)1200494852
_z(OCoLC)1229135428
050 4 _aLB2343.4
_b.F45 2020eb
082 0 4 _a378.1/98
_223
100 1 _aFelten, Peter,
_eauthor.
_1https://id.oclc.org/worldcat/entity/E39PCjFXd6dGxGxBDbDKq7fwYd
245 1 0 _aRelationship-rich education :
_bhow human connections drive success in college /
_cPeter Felten and Leo M. Lambert.
264 1 _aBaltimore :
_bJohns Hopkins University Press,
_c2020.
264 4 _c
300 _a1 online resource (xvi, 187 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
504 _aIncludes bibliographical references (pages [167]-180) and index.
505 0 _aVisions of the possible -- Why is this so hard? -- Making relationships a cultural priority -- Creating relationship-rich classrooms -- Rich relationships everywhere -- Mentoring conversations -- Conclusion : the future is relationship rich -- Postscript in a pandemic.
520 _a"A mentor, advisor, or even a friend? Making connections in college makes all the difference.What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions. In Relationship-Rich Education, Felten and Lambert demonstrate that for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education. Emphasizing the centrality of the classroom experience to fostering quality relationships, Felten and Lambert focus on students'influence in shaping the learning environment for their peers, as well as the key difference a single, well-timed conversation can make in a student's life. They also stress that relationship-rich education is particularly important for first-generation college students, who bring significant capacities to college but often face long-standing inequities and barriers to attaining their educational aspirations. Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, Relationship-Rich Education provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation--and a challenge--for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education."--
_cEBSCOhost resource page, viewed March 31, 2022.
545 _aPeter Felten is the executive director of the Center for Engaged Learning, the assistant provost for teaching and learning, and a professor of history at Elon University. He is the coauthor of Transforming Students: Fulfilling the Promise of Higher Education ; Leo M. Lambert is a professor of education and president emeritus of Elon University, where he served as president from 1999 to 2018. Felten and Lambert are coauthors of The Undergraduate Experience: Focusing Institutions on What Matters Most.
588 _aDescription based on online resource; title from digital title page (viewed on June 06, 2022).
650 0 _aCollege student development programs
_zUnited States.
650 0 _aCommunication in higher education
_zUnited States.
650 0 _aTeacher-student relationships
_zUnited States.
650 0 _aCollege students
_zUnited States
_xPsychology.
650 0 _aCollege teaching
_zUnited States.
650 0 _aInteraction analysis in education.
650 0 _aEducation, Higher
_xAims and objectives
_zUnited States.
650 0 _aCommunication in higher education.
650 6 _a
_x
_z
650 6 _a
650 6 _a
_z
_xPsychologie.
650 6 _a
650 6 _a
_x
_z
650 7 _aCollege student development programs
_2fast
650 7 _aCollege students
_xPsychology
_2fast
650 7 _aCollege teaching
_2fast
650 7 _aCommunication in higher education
_2fast
650 7 _aEducation, Higher
_xAims and objectives
_2fast
650 7 _aInteraction analysis in education
_2fast
650 7 _aTeacher-student relationships
_2fast
651 7 _aUnited States
_2fast
_1https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq
700 1 _aLambert, Leo M.,
_eauthor.
_1https://id.oclc.org/worldcat/entity/E39PCjKM6tdDKjcKPkXQcPxjBX
758 _ihas work:
_aRelationship-rich education (Text)
_1https://id.oclc.org/worldcat/entity/E39PCFCmMJHPg6QFqxydgvk3Bd
_4https://id.oclc.org/worldcat/ontology/hasWork
776 0 8 _iPrint version:
_aFelten, Peter.
_tRelationship-rich education.
_dBaltimore, Maryland : Johns Hopkins University Press, [2020]
_z9781421439365
_w(DLC) 2020002995
_w(OCoLC)1141983268
856 4 0 _3Project MUSE
_uhttps://muse.jhu.edu/book/78561/
856 4 0 _3EBSCOhost
_uhttp://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2446122
856 4 0 _3ProQuest Ebook Central
_uhttps://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=6371405
856 4 _uhttp://public.eblib.com/choice/PublicFullRecord.aspx?p=6371405
856 4 0 _uhttps://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781421439372
949 _cc.1
_1ON-ORDER
_tBOOK
_xPRINT
_p
598 _aNEW
999 _a378.1 F325 RELATI
_wDEWEY
_c7990
_i51994001727264
_lCIRCSTACKS
_mLRC
_p$40.00
_rY
_sY
_tBOOK
_u6/27/2024
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