應(yīng)北京理工大學(xué)教學(xué)促進(jìn)與教師發(fā)展中心和教育研究院的邀請(qǐng),，密西根大學(xué)學(xué)者Patricia M. King教授訪問北京理工大學(xué)并做學(xué)術(shù)報(bào)告。
 時(shí)　間：2014年4月4日（星期五）
 地　點(diǎn)：北京理工大學(xué)中關(guān)村校區(qū)中心教學(xué)樓407
 主辦單位：北京理工大學(xué)教學(xué)促進(jìn)與教師發(fā)展中心，教育研究院
 主持人：龐海芍
 語　言：中英雙語
 請(qǐng)務(wù)必填寫報(bào)名表（附在最后）發(fā)送至[email protected]
 
講座一：通識(shí)教育與學(xué)生發(fā)展之間的聯(lián)系：通識(shí)教育的沃巴什國(guó)家研究  
時(shí)間：4月4日 上午9：00-11：00
　　沃巴什國(guó)家研究是一項(xiàng)對(duì)通識(shí)教育實(shí)踐和產(chǎn)出優(yōu)良通識(shí)教育結(jié)果及學(xué)生發(fā)展成“自我管理”風(fēng)格所需條件的研究,。這項(xiàng)研究持續(xù)了四年,，每年平均900場(chǎng)一對(duì)一的追蹤訪談,，共訪談了來自6所大學(xué)的315名學(xué)生,。King教授將詳細(xì)介紹這項(xiàng)研究的結(jié)果，并講述如何進(jìn)行質(zhì)性研究和在通識(shí)教育情景中如何開展此類研究,。同時(shí),，她也將介紹通識(shí)教育結(jié)果與學(xué)生學(xué)習(xí)之間的關(guān)聯(lián)。
Lecture1: “Studying the Link between Liberal Education and Student Development: The Wabash National Study of Liberal Arts Education”
The Wabash National Study of Liberal Arts Education (WNS) is a recent major national study of the practices and conditions that lead to the achievement of liberal arts outcomes and the type of developmental maturity called “self-authorship”. 
This presentation will explain in more detail the research grounding of the findings reported in my earlier presentations that day. It will be geared toward researchers who are interested in honing their qualitative research skills and learning from our efforts in conducting this type of study in the context of liberal arts education. Accordingly, I will focus on the strategies used to organize and analyze this large qualitative data set so that other researchers can learn from our efforts linking liberal arts outcomes and student learning and development.
 
講座二：運(yùn)用認(rèn)知發(fā)展規(guī)律來提升教學(xué)（講座+工作坊）
時(shí)間：4月4日 下午2:00-5:00
 　　Patricia King教授將介紹一些人的發(fā)展規(guī)律的主流觀點(diǎn),，并展示教師如何運(yùn)用這些規(guī)律和觀點(diǎn)去理解學(xué)生學(xué)習(xí),，以及幫助學(xué)生進(jìn)行有效學(xué)習(xí)。
Lecture2: “Using Principles of Human Development to Improve Teaching”
In this speech, Prof. Patricia King plans to introduce major concepts of human development in late adolescence and adulthood, and to then show how faculty can use these principles and concepts to understand student learning and to help students gain fuller, more complex understanding of course topics and their studies.
工作坊：如何設(shè)計(jì)促進(jìn)學(xué)習(xí)與發(fā)展的學(xué)習(xí)環(huán)境 
工作坊是講座二的延伸,，在聽完理論性的講座后,，Patricia King教授將與大家更為細(xì)致地討論和分享她的教學(xué)設(shè)計(jì)過程。聽眾能夠?qū)崟r(shí)參與,，當(dāng)場(chǎng)設(shè)計(jì)自己的課堂并與大家一起分享討論,。
Workshop: “Designing Learning Environments that Promote Learning and Development”
Prof. King would first offer a more detailed process for adapting human development principles to their own teaching settings, then give audience opportunities to apply these to their own academic disciplines, administrative areas (for example, if student affairs staff are included) and to the students they teach. During this time, participants with common interests (e.g., by discipline or type of course taught) could work in teams to practice using these strategies.
 
Patricia M. King教授簡(jiǎn)介：
　　Dr. Patricia M. King畢業(yè)于麥卡萊斯特大學(xué)，在明尼蘇達(dá)大學(xué)獲得教育心理學(xué)博士學(xué)位,，是密西根大學(xué)高等和大專教育研究中心的高等教育學(xué)教授,。她的教學(xué)和研究方向主要為大學(xué)生的學(xué)習(xí)和發(fā)展。她著有Assessing Meaning Making and Self-Authorship,，Developing Reflective Judgment,，Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship三本著作。她曾服務(wù)于美國(guó)大學(xué)學(xué)會(huì),，參與教育變革的協(xié)同研究,。
Dr. Patricia M. King is a Professor of Higher Education in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. Her teaching and research focus on the learning and development of late adolescents and adults, especially college students. She is interested in approaches to development that explore the intersections among developmental domains, such as intellectual, identity and social development, and how these affect a range of collegiate outcomes, such as intercultural maturity, citizenship, and character or moral development. Her current work focuses on the development of self-authorship, especially as it relates to collegiate learning outcomes. She has co-authored two books, Developing Reflective Judgment (with Karen Strohm Kitchener) and Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship (with Marcia Baxter Magolda) and a monograph, Assessing Meaning Making and Self-Authorship. She has served on several advisory boards for the American Association of Colleges and Universities, including the Research and Educational Change Collaborative, part of the Educating for Personal and Social Responsibility Project. She is a graduate of Macalester College (St. Paul, Minnesota) and completed her doctoral studies in Educational Psychology at the University of Minnesota.
 
網(wǎng)址：www.cfd.bit.edu.cn      聯(lián)系電話：68918556    郵箱： [email protected]
 
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　北京理工大學(xué)教學(xué)促進(jìn)與教師發(fā)展中心
                                  　　　　　　　　　　　　　　　　　　　　　　　　　　2014年3月21日
 
　　　　密西根大學(xué)教授Patricia M. King報(bào)名表（請(qǐng)務(wù)必發(fā)送至[email protected]）