Chapters in this book

1. Front Matter i
2. Contents vii
3. Foreword xi
4. Acknowledgments xv
5. Part I Developing and Researching Models for Deep Change through Educational Development Programs
6. 1 Writing-Related Faculty Development for Deep Change 5
7. 2 Changing Conceptions, Changing Practices 27
8. 3 Deep Change Theory 46
9. Part 2 Accounts of Faculty-Led Change Efforts
10. Section 1 Changing Conceptions and Making Values Visible
11. 4 Redefining Our Understanding of Writing 65
12. 5 Teaching Philosophical Reading and Writing by Making Invisible Disciplinary Practices Visible 79
13. Section 2 Designing Meaningful Learning Opportunities
14. 6 Discovering the Gerontological Voice as an Emerging Threshold Concept in Social Gerontology 99
15. 7 Fostering Developmentally Informed Collaborative Writing 116
16. 8 Giving Words to What We See 142
17. 9 Teaching Global Art History 158
18. 10 Matters of Interpretation 177
19. Section 3 The Challenges of Systemic Change in Fields and Departments
20. 11 Intentionally Interdisciplinary 197
21. 12 Gatekeepers of Knowledge in Psychology 219
22. 13 Getting Messy 234
23. Part 3 Taking Stock and Moving Forward
24. 14 Principles for Enacting an Integrated Vision of Teaching and Learning 261
25. Afterword 275
26. Appendix A 291
27. Appendix B 297
28. Index 301
29. About the Authors 315