Peer reviewed
Direct linkERIC Number: EJ1172067
Record Type: Journal
Publication Date: 2018-Mar
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-0560
EISSN: N/A
Rigor Revisited: Scaffolding College Student Learning by Incorporating Their Lived Experiences
Castillo-Montoya, Milagros
New Directions for Higher Education, n181 p37-46 Spr 2018
This chapter explores how students' lived experiences contribute to the rigor of their thinking. Insights from research indicate faculty can enhance rigor by accounting for the many ways it may surface in the classroom. However, to see this type of rigor, we must revisit the way we conceptualize it for higher education.
Descriptors: Scaffolding (Teaching Technique), College Students, Student Centered Curriculum, Student Experience, Classroom Techniques, Concept Formation
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
