Section 2: Intellectual Development
The role of Intellectual Development is that perhaps most traditionally identified with centers of learning. Empowerment (increased capability resulting from expanded ability, willingness, and support to act) is achieved by this role through the construction of knowledge.
Chapter 2.1, Learning Theory, examines the definition of learning from neurological, theoretical, and psychological perspectives.
Chapter 2.2, Thinking about Thinking provides the vocabulary and conceptual models needed to think and speak meaningfully about thinking.
Chapter 2.3, Learning Processes, places knowledge and thinking within a human context. This chapter introduces Process Education and the role of methodologies in mastering procedural knowledge.
Chapter 2.4, Instructional Design, weaves together the understanding of thinking, the meaning of knowledge within a field of study, and the profile of learners within an institutional context of the institution. Because learning and scholarly development occur at the course and program levels, such is the focus of the modules within this chapter.
Chapter 2.5, Research and Scholarship, examines how the pursuit of knowledge is performed within the context of a field of learning or a body of knowledge—the very definition of “scholarship”—and simultaneously serves to increase that learning and knowledge.
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Chapter 2.1: Learning Theory
2.1.1 Overview of Learning Theory 2.1.2 Adult Learning Theories in Process Education NEW 2.1.3 A Brief History of Neuroscience 2.1.4 From Synapses to Learning—Understanding Brain Processes 2.1.5 Multiple Intelligences NEW
Chapter 2.2: Thinking About Thinking
2.2.1 Bloom’s Taxonomy—Expanding its Meaning 2.2.2 Elevating Knowledge from Level 1 to Level 3 2.2.3 Developing Working Expertise (Level 4 Knowledge) 2.2.4 Differentiating Knowledge from Growth 2.2.5 Overview of Critical Thinking 2.2.6 Overview of Problem Solving NEW 2.2.7 Understanding Motivation and Self-Regulation Theories NEW
2.2.8 Process Education as a Motivation and Self-Regulation
System
NEW
Chapter 2.3: Learning Processes
2.3.1 Introduction to Process Education 2.3.2 Framework for Implementing Process Education 2.3.3 Classification of Learning Skills 2.3.4 Cognitive Domain 2.3.5 Social Domain 2.3.6 Affective Domain 2.3.7 Learning Processes through the Use of Methodologies 2.3.8 Learning Process Methodology 2.3.9 Forms of Knowledge and Knowledge Tables
2.3.10 Knowledge Table for Process Education
Chapter 2.4: Instructional Design
2.4.1 Overview of Instructional Design 2.4.2 Instructional Systems Design Model, History, and Application 2.4.3 Development and Use of an Expert Profile 2.4.4 Long-Term Behaviors 2.4.5 Learning Outcomes 2.4.6 Methodology for Program Design 2.4.7 Designing a General Education Program NEW 2.4.8 Methodology for Course Design 2.4.9 Writing Performance Criteria for a Course NEW 2.4.10 Course Grading Systems NEW 2.4.11 Designing a Foundations Course NEW 2.4.12 Creating a Capstone Course NEW 2.4.13 Overview of Learning Activities REVISED 2.4.14 Designing Process-Oriented Guided-Inquiry Activities 2.4.15 Writing Critical Thinking Questions NEW 2.4.16 Methodology for Creating Methodologies 2.4.17 Assessing Learning Activities NEW
Chapter 2.5: Research and Scholarship
2.5.1 Boyer’s Model of Scholarship 2.5.2 Research Methodology 2.5.3 Distinguishing Between Problem Solving, Design, and Research REVISED
2.5.4 Annotated Bibliography—Educational Philosophy
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