Reframing rigor
Subtitle: new understandings for equity and student success
By: Corbin M. Campbell, editor
Series: New directions for higher education -- number 181; New directions for higher education -- no. 181
Publisher: Wiley
Published: 2018
Place of publication: Hoboken, NJ
Language: eng
Number of pages: 102
Subjects: Academic achievement; Student growth (Academic achievement); College students; Psychology; Higher Education
Description: "In this volume, we consider that rigor may only be important to educators if, in fact, students engage in the challenge, see the challenge as meaningful, and succeed in the challenge. With this new focus on rigor, this volume will examine the way that rigor is posed that helps students meet and succeed in and through the challenge. We examine educational experiences that encourage students to engage in the challenges and those that help diverse learners to see the challenge as meaningful to their lives. Building on Schnee's (2008) definition, the authors in this volume collectively viewed rigor as, 'deep, inquiry-based and equity-based learning that sufficiently challenges and encourages all students to achieve their full potential, including both academic and broader development.'"--Page 6.
Notes: "Spring 2018"--Title page.

Includes bibliographical references.
Table of contents: title: Reframing rigor : a modern look at challenge and support in higher education  -- Corbin M. Campbell, Deniece Dortch, Brian A. Burt; title: Academic rigor in the college classroom : two federal commissions strive to define rigor in the past 70 years  -- Clay Francis; title: Rigor revisited : scaffolding college student learning by incorporating their lived experiences  -- Milagros Castillo-Montoya; title: Promoting equity and student learning : rigor in undergraduate academic experiences  -- Nicholas A. Bowman, KC Culver; title: Rigor and support in racialized learning environments : the case of graduate education  -- Julie R. Posselt; title: The influence of academic rigor on factors related to college student persistence  -- John M. Braxton, Clay H. Francis; title: Reframing rigor : implications for institutional practice and policy  -- Christine M. Keller; title: Future directions for rigor in the changing higher education landscape -- Corbin M. Campbell.