This book tackles the phenomenon of limited learning on campuses by approaching it from the point of view of the author, an educator who writes about the experience of being, simultaneously, a college student and a college professor. The author lays out her experience as a student struggling in an introductory linguistics class, framing her struggles as sites ripe for autoethnographic interrogation. Throughout the book, the author melds her personal narratives with the extant research on college student learning, college readiness, and the interconnectedness of affect, intellect, and socio-cultural contexts. This book poses a challenge to the current binary metanarrative that circles the college student learning conundrum, which highlights either the faculty or student perspective, and unfolds this unnecessary binary into a rich, nuanced, and polyvocal set of perspectives.

Offers a personal, accessible, and digestible account of the struggles students face in public universities today
Presents a road map for faculty to help created more informed strategies for reaching students
Fills a gap in the literature by utilizing a unique autoethnographic approach to exploring the challenges behind teaching and learning in higher education

Autorentext

Laura M. Harrison is Associate Professor in the Higher Education and Student Affairs Program at Ohio University, USA.

Inhalt

1. Introduction2. Privilege as a Blindspot to Understanding Struggle3. What Struggle Feels Like4. Success through Connection5. Floundering Online6. Making College Better