Nancy Slonneger Hancock | Northern Kentucky University (original) (raw)
Phone: (859)572-6401
Address: Northern Kentucky University
Department of Sociology, Anthropology, and Philosophy
217 Landrum Academic Center
Highland Heights, KY 41099
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Papers by Nancy Slonneger Hancock
"Learner-centered" was a watchword in the literature on teaching and education even before the Am... more "Learner-centered" was a watchword in the literature on teaching and education even before the American Psychological Association published its _Learner-Centered Psychological Principles: Guidelines for School Redesign and Reform_ in 1993. McCombs and Whisler (1997) define learner-centered education as "the perspective that couples a focus on individual learners (their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs) with a focus on learning (the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners)" (p. 9). At some institutions, such as Northern Kentucky University, learner-centered teaching has been identified as a core value. It is clear that the APA's learner-centered psychological principles have implications for how professors should teach. As Crookston (1972) and others (Appleby, 2001; Hendey, 1999) have observed, academic advising is a type of teaching, and so these principles also have implications for how academic advising is conducted.
A being has moral standing when its interests must be given consideration in the deliberations of... more A being has moral standing when its interests must be given consideration in the deliberations of a moral agent. Three single-criterion theories of moral standing are surveyed and found to be inadequate for distinguishing between things that have moral standing and those that do not, as well as for establishing a method for weighing the comparable interests of beings with moral standing.1 One possible multi-criterial theory of moral standing is considered, and the implications for environmental policy decision-making is explored.
Teaching philosophy, Jan 1, 2006
Talks by Nancy Slonneger Hancock
Teaching Documents by Nancy Slonneger Hancock
"Learner-centered" was a watchword in the literature on teaching and education even before the Am... more "Learner-centered" was a watchword in the literature on teaching and education even before the American Psychological Association published its _Learner-Centered Psychological Principles: Guidelines for School Redesign and Reform_ in 1993. McCombs and Whisler (1997) define learner-centered education as "the perspective that couples a focus on individual learners (their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs) with a focus on learning (the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners)" (p. 9). At some institutions, such as Northern Kentucky University, learner-centered teaching has been identified as a core value. It is clear that the APA's learner-centered psychological principles have implications for how professors should teach. As Crookston (1972) and others (Appleby, 2001; Hendey, 1999) have observed, academic advising is a type of teaching, and so these principles also have implications for how academic advising is conducted.
A being has moral standing when its interests must be given consideration in the deliberations of... more A being has moral standing when its interests must be given consideration in the deliberations of a moral agent. Three single-criterion theories of moral standing are surveyed and found to be inadequate for distinguishing between things that have moral standing and those that do not, as well as for establishing a method for weighing the comparable interests of beings with moral standing.1 One possible multi-criterial theory of moral standing is considered, and the implications for environmental policy decision-making is explored.
Teaching philosophy, Jan 1, 2006