Julia Metzker serves as Director of the Washington Center for Improving Undergraduate Education at The Evergreen State College. Julia received her first degree from The Evergreen State College where she learned first-hand the value of a transformative liberal arts education. She obtained a doctoral degree in inorganic chemistry from the University of Arizona and completed a postdoctoral appointment at the University of York in the United Kingdom. In her 10 years as a chemistry professor at Georgia College, she discovered the power of community-based learning to engage students in learning that matters. After serving as the inaugural Director of Community-based Engaged Learning at Georgia College she moved to Stetson University as the founding Executive Director for the Brown Center for Faculty Innovation and Excellence. During her journey of discovering herself as an educator, she was fortunate to find a cohort of like-minded university educators who co-founded the Innovative Course-building Group (IC-bG) - a grass-roots social network for learning that supports teaching faculty and staff across disciplines. She believes in reimagining and reclaiming the democratic potential of assessment, work she champions as a member of the Imagining America's “Assessing the Practices of Public Scholarship” research group. She and her partner, Joe, raise chickens and bees with the help of an unruly Australian Shepherd in the Pacific Northwest.
Books by Julia Metzker:
Our society urgently needs education that motivates, challenges, engages, and affirms all students. No matter their previous successes or failures, every student has enormous learning potential and important contributions to make now and in the future. Such meaningful learning experiences don't just happen, they need to be intentionally designed. This book supports those who will undertake this vitally important work. Learning that Matters: A Field Guide to Course Design for Transformative Education is a pragmatic resource for designing courses that engage college students as active citizens. This "work" book provides research-informed approaches for creating learning experiences and developing innovative, intellectually-engaging courses. Whether a novice or a veteran, by engaging with the text, collaborating with colleagues, and reflecting on the important work of a teacher, any motivated educator can become a transformative educator. Every college course has the potential to transform students' lives. Through implementation of critical concepts such as connected and authentic assessments; dilemmas, issues, and questions; portable thinking skills and engaging strategies; and a purposeful focus on inclusivity and equity, readers begin the process of change needed for preparing students who will be able to address the monumental challenges facing our society.
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