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Transforming Undergraduate Education

Theory that Compels and Practices that Succeed

von: Donald W. Harward, Jann H. Adams, Jerzy Axer, Kenneth R. Bain, Randall J. Bass, Thomas Bender, Dessa Bergen-Cico, Joyce A. Bylander, Kent John Chabotar, Barry N. Checkoway, Catherine A. Crosby-Currie, Richard A. Detweiler, Ashley P. Finley, Cassia Freedland, Richard Guarasci, John K. Haynes, Debra Humphreys, Bruce Keith, Adrianna J. Kezar, Julie J. Kidd, Phyllis Lane, Devorah Lieberman, William M. Loker, Theodore E. Long, Linda J. Major, Michael V. McGill, Elizabeth McHugh, Mindy McWilliams, Nancy D.Mitchell, Sally Engelhard Pingree, Alice (Jill) N. Reich, Joan B. Riley, Daniel Tad Roach, Carol Geary Schneider, David M. Scobey, Valerie I. Sessa, Shalom Staub, Catharine R. Stimpson, William M. Sullivan, Lynn E. Swaner, Cynthia Wolf, Christine Zimmerman
36,99 €
Verlag:	Rowman & Littlefield Publishers
Format:	EPUB
Veröffentl.:	16.11.2011
ISBN/EAN:	9781442206762
Sprache:	englisch
Anzahl Seiten:	432

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Beschreibungen

Titelbeschreibung

For those ready to participate in making transformative changes, Transforming Undergraduate Education provides evidence and case studies that suggest how steps can be taken and progress made. For those who are currently leading their campuses through a change in culture, this book offers support and encouragement. And for those who are pausing—looking positively but cautiously at what needs to change—at the prospects and challenges that may be encountered, Harward and the collection of authors offer an invaluable and innovative resource. Given the intensity of interest regarding the “problems in higher education,” Harward notes how the systemic sources of those problems are infrequently addressed and even rarer is the offering of solutions or suggestions for positive actions. Harward and his colleagues see the achievement of this book as doing both—understanding the problems and offering solutions. The book assembles the voices of leaders, scholars, practitioners, critics and others committed to higher education; collectively they combine theoretical considerations with analyses of fundamental issues related to learning and liberal education. The resulting arguments, theories, and evidence are sufficient to encourage significant—transformative—changes in higher education. Contributors offer examples of campus initiatives that document such changes, from directional nudges to major shifts of emphases and resources—from theoretical arguments to case studies and practices that suggest and guide constructive steps in efforts at change.

Titelkurzbeschreibung

Donald Harward has assembled the deepest thinkers in higher education in one resource that combines theoretical considerations with analyses of fundamental issues related to learning and liberal education. This set of arguments, theories, and evidence are sufficient to encourage significant—transformative—changes in higher education. Contributors go on to offer examples of campus initiatives that document such changes, from directional nudges to major shifts of emphases and resources.

Inhaltsverzeichnis

Forewords Julie J. Kidd Sally Engelhard Pingree Acknowledgments Introduction Part I. The Theoretical Arguments and Themes Donald W. Harward Part II. The Issues, Rationale, Constraints and Practices Chapter 1: A Copernican Moment: On the Revolutions in Higher Education David M. Scobey Chapter 2: The Ideals of the Liberal Artisan: Notes towards an Evolving Group Biography Catharine R. Stimpson Chapter 3: The Theories, Contexts, and Multiple Pedagogies of Engaged Learning: What Succeeds and Why? Lynn E. Swaner Chapter 4: Reuniting the “Often Neglected” Aims of Liberal Education: Student Well-Being and Psychosocial Development Dessa Bergen-Cico Chapter 5: Renewing the Civic Purpose of Liberal Education Barry N. Checkoway, Richard Guarasci and Peter L. Levine Chapter 6: Evoking Wholeness: To Renew the Ideal of the Educated Person Theodore E. Long Chapter 7: Knowledge and Judgment in Practice as the Twin Aims of Learning William M. Sullivan Chapter 8: Assessment and Evaluative Studies as Change Agents in the Academy Ashley P. Finley Chapter 9: Fostering Faculty Leadership for Sustainable Change in the Academy Adrianna J. Kezar and Alice (Jill) N. Reich Chapter 10: Threshold Concepts of Teaching and Learning that Transform Faculty Practice (and the Limits of Individual Change) Kenneth R. Bain and Randall J. Bass Chapter 11: Financing Change: Priorities, Resources, and Community Involvement Kent John Chabotar Part III. Implications Likely to Follow from Sustained Transformative Changes Chapter 12: International Perspectives on Liberal Education: An Assessment in Two Parts A: International Insights on the Essence of the Liberal Arts Richard A. Detweiler B: International Perspectives on Liberal Education: Polish Case Example Jerzy Axer Chapter 13: Implications of Transformative Change in Higher Education for Secondary Education: A Dialogue Daniel Tad Roach and Michael V. McGill Chapter 14: Do Disciplines Change? Would Flipping the Curriculum Right-Side Up Lead to Change? Thomas Bender Chapter 15: Liberal Education and the Policy Landscape Carol Geary Schneider and Debra Humphreys Part IV. Successful Models and Practices Chapter 16: Introduction to Case Studies Ashley P. Finley Case Studies and Best Practices Chapter 17: Public Sphere Pedagogy: Connecting Student Work to Public Arenas—California State University, Chico (California) Cynthia Wolf and William M. Loker Chapter 18: Engaging Faculty in “Learning Communities”: Lessons Learned—Dickinson College (Pennsylvania) Shalom Staub Chapter 19: Curriculum Infusion: Educating the Whole Student and Creating Campus Change— Georgetown University (Washington DC) Joan B. Riley and Mindy McWilliams Chapter 20: Attempting Organizational Transformational Learning from the Ground Up: Lessons Learned—Montclair State University (New Jersey) Valerie I. Sessa Chapter 21: Implementation of Peer Led Team Learning, a Leadership Initiative and Establishment of a New Faculty Track as Examples of Institutional Change—Morehouse College (Georgia) Jann H. Adams and John K. Haynes Chapter 22: Listening to the Agents of Pedagogical Change—St. Lawrence University (New York) Catherine A. Crosby-Currie & Christine Zimmerman Chapter 23: An Enduring Experiment—The Evergreen State College (Washington) Phyllis Lane and Elizabeth McHugh Chapter 24: Building the Capacity to Lead: Lessons Learned in the Evolution of the Leader Development System—United States Military Academy at West Point (New York) Bruce Keith Chapter 25: Building Institutional Capacity to Forge Civic Pathways—University of Nebraska, Lincoln (Nebraska) Nancy D. Mitchell and Linda J. Major Chapter 26: Successful Models and Practices—Wagner College (New York) Devorah A. Lieberman and Cassia Freedland Contributor Biographies Index

Autorenportrait

Donald W. Harward is President Emeritus of Bates College in Lewiston, Maine. Since 2002, when he founded the Bringing Theory to Practice Project, he has been its Director, working with more than 200 colleges and universities that have been involved and have received grants from the Project. He is also a Senior Fellow with the Association of American Colleges and Universities.