Transforming Undergraduate Education

Theory That Compels and Practices That Succeed
Herausgeber: Harward, Donald W

• Broschiertes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 432
• Erscheinungstermin: 8. November 2017
• Englisch
• Abmessung: 229mm x 153mm x 29mm
• Gewicht: 712g
• ISBN-13: 9781442206755
• ISBN-10: 1442206756
• Artikelnr.: 57373460

Autorenporträt

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.

Inhaltsangabe

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