[Announcement from AAC&U Communications]
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Current Issue: Winter 2013, Vol. 99,
No. 1
Student Learning: What, Where, How
In exploring the diversity of
teaching formats and strategies that different faculty members at
different institutions use in a widely taken course, this issue raises
questions about what, where, and how students learn in courses that are
assumed to cover the same ground. Also included are articles on the
genesis and history of PKAL, the Tony Blair Faith Foundation’s higher
education work, findings from the Personal and Social Responsibility
Inventory, helping students develop “habits of mind,” and best practices
in serving students with learning and other disabilities.
Please feel free to pass this e-mail
along to others. The table of contents is below. If you would like to
order multiple copies for a faculty workshop or campus office, we offer
bulk discounts for purchases of eleven or more copies.
President's Message
Did You Know? Employers Do
Not Want
Narrow, Illiberal Learning!
By Carol Geary
Schneider
Policy leaders seem to think that they need to eviscerate the liberal
arts in order to grow the economy. But what do employers themselves
actually say about their own priorities for the kinds of learning that
college students need to succeed in today’s innovation-fueled economy?
From the Editor
News and Information
Featured Topic
Three Colleges’ Different
Approaches Shape Learning in Econ 101
By Dan Berrett
A semester-long experiment of auditing the same course at three
institutions made it clear that it is not safe to assume students will
learn the same thing just because a course has the same title. What
matters most are a course’s unspoken attributes that colleges rarely make
plain and about which students almost never ask.
Two Reactions
Holding Courses Accountable for
Competencies Central to the Degree
By Carol Geary
Schneider
Students’ competency development is a responsibility that cuts across
many courses and many levels of expected student proficiency. To put it
differently, it takes a curriculum, not just a course, to foster the
competencies almost everyone now considers “essential.”
How Technology Matters to
Learning
By Stephen C.
Ehrmann
Technologies have no direct impact on learning outcomes. But if faculty
and students use them to make it easier to do something educationally
powerful—activities such as flipping pedagogy or offering different kinds
of instruction to different students—those activities can improve
learning.
The PKAL Perspective
The Theory and Practice of
Transforming Undergraduate STEM Education: Reflections from the PKAL
Experience
By Jeanne L.
Narum
Changes that “stick” are carried out by academic departments, energized
by faculty leadership and colleagueship, in a complex interplay that
recognizes and understands local missions and
local constraints, while keeping an eye on high standards set by the
national STEM community.
Perspectives
Faith and Globalization:
The Challenge for Higher Education
By Tony Blair and
Craig Bardsley
Students, the leaders of tomorrow, must be equipped with the knowledge
and skills to make effective decisions in a complex, multi-faith world,
and they must be comfortable working with people of diverse backgrounds.
Creating and Assessing Campus
Climates that Support Personal and Social Responsibility
By Robert D.
Reason
The more a college or university can do to create a campus climate that
supports students in the development of personal and social
responsibility, the more the institution can expect students to develop
along these dimensions.
Cracking Open the
Curriculum: Lessons from a Community College
By Chad Hanson
and Patrick Amelotte
Through careful planning, sound choices, and frank conversations, the
community college holds the potential to make good on the promise of the
arts and sciences.
Critical Habits of Mind:
Exposing the Process of Development
By Jennifer
Fletcher
Despite agreement among scholars about the meaning and value of habits of
mind, these dispositional practices largely remain in the shadows of
college instruction.
My View
My Learning Curve on
Learning Disabilities
By Christopher
Ames
Working innovatively to serve students with disabilities not only
contributes to the powerful social goal of unlocking the often stifled
intelligence and creativity of students who learn differently and face
significant obstacles in traditional educational settings, but it also
has the potential to stimulate pedagogical innovation in ways that can
help all students learn. |
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