Transforming Undergraduate Education: Theory that Compels and Practices that SucceedFor 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. |
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Contents
Part I | 1 |
Part II | 34 |
Chapter 1 | 37 |
Chapter 2 | 51 |
Chapter 3 | 73 |
Chapter 4 | 90 |
Chapter 5 | 109 |
Chapter 6 | 125 |
Chapter 10 | 189 |
Chapter 11 | 209 |
Part III | 223 |
Chapter 12 | 224 |
Chapter 13 | 252 |
Chapter 14 | 266 |
Chapter 15 | 280 |
Part IV | 303 |
Other editions - View all
Transforming Undergraduate Education: Theory That Compels and Practices That ... Donald W. Harward No preview available - 2017 |
Common terms and phrases
academic achievement activities administration American Colleges approach Artes Liberales assessment Association of American BTtoP campus culture Carol Geary Schneider Center challenges civic engagement civic learning classroom cocurricular collaborative Colleges and Universities context core course create critical dimensions disciplinary disciplines educa effective engaged learning experience faculty members first-year focus foster Foundation global goals graduate groups Guilford College high-impact higher education human important individual influence initiatives innovation integrated intellectual involved knowledge leaders leadership learners learning communities learning outcomes liberal artisans liberal education liberal learning logic model ment one’s paradigm participation pedagogies practices professional Project reflection require responsibility role sciences service learning skills social Stereotype Threat strategies structure student affairs student learning teaching and learning thinking threshold concepts tion today’s traditional transformational change transformational learning undergraduate understanding Wagner College West Point whole-person education
Bibliographic information
| Title | Transforming Undergraduate Education: Theory that Compels and Practices that Succeed |
| Editor | Donald W. Harward |
| Contributors | 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, () (Jill) N. N. 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 |
| Publisher | Rowman & Littlefield Publishers, 2011 |
| ISBN | 1442206764, 9781442206762 |
| Length | 432 pages |
| Subjects | › › Education / Administration / Higher Education / Curricula Education / Educational Policy & Reform / General Education / Higher Education / Professional Development |
| Export Citation | BiBTeX EndNote RefMan |