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The learning-centered university : making college a more developmental, transformational, and equitable experience
An essential guide to transforming the college experience for student success.In The Learning-Centered University, renowned historian Steven Mintz unveils a comprehensive blueprint for addressing the critical issues of stagnating incomes and productivity, persistent wealth inequalities, and political polarization plaguing colleges and universities today. With practical strategies and a deep understanding of the history and future of higher education, Mintz outlines how we can transform higher education to promote access, affordability, degree attainment, and equity. Mintz provides a thought-provoking analysis of the challenges facing higher education, from the growing disparities in resources and facilities to the need for a more holistic approach to students' development. He offers actionable solutions to create a more interactive, engaging, and skills-focused learning environment. From seamless community college transfers to embedding career preparation throughout the undergraduate experience, Mintz steers institutions toward a future that embraces innovation and student success. This essential guide also explores the transformative potential of technology in education, the importance of equity and student support services, and the future of the humanities. Drawing on his vast teaching experience and expertise in student success, Mintz provides practical insights and strategies for driving academic innovation and overcoming resistance to change. The Learning-Centered University is an invaluable resource for educators, administrators, and policy makers who are dedicated to offering a more equitable, accessible, and impactful learning experience for all students.
eBook
How Students Come to Be, Know, and Do
Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills.
eBook
Planned Obsolescence
Choice's Outstanding Academic Title list for
2013 A bold approach to re-envisioning the future
of academic publishing Academic institutions are facing a
crisis in scholarly publishing at multiple levels: presses are
stressed as never before, library budgets are squeezed, faculty are
having difficulty publishing their work, and promotion and tenure
committees are facing a range of new ways of working without a
clear sense of how to understand and evaluate them. Planned
Obsolescence is both a provocation to think more broadly
about the academy's future and an argument for re-conceiving that
future in more communally-oriented ways. Facing these issues
head-on, Kathleen Fitzpatrick focuses on the technological
changes-especially greater utilization of internet publication
technologies, including digital archives, social networking tools,
and multimedia-necessary to allow academic publishing to thrive
into the future. But she goes further, insisting that the key
issues that must be addressed are social and institutional in
origin. Springing from original research as well as Fitzpatrick's
own hands-on experiments in new modes of scholarly communication
through MediaCommons, the digital scholarly network she co-founded,
Planned Obsolescence explores these aspects of scholarly work, as
well as issues surrounding the preservation of digital scholarship
and the place of publishing within the structure of the
contemporary university. Written in an approachable style designed
to bring administrators and scholars into a conversation, Planned
Obsolescence explores both symptom and cure to ensure that
scholarly communication will remain relevant in the digital future.
Related Articles: \"Do 'the Risky Thing' in Digital
Humanities\"-Chronicle of Higher Education \"Academic Publishing and
Zombies\"-Inside Higher Ed
eBook
Service-learning in higher education : critical issues and directions
Advocates have positioned service-learning as a real-world, real-time opportunity for students to encounter academic knowledge in a meaningful and relevant manner. Service-learning in higher education settings offers a powerful alternative to traditional models of teaching and learning. Students are encouraged to develop links to local institutions, volunteer their time, and create a special bond between the university and the community in which they live. Service-learning has become a very popular alternative to standard courses in higher education and is gaining significant popularity. This book takes a serious look at the unintended consequences and alternative conceptualizations of this mode of learning and explores what it could offer us in the future.
eBook
Organizational Learning at NASA
Just after 9:00 a.m. on February 1, 2003, the space shuttle Columbia broke apart and was lost over Texas. This tragic event led, as the Challenger accident had 17 years earlier, to an intensive government investigation of the technological and organizational causes of the accident. The investigation found chilling similarities between the two accidents, leading the Columbia Accident Investigation Board to conclude that NASA failed to learn from its earlier tragedy. Despite the frequency with which organizations are encouraged to adopt learning practices, organizational learningùespecially in public organizationsùis not well understood and deserves to be studied in more detail. This book fills that gap with a thorough examination of NASAÆs loss of the two shuttles. After offering an account of the processes that constitute organizational learning, Julianne G. Mahler focuses on what NASA did to address problems revealed by Challenger and its uneven efforts to institutionalize its own findings. She also suggests factors overlooked by both accident commissions and proposes broadly applicable hypotheses about learning in public organizations.
eBook