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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.

Engage, challenge, and inspire students with work that matters Transformational Literacy, written by a team from Expeditionary Learning, helps teachers leverage the Common Core instructional shifts—building knowledge through content-rich nonfiction, reading for and writing with evidence, and regular practice with complex text—to engage students in work that matters. Worthy texts and worthy tasks help students see the connection between their hard work as readers and writers and their capacity to contribute to stronger communities and a better world. The stories, examples, and resources that permeate Transformational Literacy come primarily from the more than 150 Expeditionary Learning schools around the country that support teachers to select, supplement, customize, and create curriculum, and improve instruction. The book also draws on Expeditionary Learning's open source Common Core English Language Arts curriculum—often cited as one of the finest in the country—and professional development offered to thousands of teachers to implement that curriculum effectively. Transformational Literacy combines the best of what Expeditionary Learning knows works for kids—purposeful, inquiry-based learning—and the new imperative of the Common Core—higher and deeper expectations for all students. Teach standards through a compelling and purposeful curriculum that prioritizes worthy texts and worthy task Improve students' evidence-based reading, thinking, talking, and writing Support students to develop a new mindset toward the challenge of reading complex texts Transformational Literacy introduces an approach to literacy instruction that will engage, challenge, and inspire student with work that matters.

Jane Fried's overarching message is that higher education is based on a profoundly outdated industrial model of the purpose and delivery of learning and needs urgently to be changed. Student affairs professionals and academic faculty have become frustrated with the alienation of so many students from academic learning because they cannot see its connection to their lives. This book - addressed to everyone involved in helping college students learn - presents what we now know about the learning process, particularly those elements that promote behavioral change and the ability to place information in a broader context of personal meaning and long term impact. Central to its argument is that learning must be experiential and engage students holistically; that it must be grounded in brain science and an understanding of the cultural drivers of knowledge construction; that academic faculty and student affairs professionals must cooperate to help students make connections and see the implications of their learning for their lives; and that the entire learning environment needs to be integrated to reflect the organic nature of the process.A second purpose of this book is to enable student affairs professionals to articulate their own role in helping students learn. Student affairs, as a profession, has had difficulty describing its work with students as teaching because the dominant paradigm of teaching continues to suggest a classroom, an academic expert and a model of learning that is basically verbal and cognitive. Student affairs professionals who read this book will be able to understand and articulate the processes of experiential, transformative education to their academic colleagues and to help collegially design integrated learning experiences as partners with academic faculty. The book concludes with a number of brief invited chapters that describe a few emerging models and programs that illustrate Jane Fried's vision of transformative learning experiences th

In this lively, thought-provoking study, AnaLouise Keating writes in the traditions of radical U.S. women-of-color feminist/womanist thought and queer studies, inviting us to transform how we think about identity, difference, social justice and social change, metaphysics, reading, and teaching. Through detailed investigations of women of color theories and writings, indigenous thought, and her own personal and pedagogical experiences, Keating develops transformative modes of engagement that move through oppositional approaches to embrace interconnectivity as a framework for identity formation, theorizing, social change, and the possibility of planetary citizenship. Speaking to many dimensions of contemporary scholarship, activism, and social justice work, Transformation Now! calls for and enacts innovative, radically inclusionary ways of reading, teaching, and communicating.

The researchers developed an Integrated Constructive Robotics in Education (ICRE) model that represents a pioneering framework designed to revolutionize educational landscapes by integrating robotics into pedagogical settings. This research introduces the ICRE model, elucidating its multifaceted dimensions and envisioning its profound impact on educational paradigms. The ICRE model emerges as a comprehensive framework that amalgamates constructivist principles with robotics technology, fostering an environment conducive to active, experiential learning. Anchored in constructivist pedagogy, the model accentuates hands-on, immersive experiences where students engage in designing, programming, and manipulating robots. This tactile engagement not only stimulates curiosity but also empowers students to witness direct outcomes, cultivating a profound sense of agency and ownership in their learning journey. Central to the ICRE model is its versatility, catering to interdisciplinary activities that transcend conventional disciplinary boundaries. By nurturing a deeper conceptual understanding and honing higher-order cognitive skills within Science, Technology, Engineering, and Mathematics (STEM) subjects, the model serves as a catalyst for holistic development. The transformative potential of the ICRE model extends beyond technical skill acquisition, encapsulating motivational, cooperative, and creative dimensions. It addresses gender disparities within STEM education, endeavoring to mitigate gaps in interest and skills. Furthermore, the ICRE model emphasizes the importance of teacher training, equity in access, and collaboration between educators, researchers, and industry professionals. This paper unfolds a detailed conceptual framework of the ICRE model, articulating its core principles, applications, and implications. It navigates through its developmental journey, positing future trajectories and recommendations for its sustained evolution. The researchers developed an Integrated Constructive Robotics in Education (ICRE) model that represents a pioneering framework designed to revolutionize educational landscapes by integrating robotics into pedagogical settings. This research introduces the ICRE model, elucidating its multifaceted dimensions and envisioning its profound impact on educational paradigms. The ICRE model emerges as a comprehensive framework that amalgamates constructivist principles with robotics technology, fostering an environment conducive to active, experiential learning. Anchored in constructivist pedagogy, the model accentuates hands-on, immersive experiences where students engage in designing, programming, and manipulating robots. This tactile engagement not only stimulates curiosity but also empowers students to witness direct outcomes, cultivating a profound sense of agency and ownership in their learning journey. It addresses gender disparities within STEM education, endeavoring to mitigate gaps in interest and skills. Furthermore, the ICRE model emphasizes the importance of teacher training, equity in access, and collaboration between educators, researchers, and industry professionals.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.

This manuscript explores the possibilities and challenges of art–science integration in facilitating collaborative sustainability action in local settings. To date, much sustainability education is prescriptive, rather than participatory, and most integrated art–science programming aims for content learning, rather than societal change. What this means is that learners are more often taught “what is” than invited to imagine “what if?” In order to envision and enact sustainable alternatives, there is a need for methods that allow community members, especially young people, to critically engage with the present, imagine a better future, and collaboratively act for sustainability today. This manuscript introduces a methodological framework that integrates the arts and sciences to facilitate: (1) transdisciplinary learning, focusing on local sustainability challenges; (2) participatory process, bringing experience-based knowledge into conversation with research-based knowledge; and (3) collaborative sustainability action, inviting community members to envision and enact sustainable alternatives where they live. The transformative potential of this framework is examined through international case studies from countries representing the richest and poorest in the Western hemisphere: a multi-site research study and after-school program for climate change education and action in collaboration with children in the Western US; and a multi-cycle research study and community arts center course for environmental photography and youth-led water advocacy in Southern Haiti. Despite many shared characteristics, case studies diverge in important ways relative to the sustainability challenges they sought to address, the specific context in which activities took place, and the manner in which art–science integration was practiced. Across cases, however, art–science integration facilitated participants’ learning, connection, and action for sustainability. Framed by the shared aims of transdisciplinary approaches, this manuscript discusses methodological hurdles and practical lessons learned in art–science integration across settings as well as the transformative capacity of alternative pedagogical and research practices in building a sustainable future.