Rowman & Littlefield Publishers
Pages: 432
•
Trim: 6¼ x 10
978-1-4422-0675-5 • Paperback • November 2017 • $38.00 • (£29.00)
978-1-4422-0676-2 • eBook • November 2011 • $36.00 • (£28.00)
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.
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
Ambitious in purpose and scope, this volume weaves together pithy insights from a stellar cast of contributors along with instructive institutional examples to explain how colleges can help undergraduates learn what they need to know and do to survive and thrive in the 21st century.
— George D. Kuh, Chancellor’s Professor Emeritus, Indiana University
This important volume focuses on the fundamental challenge of undergraduate education: How can we create environments for deep learning that will flourish and last a lifetime? How can we help students understand themselves and others in ways that will liberate and strengthen them for creative, responsible, and meaningful lives? The authors draw upon history, theory, and years of research to propose changes in campus cultures, structures, and practices. This is a transformative book, a must-read for anyone who cares about the current and future state of higher education.
— Nancy Cantor, Chancellor, Rutgers University, Newark, New Jersey
Harward and his collaborators have constructed an up-to-the-minute account of the problems we struggle with in American higher education. Contemporary, nationally recognized experts contribute chapters on students' mental health, the challenges of delivering engaging, integrated educational experiences in an era of student mobility, and the new urgency of longstanding imperatives like faculty leadership, student success, and civic engagement. Yet the authors anchor their stories in the universal traditions and purposes of liberal learning, making the book both timely and enduring. This is the kind of resource that will quickly bring the newcomer up to speed, while serving as a helpful reference for all of us for years to come.
— Kenneth O'Donnell, associate dean, California State University
Consider this a primer for liberal education in the 21st century. By gathering together the thoughts of some of the most important current thinkers on higher education into one volume, Harward and his collaborators have sketched an exciting vision of educational excellence for our time. This collection should be read by educators, policy makers, parents of college-age children, and anyone else who cares about the future of higher education in this country.
— George J. Sanchez, Dornsife College vice dean for Diversity and Strategic Initiatives, University of Southern California
Don Harward and Ashley Finley have edited a compelling volume that will be of interest to faculty members and academic administrators seeking to create engaging environments for undergraduate education in order to prepare students for lives of meaning and success in a complex world.
— Leo M. Lambert, president, Elon University
The most pervasive argument of the authors of this edited volume is that improving undergraduate education is about creating a collegiate environment that intellectually engages students....This volume should be of special interest to administrators and faculty members who are considering changes in how their colleges and universities deal with undergraduate students. Faculty members in psychology departments will learn some new ideas and will also see much of the work they have been doing affirmed. Of special importance is the advice given about how to organize connections between students’ lives inside and outside the classroom. The idea of bridging theory and practice is a good one.
— PsycCRITIQUES
Case studies:
California State University, Chico
Dickinson College
Georgetown University
Montclair State University
Morehouse College
St. Lawrence University
The Evergreen State College
United States Military Academy at West Point
University of Nebraska, Lincoln
Wagner College