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Donald Harward has assembled the deepest thinkers in higher education in one resource that combines theoretical considerations with analyses of fundamental issues related to learning and liberal education. This set of arguments, theories, and evidence are sufficient to encourage significant -- transformative -- changes in higher education. Contributors go on to offer examples of campus initiatives that document such changes, from directional nudges to major shifts of emphases and resources.
List of contents
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
About the author
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.
