Connecting Learning Across the Institution E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B HE Single Issue Higher Education
• Sprache: Englisch

Seitenzahl: 264

Veröffentlichungsjahr: 2014

Beschreibung

Most research on learning tends to occur in silos based onstakeholder perspective. This volume seeks to break down thesesilos and draw together scholars who research learning fromdifferent perspectives to highlight commonalities in learning forstudents, faculty, and institutions. When we understand howlearning is experienced across the institution, we can developstrategies that help support, enhance, and reinforce learning forall. Exploring what it means to bridge learning across theinstitution, this volume provides a roadmap to improvelearning for all. Both scholarly and practical, it advancesthe knowledge about the ways we investigate and study learningacross and for various groups of learners. It also: * Collects thinking about learning in its various formats in onelocation * Provides a platform for synthesis * Outlines key questions for thinking more deeply about learningon campus. Instead of thinking of learning as discrete depending on thestakeholder group, this volume highlights the commonalitiesacross all types of learners.

Leseprobe

New Directions for Higher Education

Betsy O. Barefoot

Jillian L. Kinzie

CO-EDITORS

Connecting Learning Across the Institution

Pamela L. Eddy

EDITOR

Number 165 • Spring 2014

Jossey-Bass

San Francisco

CONNECTING LEARNING ACROSS THE INSTITUTION Pamela L. EddyNew Directions for Higher Education, no. 165 Betsy O. Barefoot and Jillian L. Kinzie, Co-editors

Copyright © 2014 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under sections 107 and 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; (978) 750- 8400; fax [phone]. The copyright notice appearing at the bottom of the first page of a chapter in this journal indicates the copyright holder's consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030; (201) 748-6011; fax [phone]; www.wiley.com/go/permissions.

Microfilm copies of issues and articles are available in 16mm and 35mm, as well as microfiche in 105mm, through University Microfilms Inc., 300 North Zeeb Road, Ann Arbor, MI 48106-1346.

NEW DIRECTIONS FOR HIGHER EDUCATION (ISSN 0271-0560, electronic ISSN 1536-0741) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. Periodicals Postage Paid at San Francisco, California, and at additional mailing offices. POSTMASTER: Send address changes to New Directions for Higher Education, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.

New Directions for Higher Education is indexed in Current Index to Journals in Education (ERIC); Higher Education Abstracts.

Individual subscription rate (in USD): $89 per year US/Can/Mex, $113 rest of world; institutional subscription rate: $311 US, $351 Can/Mex, $385 rest of world. Single copy rate: $29. Electronic only--all regions: $89 individual, $311 institutional; Print & Electronic--US: $98 individual, $357 institutional; Print & Electronic--Canada/Mexico: $98 individual, $397 institutional; Print & Electronic--Rest of World: $122 individual, $431 institutional.

Editorial correspondence should be sent to the Co-editor, Betsy O. Barefoot, Gardner Institute, Box 72, Brevard, NC 28712.

Cover photograph © Digital Vision

www.josseybass.com

CONTENTS

Part I: Setting the Context

Editor's Notes

References

1 Integration of Learning Model: How College Students Integrate Learning

Introduction to Integration of Learning

Methods

Patterns in Student Integration of Learning

Considerations for Undergraduate Learning

Constructing an Inclusive Learning Theory

Notes

References

2 Faculty as Border Crossers: A Study of Fulbright Faculty

Literature Review

Methods

Findings and Discussion

Conclusion

Notes

References

3 Civic Engagement and Organizational Learning Strategies for Student Success

Student Success

Organizational Learning

Implications for Practice

References

Part II: Examples From Stakeholder Groups

4 “Orthogonality” in Learning and Assessment

Stakeholder Demands for Learning

Assessment of Learning—Orthogonality Defined

Connecting “E” With “O”

Conclusion: Building the Narrative

References

5 Promoting High-Impact Student Learning: Connecting Key Components of the Collegiate Experience

Mapping the Collegiate Learning Environment

Conditions Promoting Student Learning

Responsibility for Linking Undergraduate Learning

References

6 Developing Learning in Faculty: Seeking Expert Assistance From Colleagues

Faculty Learning From Faculty—Interprofessional Topics

Student Support: Offices, Centers, and Programs

Conclusion

References

7 Blended Learning as Transformational Institutional Learning

Strategic Approaches to Blended Learning

Blended Learning at Northern Arizona University

Blended Learning as a Strategy

References

Part III: Planning for the Future

8 Constructing an Overarching Framework for Learning—Connecting the Dots

Key Issues in Organizational Learning

The Importance of Intentionality

References

9 Finding and Fostering Learning: What College and University Leaders Need to Know and What They Can Do

Learning From the Perspective of College Leadership

Finding Learning: What It Is, and What Leaders Need to Know About It

Fostering Learning: A Protocol for Cultivating Learning College-Wide

Closing Thoughts

References

10 Bringing It All Together Through Group Learning

Core Questions and Best Practices

Learning From Groups at DIT

Summary

References

Advert

Index

End User License Agreement

List of Tables

Chapter 4

Table 4.1

List of Illustrations

Chapter 1

Figure 1.1

Integration of Learning Categories

Chapter 6

Figure 10.1

Model for Multilevel Learning

Figure 10.2

Factors Driving Adoption of Learning/Change

Guide

Cover

Table of Contents

Chapter

Pages

1

2

3

4

5

7

8

9

10

11

12

13

14

15

16

17

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

75

76

77

78

79

80

81

82

83

84

85

87

88

89

90

91

92

93

94

95

96

97

98

99

100

101

102

103

104

105

106

107

108

109

110

111

112

113

114

115

116

117

118

119

121

122

123

124

125

126

Editor's Notes

Public demands for accountability in institutions of higher education concentrate on various definitions of student success (Bain, 2012; Pascarella & Terenzini, 2005), yet at the heart of these mandates is a focus on improved student learning. What is often missing in these debates, however, is attention to the fuller range of learning that occurs within colleges, including faculty as learners and the role of organizational learning in improving operations and processes on college campuses.

Traditionally, research on higher education occurs in silos based on stakeholder perspective. Thus, one might read an article dedicated to students as learners, another that discusses faculty as adult learners, and yet another that deals with institutional learning or community engagement. This volume seeks to break down these silos and draw together scholars who research learning from the vantage points of a variety of stakeholders in higher education institutions. The objective is to understand what is common in learning across the institution, what differs, and how concepts of learning theory from specific focal areas can expand how we think about learning in general. For example, what can faculty developers learn from the research on integration of learning among students? How does learning by faculty translate into enhanced student learning or organizational learning? How might the emerging discussion linking civic engagement by students to postsecondary access and subsequent learning outcomes of undergraduate students impact the scholarship of teaching and learning? How does research on the role of civic engagement on student learning outcomes inform thinking about organizational learning? A set of four questions framed the research presented in this volume, namely: