[655] in magellan
TP Msg. #325 DEVELOPMENTS THAT CHANGED TEACHING AND LEARNING IN HIGHER
daemon@ATHENA.MIT.EDU (Greg Anderson)
Thu Jun 7 14:09:36 2001
Message-ID: <3B1FC307.847993BE@mit.edu>
Date: Thu, 07 Jun 2001 14:08:07 -0400
From: Greg Anderson <ganderso@MIT.EDU>
MIME-Version: 1.0
To: itlt@MIT.EDU, longpd@MIT.EDU, merriman@MIT.EDU, ocw-i@MIT.EDU,
magellan@MIT.EDU
Content-Type: text/plain; charset=us-ascii
Content-Transfer-Encoding: 7bit
I thought you might be interested in this list of 27 developments that
have changed teaching and learning. It's a healthy reminder that
technology is only one of the facets that have led change in our world.
Greg
-----------------------
"They help to explain why, for example, many of the
student-centered active-learning methods advocated 30 years ago are
only now taking root and
flourishing;..."
------------------------------------------------------------------------
TOMORROW'S PROFESSOR(SM) LISTSERV
"desk-top faculty development, one hundred times a year"
STANFORD UNIVERSITY LEARNING LABORATORY (SLL)
http://sll.stanford.edu/
------------------------------------------------------------------------
Folks:
The posting below is from the September 2000 AAHE Bulletin,
describing a new book, LEARNING FROM CHANGE: Landmarks in Teaching
and Learning from Change Magazine (1969-1999), Deborah DeZure, editor.
The book chronicles the reports on higher education appearing over
the last 30 years in Change, The Magazine of Higher Learning,
published by the Helen Dwight Reid Educational Foundation (Heldref
Publications) under the editorial leadership of the American
Association for Higher Education.
The excerpt posted here lists 27 major developments that changed
teaching and learning in higher education over the past 30 years.
The book is by Stylus Publishing in association with the American
Association for Higher Education. To order, visit AAHE's online
publications catalog at www.aahe.org/catalog.
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: Teacher-Scholar: The Mythology
Tomorrow's Academy
-------------- 924 words --------------
DEVELOPMENTS THAT CHANGED TEACHING AND LEARNING IN HIGHER
EDUCATION
Deborah DeZure
Sharing the Lessons Learned
In celebration of Change's 30th anniversary, Theodore Marchese, AAHE
vice president and executive editor of Change, and John von Knorring,
president of Stylus Publishing, conceived a project that would
feature landmark articles from Change on teaching and learning in
higher education, making them readily available to yet another
generation of academics. The result is a collection I edited,
Learning from Change: Landmarks in Teaching and Learning from Change
Magazine (1969-1999). In addition to 160 Change articles (many of
which are excerpts), there are introductory commentaries for each of
13 sections by experts in the field who clarify the context and the
evolutionary and often dialectical nature of the conversations over
time about dimensions of teaching and learning. These commentators
also served as contributing editors, selecting the articles in their
sections. (See box below for a list of sections and section editors.)
The Foreword by Theodore Marchese and Introduction and Conclusions by
myself frame the collection, providing an analysis of trends and
unfinished agendas as we enter the 21st century.
What can we conclude about higher education from this study of Change
magazine? During the past 30 years in higher education, significant
changes have occurred in teaching and learning. These changes were
propelled not by a single engine, but by many different developments
acting as levers - shaping attitudes, creating opportunities,
promoting shifts in policies and practices. Together, they provided
the critical mass of momentum to enable higher education to make
unprecedented strides.
Developments that Changed Teaching and Learning
There were many developments during the last 30 years that changed
the world of higher education, particularly with regard to teaching
and learning.
* Introduction of publications such as Change and the Chronicle of
Higher Education, which provided a venue for discussion of issues,
creating a common discourse about higher education and introducing
new developments in teaching and learning
* Increased access to higher education through open admissions,
affirmative action, outreach to adult learners and those who work
full- and part-time
* Remedial and developmental education, academic support services,
and programs to support students underprepared for college work
* New fields: black studies, women's studies, ethnic studies, global
studies, environmental studies, interdisciplinary studies
* Models of living-learning communities, experimental colleges,
residential colleges, and learning communities
* Changes in student values from social protest, to personal
development, to vocationalism and consumerism, reflecting the values
of the larger society
* Demographic shifts in the college population, particularly the fear
and the reality of declining enrollments
* Curricular reform and revision of general education as well as
emphasis on career preparation and the major
* A large and growing body of research on college teaching and learning
* Multiculturalism and a commitment to diversity
* New conceptions of knowledge, particularly the social construction
of knowledge
* New instructional approaches rooted in "active" learning
* Introduction of writing across the curriculum
* National education reports, some of which shocked and provoked the
nation, including A Nation at Risk (U.S. National Commission on
Excellence in Education, 1983), Involvement in Learning (National
Institute of Education, 1984), and Integrity in the College
Curriculum (Association of American Colleges, 1985)
* Market demands for graduates with skills in problem-solving,
communications, working in teams, sensitivity to diversity, and
ethical decision making
* Accreditation and state mandates for outcomes assessment and the
growth of the assessment movement
* Renewed concern for a commitment to civic life
* Development of co-curricular community service and academic
service-learning
* Increased complexity and difficulty of teaching in a sustained
period of social and educational transition
* Emergence of "faculty development" and establishment of support
programs and centers for college teaching and learning
* Introduction of systematic methods to evaluate teaching, including
student evaluations of teaching, teaching portfolios, and peer review
* Paradigm shift from teaching to learning
* Reconsideration of the nature of faculty work, including changing
roles and rewards, and the publication of Carnegie Foundation works
Scholarship Reconsidered and Scholarship Assessed
* Developments in the "scholarship of teaching"
* Changes in the training and socialization of new faculty
* New technologies: media, distance learning, computers, the Internet
and World Wide Web
* Competition from providers outside the academy, e.g., University of
Phoenix
Each of these factors can be seen as both a cause and effect of the
changes that occurred in teaching and learning during this period.
None of them is discrete, and the interactive effects are profound
and ongoing. The list is not in strict chronological order; some of
these developments emerged concurrently, albeit in different sectors
of higher education, gaining momentum and significance at different
rates. Others have had an ongoing impact that is periodically
energized by innovations in the field, as in the case of new
technologies.
All of these developments are explored in Learning from Change. Their
elaboration is not my intent here. They are included to underscore
the number and type of developments that contributed to the changes
we see in higher education today. They affirm the degree to which
significant changes were made possible by other shifts, some
antecedent, some concurrent, some planned and proactive, some
reactive to forces both within and outside the academy. They help to
explain why, for example, many of the student-centered
active-learning methods advocated 30 years ago are only now taking
root and flourishing; there is readiness for these methods because a
sufficient number of preconditions exist, enabling innovations to be
adopted, assessed, rewarded, and sustained. Taken together, these
developments represent a cultural shift, one that increasingly
promotes and supports an active culture of teaching.
-----------------------------------------------------------------------------
Deborah DeZure is coordinator of faculty programs and publications at
the Center for Research on Learning and Teaching (CRLT), University
of Michigan-Ann Arbor. Contact her at ddezure@umich.edu.
------------------------------------------------------------------------------
TOMORROW'S PROFESSOR LISTSERV is a shared mission partnership with the
American Association for Higher Education (AAHE) http://www.aahe.org/
The National Teaching and Learning Forum (NT&LF) http://www.ntlf.com/
------------------------------------------------------------------------------
Note: Anyone can SUBSCRIBE to Tomorrows-Professor Listserv by sending
the following e-mail message to: <Majordomo@lists.stanford.edu>
subscribe tomorrows-professor
To UNSUBSCRIBE to the Tomorrows-Professor send the following e-mail
message
to: <Majordomo@lists.stanford.edu>
unsubscribe tomorrows-professor
------------------------------------------------------------------------------
-++**==--++**==--++**==--++**==--++**==--++**==--++**==
This message was posted through the Stanford campus mailing list
server. If you wish to unsubscribe from this mailing list, send the
message body of "unsubscribe tomorrows-professor" to
majordomo@lists.stanford.edu
