New Faculty Roles in Learning Outcomes Education: The Experiences of Four Models and Institutions
- 150 Downloads
Innovative models that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resources, structures, and models. While the four institutions and models differ on several significant variables, the innovators identify common key elements and issues that the academy must address in order to transform the educational experience and culture to a more learning-centered enterprise.
Unable to display preview. Download preview PDF.
- Astin, A. (1992). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.Google Scholar
- Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27 (6), 13-25.Google Scholar
- Davis, J. R. (1995). Reengineering teaching for the 21st century. Educational Record, 76 (4), 16-22.Google Scholar
- Dolence, M. G., & Norris, D. M. (1995). Transforming higher education: A vision for learning in the 21st century. Ann Arbor: Society for College and University Planning.Google Scholar
- Fiddler, McGury, Marienau, Rogers, & Schneideman (1996). Broadening the scope of scholarship: A suggested framework. Innovative Higher Education, 21, 127-140.Google Scholar
- Guskin, A. E. (1994). Reducing student costs and enhancing student learning. Change, 26 (5), 16-25.Google Scholar
- McDaniel, E. A., & Colarulli, G. C. (1996). Placing learning at the center of the institution: Challenges and implications. Perspectives, 26 (1), 81-87.Google Scholar
- Plater, W. M. (1995). Future work: Faculty time in the 21st century. Change, 27 (3), 22-33.Google Scholar