Beyond lip-service: An operational definition of "learning-centered college"

被引：6

作者：

Bosch W.C. ^{[1
]}

Hester J.L. ^{[1
]}

MacEntee V.M. ^{[1
]}

MacKenzie J.A. ^{[1
]}

Morey T.M. ^{[1
]}

Nichols J.T. ^{[1
]}

Pacitti P.A. ^{[1
]}

Shaffer B.A. ^{[1
]}

Tomascak P.B. ^{[1
]}

Weber S.P. ^{[1
]}

Young R.R. ^{[1
]}

机构：

[1] State University of New York at Oswego, Oswego

来源：

Innovative Higher Education | 2008年 / 33卷 / 2期

关键词：

Action research; Educational improvement; Learning-centered college; Organizational change;

D O I：

10.1007/s10755-008-9072-1

中图分类号：

学科分类号：

摘要：

Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to define a "learning-centered" college. Common themes emerged suggesting that a successful learning community requires faculty-student collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other institutions. © 2008 Springer Science+Business Media, LLC.

引用

页码：83 / 98

页数：15

共 29 条

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