Liberal Education, Fall 2009

Current Issue

Fall2009Vol.95No.4

A Symposium on Effective Practice

Drawing from a recent public forum cosponsored by AAC&U and Clark University, this issue presents a series of commissioned papers on liberal education and effective practice. Also included are articles on individualized learning across the curriculum and the need to recognize emotion as a part of knowing.

Table of Contents
From 1818 R Street, NW

By Carol Geary Schneider
If the nation is going to make a huge new investment in postsecondary learning—as it must—then we need, as a society, to establish a clear understanding of the kind of learning that will build meaningful opportunity for Americans and a vibrant future for our society.

By David Tritelli

Featured Topic

By Richard M. Freeland
How well do the learning experiences we offer align with our professed goals of preparing engaged citizens, effective professionals, and, more broadly, adults equipped to make significant contributions to society? 

By Robert J. Sternberg
WICS is a framework that can help us get beyond self-fulfilling prophecies in admissions, instruction, and assessment.

By David C. Hodge, Marcia B. Baxter Magolda, and Carolyn A. Haynes
A carefully sequenced and developmentally appropriate curriculum can help students develop self-authorship while in college.

By Janet Eyler
Experiential education, which takes students into the community, helps students both to bridge classroom study and life in the world and to transform inert knowledge into knowledge-in-use. 

By Diana Chapman Walsh and Lee Cuba
We offer this brief case study to suggest the complexity of leading a faculty through a process of institutional change.

By Shaun R. Harper
What is possible when educators and administrators take seriously the responsibility to engage diverse student populations in educationally purposeful ways?

Perspectives

By Elizabeth A. De Stasio, Matthew Ansfield, Paul Cohen, and Timothy Spurgin
Curricula that explicitly address issues of independence of thought and action can build on students’ collaborative spirit while fostering the intellectual autonomy that will allow them to reach their full potential. 

My view

By Eileen Kogl Camfield
“(Em)powerful” teaching blends empathy and intellectual engagement, and it empowers students to find rich, diverse, and personally meaningful answers to the question, why did you go to college?

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