Teaching for Liberal Learning in Higher Education
By Mary Taylor Huber
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Conversations about liberal education typically focus broadly on mission, goals, curricula, cocurricular educational opportunities, or overall student outcomes. By contrast, conversations about teaching and learning tend to be more granular, focusing on what happens in the classroom, the teaching practices that faculty individually or collectively elect to use, or how a course or learning experience is designed, delivered, assessed, and improved.
Teaching for Liberal Learning in Higher Education brings both conversations together to explore what is known about teaching practices that promote liberal learning in higher education. The result is a compelling case that recognizing and supporting teaching—and inquiry into teaching and learning—is essential if colleges and universities are to meet their liberal education goals.
ABOUT THE AUTHOR
Mary Taylor Huber is senior scholar at the Bay View Alliance, a network of research universities in the United States and Canada exploring strategies to support and sustain the widespread adoption of instructional methods that lead to better student learning. She is senior scholar emerita at the Carnegie Foundation for the Advancement of Teaching, where she directed the Cultures of Teaching project, the Integrative Learning Project—a joint initiative with the Association of American Colleges and Universities—and the foundation’s role in the US Professors of the Year Award. Huber served on the senior leadership teams for the Carnegie Academy for the Scholarship of Teaching and Learning and the Carnegie Classifications of Institutions of Higher Education. A contributing editor of Change: The Magazine of Higher Learning and a US editor of Arts and Humanities in Higher Education, Huber has also served as editor of a book series on the scholarship of teaching and learning for the Indiana University Press.