Leading the Learner-Centered Campus: An Administrator's Framework for Improving Student Learning Outcomes (The Jossey-Bass Higher and Adult Education Series)

223 Pages·2010·1.01 MB·English

by  Michael Harris

(Continued from the front fl ap) Harris Foreword by Maryellen Weimer
Praise for Leading the Learner-Centered Campus Leading the
Cullen
individual faculty working alone in their LEARNER-CENTERED
classrooms to an institution-wide effort led
“This book moves far beyond previous thinking about change. Many in higher
by administrators at all levels working to
education want to create more learner-centered campuses but grapple with
make their entire campuses into learner-
how to do it. Harris and Cullen show us how to lead the change to more learner- CAMPUS
centered environments. The authors trans-
centered campuses—and offer very practical tools for getting there from here. L
late theory into practice, carefully outline e
Every campus that takes student learning seriously should be having the
how the roles of academic leaders must a
conversation that this book advances and supports.” d
change in a learner-centered academic en- Institutions of higher education are being
vironment, and show how to make learning — John Tagg, author, The Learning Paradigm College in challenged on all fronts and are attempt-
g
the focus of the institution throughout its ing to change their ways of doing business
“This is a dynamite text for all leaders in higher education who want to implement
t
varied processes. For everyone from change. It starts with a deceptively simple idea—that change needs to be ‘learner- h in order to answer calls for accountability,
department chairs to college presidents, e transparency, access, and relevancy. There
centered,’ not just in the classroom, but in every aspect of a campus. Achieving
Leading the Learner-Centered Campus will that end is far from simple, but the authors make clear that it’s well within reach L have been many incremental changes in re-
prove to be a powerful tool for improving E sponse to these challenges, but incremental
if readers pay close attention to the wisdom in this book.”
higher education. A change is not enough. In order to respond
— Thomas Ehrlich, senior scholar, The Carnegie Foundation for the Advancement
R to our rapidly changing environment, we
of Teaching, and former president, Indiana University
need comprehensive change, a change in
N
“At a time when most of higher education is seeking effective ways to maximize E paradigms. As campus leaders face increas-
the value of student-centered learning, Harris and Cullen provide a comprehen- R ing pressure to show that their institutions
sive road map for completing the kind of paradigm shift that can accomplish just are doing all they can to achieve successful
-
that . . . This book merits the attention of everyone with a stake in the future C student learning outcomes, the need for
of higher education.” E moving beyond learner-centered teaching
to learner-centered campuses will become
— Anthony J. Diekema, former president, Calvin College N
increasingly crucial.
T
“If higher education is going to provide what students will need in the twenty-fi rst E Leading the
century, it’ll have to complete the transition from teaching to learning that Barr R Leading the Learner-Centered Campus
and Tagg proposed back in 1995. Leading the Learner-Centered Campus is an E offers an approach for campus leaders
indispensible resource for professors and administrators who are committed to D who are willing to take on the challenge of
the success of today’s college students.” LEARNER-CENTERED reenvisioning their own practices in order to

The Authors C make the shift in paradigms complete. The
— Jeffrey L. Buller, author, The Essential College Professor, The Essential Academic
book provides leaders with a framework
Dean, and The Essential Department Chair A
Michael Harris is the provost and vice
for examining their work and offers specifi c
M
president for academic affairs and a strategies for beginning the task of critically
professor of public policy at Kettering P studying habitual practices in order to make
University in Flint, Michigan. U CAMPUS every aspect of their work intentional, with
Jacket design by Anne Michele Abbott EDUCATION/HIGHER S the ultimate aim of bridging the disconnect
An Administrator’s Framework
Roxanne Cullen is a professor of Jacket photograph by Andersen Ross/Jupiter Images between institutionally espoused values and
for Improving
English at Ferris State University in campus leaders’ true operating values.
Big Rapids, Michigan, where she has Student Learning Outcomes
also acted as associate vice president www.josseybass.com This book seeks to change the learner-
for academic affairs. centered paradigm from an effort by
Michael Harris Roxanne Cullen
•
(Continued on the back fl ap)
Chapter= Date:Mar5,2010 Time:12:10pm
Chapter= Date:Mar5,2010 Time:12:10pm
Leading the
Learner-Centered
Campus
Chapter= Date:Mar5,2010 Time:12:10pm
Michael Harris
Roxanne Cullen
Chapter= Date:Mar5,2010 Time:12:10pm
Leading the
Learner-Centered
Campus
An Administrator’s Framework
for Improving Student
Learning Outcomes
Chapter= Date:Mar5,2010 Time:12:10pm
Copyright©2010byJohnWiley&Sons,Inc.Allrightsreserved.
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LibraryofCongressCataloging-in-PublicationData
Harris,Michael,1956-
Leadingthelearner-centeredcampus:anadministrator’sframeworkforimproving
studentlearningoutcomes/MichaelHarris,RoxanneCullen.
p.cm.–(TheJossey-Basshigherandadulteducationseries)
Includesbibliographicalreferencesandindex.
ISBN978-0-470-40298-6(cloth)
1. Universitiesandcolleges–Administration.2. Schoolimprovementprograms.
3. Educationalchange.I. Cullen,RoxanneMann.II. Title.
LB2341.H3242010
378.1’01–dc22
2010003735
PrintedintheUnitedStatesofAmerica
FIRSTEDITION
HBPrinting10 9 8 7 6 5 4 3 2 1
Chapter= Date:Mar5,2010 Time:12:10pm
TheJossey-BassHigherand
AdultEducationSeries
Chapter= Date:Mar5,2010 Time:12:10pm
Chapter= Date:Feb23,2010 Time:1:17pm
Contents
Foreword ix
Preface xv
Acknowledgments xxi
AbouttheAuthors xxiii
Part I Learner-Centered Leadership 1
1. RethinkingOurCurrentChallenges:
TheContextforChange 3
2. TheInstructionalParadigm:TheReason
forChange 19
3. TheLearner-CenteredParadigm:TheGoal
ofChange 39
4. LeadingtheNewParadigm:TheMethod
forChange 67
Part II Advancing the Learner-Centered
Agenda 97
5. FosteringFacultyDevelopment 99
6. OrientingNewFaculty 115
7. AssessingTeachingQuality 129
vii
Chapter= Date:Feb23,2010 Time:1:17pm
viii Contents
8. SupportingLearningthroughRenovation
ofSpaces 151
ClosingThoughts 169
References 173
Index 185