Universities as If Students Mattered: Social Science on the Creative Edge
Rowman & Littlefield, 2005 - 269 páginas
Universities As If Students Mattered is a book about social/public policy in general, and higher education policy in particular. Scanzoni critiques the current undergraduate system of learning in the U.S. and proposes two closely allied innovations for the social sciences that would help make the student experience truly matter. The first innovation is a shift from what's been described as a 'teaching' or 'instructional' paradigm, to what's known as a 'learning' paradigm or 'discovery-based' learning. The second aims at serving society by addressing urgent social issues or problems in the educational process. Through these innovations, Scanzoni hopes to go a long way towards erasing the stigma that social science doesn't matter to anyone aside from its practitioners. Finally, Scanzoni discusses the use of 'action research' to gain understanding, and do so by disturbing and/or redirecting the particular slice of the real world that one happens to be studying. By directly involving undergraduates in the Action Research process, they would simultaneously be connected to discovery-based learning, improving their education and the field of Socal Sciences as a whole.
Otras ediciones - Ver todas
academics actually advocates aimed alongside and/or basic social science become Boyer Commission Bulmer century chapter Chronicle of Higher cial citizens classroom coach Cohen colleagues colleges and universities course credential credentialer Cuban cultivate degree demand described Dewey discovery-based learning dollars elite ences entrepreneur experience fact faculty Furthermore Gouldner grad students Grade Inflation graduate growing numbers Harper Hence Higher Education higher-order learning human betterment human capital skills increasingly information age innovative schools interests John Dewey Kliewer knowledge learn grant marketplace mission module module's multiversity Nonetheless obligation participate players postdocs prestige problem profes professors proficiencies programs public officials Randall Collins reason reform research university Roger Schank role Schank and Cleary sense simply social contract social issues social sci social scientists society stuff superprofessor teacher teacher-scholar teaching tenure things tion today's twentieth twentieth-century twenty-first-century undergraduate education University of Chicago upshot