"Learning That Lasts is groundbreaking and gives form and substance to the conversation about learning in higher education and how to promote it . . . much like K. Patricia Cross′ Adults as Learners did . . . . Learning That Lasts has more promise and potential than anything else I′ve ever reviewed for Jossey–Bass." (Maryellen Weimer, associate dean, Berks Lehigh Valley College of Penn State, and editor of The Teaching Professor)
"Even the busiest educators must find the time to explore this many–layered book. The reason is simple: its authors know what they are talking about––and they are talking about the most compelling and vexing issues in higher education today. The insights that fill these pages come from Alverno College, a learning community that has pioneered on our most critical educational frontiers: from connecting with the student′s life experience to partnering with employers and civic institutions in creating opportunity for all learners. If higher education is serious about deepening our capacity to help all students learn, this book is a model of the kind of resource we need." (Parker J. Palmer, author of Let Your Life Speak: Listening for the Voice of Vocation and The Courage to Teach: Exploring the Inner Landscape of a Teacher′s Life)
"Learning That Lasts is not only a deep analytic description of the Alverno College program––a program that is a model for higher education throughout the world; Learning That Lasts is also an exemplar of how to analyze and study the impact of a college on student development." (Wilbert J. McKeachie, professor emeritus, University of Michigan, and author of Teaching Tips: Strategies, Research, and Theory for College and University Teachers)
"This complex, comprehensive volume gives us powerful organizing concepts for generating learning that lasts. It describes how faculty and staff can sustain collaborative inquiry for continuous improvement, using internal and external research and theory, consortial membership, and publication. Anchored in creative methodological explorations of causality, it is the most sophisticated and penetrating example of a college′s educational research that I have seen. It amplifies the local research with a stunning range of scholarly references to relevant literature. Thoughtful educators at community colleges and comprehensive universities, as well as at small private institutions, will find many practical applications to help students enrich and sustain their learning." (Arthur W. Chickering, visiting distinguished faculty, Vermont College of Norwich University, and author of Education and Identity and The Modern American College)
"Higher education researchers, faculty and academic administrators, learning theorists and developmental psychologists will be studying this work for many years." (Journal of Moral Education, 2/02)
"Higher education researchers, faculty and academic administrators, learning theorists and developmental psychologists will be studying this work for many years." ( Journal of Moral Education, 2/02)
"An exemplar of how to analyze and study the impact of a college on student development."--Wilbert J. McKeachie, professor emeritus, University of Michigan "Powerful organizing concepts for generating learning that lasts."--Arthur W. Chickering, visiting distinguished faculty, Vermont College of Norwich University Today's colleges and universities face increasing pressure to develop programs and curricula that will teach students how to handle life's unexpected challenges. Learning That Lasts explores what it means for learners to transform themselves and for educators to foster essential skills for learning, leading, teamwork, and adapting with integrity in college and beyond. The authors draw from two decades of longitudinal studies on student learning in the acclaimed curriculum at Alverno College--and on leading educational theories--to present a theory of deep and durable learning. They include practical strategies for enabling students to cultivate integrative and expansive capabilities across a lifetime.
They also draw on their own and other colleges' experiences to develop concrete suggestions for how faculty and academic staff can work together to forge effective curricula, design innovative programs, implement key institutional goals, and renegotiate the college culture.
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