For those ready to participate in making transformative changes, Transforming Undergraduate Education provides evidence and case studies that suggest how steps can be taken and progress made. For those who are currently leading their campuses through a change in culture, this book offers support and encouragement. And for those who are pausing—looking positively but cautiously at what needs to change—at the prospects and challenges that may be encountered, Harward and the collection of authors offer an invaluable and innovative resource.
Given the intensity of interest regarding the “problems in higher education,” Harward notes how the systemic sources of those problems are infrequently addressed and even rarer is the offering of solutions or suggestions for positive actions. Harward and his colleagues see the achievement of this book as doing both—understanding the problems and offering solutions.
The book assembles the voices of leaders, scholars, practitioners, critics and others committed to higher education; collectively they combine theoretical considerations with analyses of fundamental issues related to learning and liberal education. The resulting arguments, theories, and evidence are sufficient to encourage significant—transformative—changes in higher education. Contributors offer examples of campus initiatives that document such changes, from directional nudges to major shifts of emphases and resources—from theoretical arguments to case studies and practices that suggest and guide constructive steps in efforts at change.
Rowman & Littlefield Publishers; November 2011
- ISBN: 9781442206762
- Read online, or download in secure PDF or secure ePub format
- Title: Transforming Undergraduate Education
- Author: Donald W. Harward (ed.); Jann H. Adams (contrib.); Jerzy Axer (contrib.); Kenneth R. Bain (contrib.); Randall J. Bass (contrib.); Thomas Bender (contrib.); Dessa Bergen-Cico (contrib.); Joyce A. Bylander (contrib.); Kent John Chabotar (contrib.); Barry N. Checkoway (contrib.); Catherine A. Crosby-Currie (contrib.); Richard A. Detweiler (contrib.); Ashley P. Finley (contrib.); Cassia Freedland (contrib.); Richard Guarasci (contrib.); John K. Haynes (contrib.); Debra Humphreys (contrib.); Bruce Keith (contrib.); Adrianna J. Kezar (contrib.); Julie J. Kidd (contrib.); Phyllis Lane (contrib.); Devorah Lieberman (contrib.); William M. Loker (contrib.); Theodore E. Long (contrib.); Linda J. Major (contrib.); Michael V. McGill (contrib.); Elizabeth McHugh (contrib.); Mindy McWilliams (contrib.); Nancy D.Mitchell (contrib.); Sally Engelhard Pingree (contrib.); Alice (Jill) N. Reich (contrib.); Joan B. Riley (contrib.); Daniel Tad Roach (contrib.); Carol Geary Schneider (contrib.); David M. Scobey (contrib.); Valerie I. Sessa (contrib.); Shalom Staub (contrib.); Catharine R. Stimpson (contrib.); William M. Sullivan (contrib.); Lynn E. Swaner (contrib.); Cynthia Wolf (contrib.); Christine Zimmerman (contrib.)
Imprint: Rowman & Littlefield Publishers
In The Press
Ambitious in purpose and scope, this volume weaves together pithy insights from a stellar cast of contributors along with instructive institutional examples to explain how colleges can help undergraduates learn what they need to know and do to survive and thrive in the 21st century.
About The Author
Donald W. Harward is President Emeritus of Bates College in Lewiston, Maine. Since 2002, when he founded the Bringing Theory to Practice Project, he has been its Director, working with more than 200 colleges and universities that have been involved and have received grants from the Project. He is also a Senior Fellow with the Association of American Colleges and Universities.