Learning from Change ― Landmarks in Teaching and Learning in Higher Education from Change Magazine 1969-1999
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Since its inception in 1969, Change magazine has been the bellwether of higher education. It has framed the key issues confronting the academy, attracted the best minds, and shaped the debate.
In this important collection, Deborah DeZure and a panel of contributing editors have selected landmark articles on teaching and learning in higher education published in Change from its launch to the present. Through the articles and incisive commentaries we follow the controversies, witness the reception of innovations, and trace the threads of continuity of the past thirty years. What emerges is both an indispensable set of perspectives and a rich resource of models and ideas.
The book spans a period that began in the turmoil of student unrest in the '60s, and concludes at the close of 1999 with higher education grappling with the issues of purpose, accountability, technology and changing demographics.
What is striking about these articles is the vitality and relevance of the voices from the past. They offer valuable insights and inspiration as we plan for the future, and consider how to foster effective teaching and learning environments.
Organized by topic, the articles in each section are introduced by a recognized authority in the field. Deborah DeZure's Introduction and Conclusion offer both the context and an analysis of trends.
Learning from Change constitutes both fascinating reading and an important compass for administrators in higher education, directors of faculty development, and deans, department chairs and faculty engaged in leadership roles in the academy. It is an invaluable introduction and survey for anyone who wants to familiarize him or herself with the issues and trends.
In this important collection, Deborah DeZure and a panel of contributing editors have selected landmark articles on teaching and learning in higher education published in Change from its launch to the present. Through the articles and incisive commentaries we follow the controversies, witness the reception of innovations, and trace the threads of continuity of the past thirty years. What emerges is both an indispensable set of perspectives and a rich resource of models and ideas.
The book spans a period that began in the turmoil of student unrest in the '60s, and concludes at the close of 1999 with higher education grappling with the issues of purpose, accountability, technology and changing demographics.
What is striking about these articles is the vitality and relevance of the voices from the past. They offer valuable insights and inspiration as we plan for the future, and consider how to foster effective teaching and learning environments.
Organized by topic, the articles in each section are introduced by a recognized authority in the field. Deborah DeZure's Introduction and Conclusion offer both the context and an analysis of trends.
Learning from Change constitutes both fascinating reading and an important compass for administrators in higher education, directors of faculty development, and deans, department chairs and faculty engaged in leadership roles in the academy. It is an invaluable introduction and survey for anyone who wants to familiarize him or herself with the issues and trends.
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