Reducing Student Costs and Enhancing Student Learning

Guskin, Alan E.

doi:10.1080/00091383.1994.9938497

Cited by 57 publications

(17 citation statements)

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“…While some students' learning styles may be well suited to a traditional lecture format, many students do not learn best this way (Guskin 1994). Moreover, sociological research notes the variations of learning styles between males and females (Severiens and Ten-Dam 1997; Philbin et al 1995), between different racial or ethnic groups (Banks 1988;Durodoye and Hildreth 1995;Morgan 1980), between students from different social/economic classes (Caldwell and Ginther 1996), and, importantly, between students and their instructors (Powers 1999).…”

mentioning

confidence: 94%

Collaborators in Teaching and Learning: Undergraduate Teaching Assistants in the Classroom

Fingerson¹,

Culley²

2001

Teaching Sociology

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confidence: 94%

Collaborators in Teaching and Learning: Undergraduate Teaching Assistants in the Classroom

Fingerson¹,

Culley²

2001

Teaching Sociology

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“…Transformational change can come only from senior management support and promotion of groups composed of all ranks, classifications, and levels of faculty and staff making decisions. 16 To make effective use of human re sources, the transformed library must emphasize continuous learning and make the necessary corresponding investment of resources. Personnel must have abundant educational and development opportunities.…”

Section: What and How Must We Change?mentioning

confidence: 99%

Choosing Our Futures

Stoffle

Renaud²,

Veldof³

2015

CRL

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Nearly all academic librarians agree that academic libraries have to change in order to respond successfully to the new realities of the higher education environment, rapidly developing information and telecommunications technologies, and the crisis in scholarly communications. But there is little agreement on what must change, how the changes will take place, how fast the changes must occur, and how much change is necessary.ne view of the future proposes that little or no organizational changes are required. Proponents believe that current structures are adequate to implement the new services, information products, and work functions and tasks that will evolve. Change, where necessary, will occur incrementally. New services and products will be add-ons rather than replacements for what is currently done. The existing fiscal austerity will abate or libraries will somehow manage to live with diminished funds. This view posits that for the foreseeable future, the library will essentially be dealing with traditional formats side by side with new technology. The library will maintain its traditional activities in supporting teaching and research, changing only the tools used.The countervailing view of the future that the authors hold is that academic libraries must change-fundamentally and irreversibly-what they do and how they do it, and that these changes need to come quickly. Change is going to occur continuously and the pace of change is likely to increase rather than decrease indefinitely into the future. To be successful under these conditions, libraries must reshape the prevailing corporate culture. These actions include giving up the focus on acquiring, processing, and storing physical objects, overcoming the aversion to risk-taking that assumes it is better to miss an opportunity than make a mistake, and conquering the tendency to work in isolation on library, rather than institutional, goals. Libraries must, instead, build into their organizational structures and their approaches to work, the ability to identify, anticipate, and quickly respond to constantly changing customer needs. They must be capable of leaps forward and breakthrough performance. They must reduce cycle times for implementing new services. They must be able to anticipate those needs rather than wait for customer needs to be articulated fully. And they must be ready to abandon formerly successful approaches to work, strategies, processing systems, services, and products that do not continually prove their value to customers. What is required is a transformation, not a refining of organizational structure, work, and external and internal relationships, including those between and among all levels of

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“…Research has indicated that information can be learned through a variety of media, including electronic sources, individual or group interactions with faculty, lecture-discussions, or real-life experiences, simulations, or peer study (Davis, 1995;Dolence and Norris, 1995;Gates, 1996;Gilbert, 1996;Guskin, 1995;Johnstone and Krauth, 1996;Newmann, 1993). The CLDT therefore added the use of interactive technologies and simulated laboratories as prevalent instructional strategies in Cascadia's curricular designs.…”

Section: Deriving the Design Principlesmentioning

confidence: 95%

Cascadia Community College: Finding the “Cascadia way”

Richart

2004

New Drctns Hghr Edu

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Not often is there a chance to build a general education curriculum from scratch. That is exactly what we did at Cascadia Community College in Bothell, thirteen miles north of Seattle, Washington. It was an opportunity to incorporate the best that research on students, curriculum design, and teaching and learning could offer. Yet we needed to develop a general education program-indeed an entire community college curriculumwithin the context of some very conventional forces. This chapter describes how the general education program at Cascadia came about and what we learned along the way. The BeginningIn early 1990, a Washington State master plan study revealed that the greatest projected number of underserved students was on the northeast shores of Lake Washington, thirteen miles from Seattle. In that same year, the University of Washington (UW) opened a branch campus in temporary quarters in Bothell. This was one of five public university branch campuses established by the legislature that year to provide time-and place-bound students with upper-division undergraduate studies.In 1994, the state legislature created Cascadia Community College, recognizing the growing need for a comprehensive community college in the region. Cascadia and the University of Washington, Bothell, also were to share the same campus location and, to the extent possible, were to share services. The governor appointed a five-member board of trustees for the community college.

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Reducing Student Costs and Enhancing Student Learning

Cited by 57 publications

References 0 publications

Collaborators in Teaching and Learning: Undergraduate Teaching Assistants in the Classroom

Collaborators in Teaching and Learning: Undergraduate Teaching Assistants in the Classroom

Choosing Our Futures

Cascadia Community College: Finding the “Cascadia way”

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