Entries Tagged as ‘higher education’

February 23, 2015

Formation by Design report released

In December we released the progress report for our project, Formation by Design. This report lays out the landscape for how we might move whole person outcomes to the center of higher education renewal. Many wonderful folks worked on the report and the ideas that shaped it. We look forward to pushing this work forward […]

January 8, 2013

Disrupting Ourselves: the Problem of Learning in Higher Education (Educause Review)

Disrupting Ourselves: the Problem of Learning in Higher Education, published in March/April 2012 issue of EDUCAUSE REVIEW  Our understanding of learning has expanded at a rate that has far outpaced our conceptions of teaching. A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic […]

April 4, 2009

Wired Campus (repost): A Plan to Develop and Spread Better College Teaching Practices

repost of Wired Campus guest blog, March 20, 2009: Randy Bass and Bret Eynon How do we move from innovative but often isolated classroom practice to more far-reaching changes in institutions and the field as a whole? In our first post we called for “an R&D division for teaching in higher education,” because one of […]

April 4, 2009

Wired Campus (repost): Electronic Portfolios: a Path to the Future of Learning

repost of Wired Campus guest blog, March 18, 2009: Randy Bass and Bret Eynon If we truly want to advance from a focus on teaching to a focus on student learning, then a strategy involving something like electronic student portfolios, or ePortfolios, is essential. In an essay in the current issue of Academic Commons, three […]

April 4, 2009

Wired Campus (repost): We Need R&D for Teaching With Technology

repost of Wired Campus guest blog, March 9, 2009: Randy Bass and Bret Eynon When it comes to innovations in teaching and learning, higher education seems like the last to know and the slowest to respond. In every other way, we push at the frontiers of knowledge, ask critical questions, take risks. In all other […]