Tagg John Tagg

Instruction Myth (eBook, ePUB)

Why Higher Education is Hard to Change, and How to Change It

• Format: ePub

Produktbeschreibung

Higher education is broken, and we haven t been able to fix it. Even in the face of great and growing dysfunction, it seems resistant to fundamental change. At this point, can anything be done to save it? The Instruction Myth argues that yes, higher education can be reformed and reinvigorated, but it will not be an easy process. In fact, it will require universities to abandon their central operating principle, the belief that education revolves around instruction, easily measurable in course syllabi, credits, and enrollments. Acclaimed education scholar John Tagg presents a powerful case that instruction alone is worthless and that universities should instead be centered upon student learning, which is far harder to quantify and standardize. Yet, as he shows, decades of research have indicated how to best promote student learning, but few universities have systematically implemented these suggestions. This book demonstrates why higher education must undergo radical change if it hopes to survive. More importantly, it offers specific policy suggestions for how universities can break their harmful dependence on the instruction myth. In this extensively researched book, Tagg offers a compelling diagnosis of what s ailing American higher education and a prescription for how it might still heal itself.

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Produktdetails

• Verlag: Rutgers University Press
• Seitenzahl: 342
• Erscheinungstermin: 5. April 2019
• Englisch
• ISBN-13: 9781978804463
• Artikelnr.: 72430610

Autorenporträt

JOHN TAGG is a professor emeritus of English at Palomar College in San Marcos, California. He is the author of The Learning Paradigm College.

Inhaltsangabe

Contents
Introduction
Part I: Where Are We and How Did We Get Here?
1          The Chronic Crisis
2          How Did It Get This Way?
Part II: Why Is Change So Hard?
3          The Status Quo Bias
4          How the Status Quo Bias Defends Itself in Organizations
5          The Design of Colleges and the Myths of Quality
6          Framing the Faculty Role: Graduate School, Departments, and the
Price of Change
7          The Myth of Unity and the Paradox of Effort
8          Faculty Expertise and the Myth of Teacher Professionalism
9          Trial Run: Changing the College, the Case of the Degree
Qualifications Profile
Part III: Learning to Change, Changing to Learn
10        Seeds of Change
11        How Do People Learn to Change?
12        Diffusing Innovation by Making Peer Groups
13        Promoting Innovation Through Scholarly Teaching
14        Information Flow and Feedback-The Teaching Inventory and
Portfolio
15        Information Flow and Feedback: The Outcomes Transcript and
Portfolio
16        Changing the Faculty Endowment
17        Creating a Market for Education
18        Levers for Change: A New Accountability
Acknowledgments
Bibliography
Index