Recentering Learning
Complexity, Resilience, and Adaptability in Higher Education
Published on 28. January 2025
Book
Paperback/Softback
432 pages
978-1-4214-5032-2 (ISBN)
Description
Is a renaissance of teaching and learning in higher education possible? One may already be underway.
The COVID-19 pandemic fundamentally changed how colleges and universities manage teaching and learning. Recentering Learning unpacks the wide-reaching implications of disruptions such as the pandemic on higher education.
Editors Maggie Debelius, Joshua Kim, and Edward Maloney assembled a diverse group of scholars and practitioners to assess the impacts of the pandemic, as well as to anticipate the effects of climate change, social unrest, artificial intelligence, financial challenges, changing demographics, and other forms of disruption, on teaching and learning. These contributors are leaders at their institutions and draw on both the Scholarship of Teaching and Learning (SoTL) as well as their lived experiences to draw important lessons for the wider postsecondary ecosystem. The collection features faculty, staff, and student voices from a range of public and private institutions of varying sizes and serving different populations.
Covering timely topics such as institutional resiliency, how to create transformational change, digital education for access and equity, and the shifting institutional data landscape, these essays serve as a compelling guide for how colleges and universities can navigate inevitable changes to teaching and learning. Faculty and staff at centers for teaching excellence or centers for innovation, university leaders, graduate students in learning design programs, and anyone interested in the evolution of teaching and learning in the twenty-first century will benefit from this prescient volume.
Contributors: Bryan Alexander, Drew Allen, Isis Artze-Vega, Betsy Barre, Randy Bass, MJ Bishop, Derek Bruff, Molly Chehak, Nancy Chick, Cynthia A. Cogswell, Jenae Cohn, Tazin Daniels, Maggie Debelius, David Ebenbach, Megan Eberhardt-Alstot, Kristen Eshleman, Peter Felten, Lorna Gonzalez, Michael Goudzwaard, Sophia Grabiec, Sean Hobson, Kashema Hutchinson, Amanda Irvin, Jonathan Iuzzini, Amy Johnson, Briana Johnson, Matthew Kaplan, Whitney Kilgore, Joshua Kim, Sujung Kim, Suzanna Klaf, Martin Kurzweil, Natalie Landman, Jill Leafstedt, Katie Linder, Sherry Linkon, Edward Maloney, Susannah McGowan, Isabel McHenry, Rolin Moe, Lillian Nagengast, Nancy O'Neill, Adashima Oyo, Matthew Rascoff, Libbie Rifkin, Katina Rogers, Catherine Ross, Annie Sadler, Monique L. Snowden, Elliott Visconsi, Mary Wright
The COVID-19 pandemic fundamentally changed how colleges and universities manage teaching and learning. Recentering Learning unpacks the wide-reaching implications of disruptions such as the pandemic on higher education.
Editors Maggie Debelius, Joshua Kim, and Edward Maloney assembled a diverse group of scholars and practitioners to assess the impacts of the pandemic, as well as to anticipate the effects of climate change, social unrest, artificial intelligence, financial challenges, changing demographics, and other forms of disruption, on teaching and learning. These contributors are leaders at their institutions and draw on both the Scholarship of Teaching and Learning (SoTL) as well as their lived experiences to draw important lessons for the wider postsecondary ecosystem. The collection features faculty, staff, and student voices from a range of public and private institutions of varying sizes and serving different populations.
Covering timely topics such as institutional resiliency, how to create transformational change, digital education for access and equity, and the shifting institutional data landscape, these essays serve as a compelling guide for how colleges and universities can navigate inevitable changes to teaching and learning. Faculty and staff at centers for teaching excellence or centers for innovation, university leaders, graduate students in learning design programs, and anyone interested in the evolution of teaching and learning in the twenty-first century will benefit from this prescient volume.
Contributors: Bryan Alexander, Drew Allen, Isis Artze-Vega, Betsy Barre, Randy Bass, MJ Bishop, Derek Bruff, Molly Chehak, Nancy Chick, Cynthia A. Cogswell, Jenae Cohn, Tazin Daniels, Maggie Debelius, David Ebenbach, Megan Eberhardt-Alstot, Kristen Eshleman, Peter Felten, Lorna Gonzalez, Michael Goudzwaard, Sophia Grabiec, Sean Hobson, Kashema Hutchinson, Amanda Irvin, Jonathan Iuzzini, Amy Johnson, Briana Johnson, Matthew Kaplan, Whitney Kilgore, Joshua Kim, Sujung Kim, Suzanna Klaf, Martin Kurzweil, Natalie Landman, Jill Leafstedt, Katie Linder, Sherry Linkon, Edward Maloney, Susannah McGowan, Isabel McHenry, Rolin Moe, Lillian Nagengast, Nancy O'Neill, Adashima Oyo, Matthew Rascoff, Libbie Rifkin, Katina Rogers, Catherine Ross, Annie Sadler, Monique L. Snowden, Elliott Visconsi, Mary Wright
More details
Language
English
Place of publication
Baltimore, MD
United States
Target group
Professional and scholarly
Product notice
Paperback (trade)
Illustrations
12 s/w Abbildungen, 1 s/w Abbildung
1 Illustrations, black and white; 12 Illustrations, black and white
Dimensions
Height: 175 mm
Width: 175 mm
Thickness: 10 mm
Weight
252 gr
ISBN-13
978-1-4214-5032-2 (9781421450322)
DOI
10.56021/9781421450322
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Maggie Debelius is the senior director of faculty initiatives at the Center for New Designs in Learning and Scholarship at Georgetown University, where she also serves as a professor of English and Learning, Design, and Technology. She is the coauthor of "So What Are You Going to Do with That?" Joshua Kim is the director of digital learning initiatives at the Dartmouth Center for the Advancement of Learning and a senior fellow at the Center for New Designs in Learning and Scholarship at Georgetown University. He is a coauthor of Learning Innovation and the Future of Higher Education and The Low-Density University: 15 Scenarios for Higher Education. Edward Maloney is a professor and the founding director of the Program in Learning, Design, and Technology at Georgetown University, where he is also the executive director of the Center for New Designs in Learning and Scholarship. He is a coauthor of Learning Innovation and the Future of Higher Education and The Low-Density University: 15 Scenarios for Higher Education.
Content
Introduction, by Maggie Debelius, Joshua Kim, and Eddie Maloney
Part I: New Systems and Structures
1. Centering Resiliency: Principles for Academic Leaders and Teaching Center Directors, by Matthew Kaplan, Mary C. Wright, and Derek Bruff
2. Converting Teaching from Solo Sport to Team-Based Activity: Lessons Learned from a Systemwide Instructional Design Support Initiative, by MJ Bishop, Nancy O'Neill, Briana Johnson, and Whitney Kilgore
3. Creating Transformational Change Through Learning Innovation Departments, by Sean Hobson and Natalie Landman
4. An Ecology of Change in Higher Education, by Michael Goudzwaard and Cynthia A. Cogswell
5. Digital Education for Access and Equity, by Annie Sadler, Martin Kurzweil, and Matthew Rascoff
6. The Shifting Institutional Data Landscape and Why It Matters for Student Learning, by Drew Allen
Part II: The Post-Pandemic University
7. The Post-Pandemic University: Critical Questions for Infrastructure, Practice, and Culture, by Kathryn E. Linder, Constancio Nakuma, and Monique Snowden
8. From Covid to Climate Change: Parallels, Parables, And Possibilities for the Future of Higher Education, by Bryan Alexander
9. The New Experimental College, by Elliott Visconsi
10. Architecture of the Unexpected: Beyond the Learning Paradigm, by Randy Bass
Part III: Toward Greater Access Equity and Inclusion
11. Beyond "Zoom University": A Heuristic for Advancing Inclusive Digital and Online Pedagogy, by Jenae Cohn
12. Pandemic Fever Pitch Terms That Defined A Moment In Higher Education, by Lorna S. Gonzalez, Megan Eberhardt-Alstot, and Jill Leafstedt
13. Institutional and Instructional Humility for Equity-Forward Teaching and Learning, by Amy M. Johnson, Jonathan Iuzzini, Peter Felten, and Tazin Daniels
14. Ableism and Conflicts of Care in the Post-Pandemic University, by Libbie Rifkin
15. Toxic to Transformational: Women and the Higher Ed Ecosystem Post-Pandemic, by Patrice Torcivia Prusko
16. Access Equity: A Primer on Reconsidering Edtech in Higher Education, by Rolin Moe
Part IV: What We Have Learned About Teaching and Learning
17. Learning about Learning: Students' Insights from a Pandemic Year, by Sophie Grabiec, Sherry Lee Linkon, Isabel McHenry, and Lillian Nagengast
18. Recentering Relationships: What We Learned from Building Closeness at a Distance, by Molly Chehak and David Ebenbach
19. The Work Goes On: Centering Relationships and Reimagining Practices That Support Learning, by Catherine Ross, Amanda Irvin, and Suzanna Klaf
20. "Why Haven't We Always Done This?": The Future of Faculty Learning 390, by Betsy Barre
21. Purpose, Learning, and Justice: Maintaining Hopeful Practices Past the Pivot, by Susannah McGowan and Isis Artze-Vega
22. Everything Is Different but Nothing Is New: The Missed Opportunity of Reform in the Wake of COVID-19, by Kashema Hutchinson, Sujung Kim, Adashima Oyo, and Katina Rogers
23. In the Role of Learners, by Nancy Chick
Contributors
Notes
Index
Part I: New Systems and Structures
1. Centering Resiliency: Principles for Academic Leaders and Teaching Center Directors, by Matthew Kaplan, Mary C. Wright, and Derek Bruff
2. Converting Teaching from Solo Sport to Team-Based Activity: Lessons Learned from a Systemwide Instructional Design Support Initiative, by MJ Bishop, Nancy O'Neill, Briana Johnson, and Whitney Kilgore
3. Creating Transformational Change Through Learning Innovation Departments, by Sean Hobson and Natalie Landman
4. An Ecology of Change in Higher Education, by Michael Goudzwaard and Cynthia A. Cogswell
5. Digital Education for Access and Equity, by Annie Sadler, Martin Kurzweil, and Matthew Rascoff
6. The Shifting Institutional Data Landscape and Why It Matters for Student Learning, by Drew Allen
Part II: The Post-Pandemic University
7. The Post-Pandemic University: Critical Questions for Infrastructure, Practice, and Culture, by Kathryn E. Linder, Constancio Nakuma, and Monique Snowden
8. From Covid to Climate Change: Parallels, Parables, And Possibilities for the Future of Higher Education, by Bryan Alexander
9. The New Experimental College, by Elliott Visconsi
10. Architecture of the Unexpected: Beyond the Learning Paradigm, by Randy Bass
Part III: Toward Greater Access Equity and Inclusion
11. Beyond "Zoom University": A Heuristic for Advancing Inclusive Digital and Online Pedagogy, by Jenae Cohn
12. Pandemic Fever Pitch Terms That Defined A Moment In Higher Education, by Lorna S. Gonzalez, Megan Eberhardt-Alstot, and Jill Leafstedt
13. Institutional and Instructional Humility for Equity-Forward Teaching and Learning, by Amy M. Johnson, Jonathan Iuzzini, Peter Felten, and Tazin Daniels
14. Ableism and Conflicts of Care in the Post-Pandemic University, by Libbie Rifkin
15. Toxic to Transformational: Women and the Higher Ed Ecosystem Post-Pandemic, by Patrice Torcivia Prusko
16. Access Equity: A Primer on Reconsidering Edtech in Higher Education, by Rolin Moe
Part IV: What We Have Learned About Teaching and Learning
17. Learning about Learning: Students' Insights from a Pandemic Year, by Sophie Grabiec, Sherry Lee Linkon, Isabel McHenry, and Lillian Nagengast
18. Recentering Relationships: What We Learned from Building Closeness at a Distance, by Molly Chehak and David Ebenbach
19. The Work Goes On: Centering Relationships and Reimagining Practices That Support Learning, by Catherine Ross, Amanda Irvin, and Suzanna Klaf
20. "Why Haven't We Always Done This?": The Future of Faculty Learning 390, by Betsy Barre
21. Purpose, Learning, and Justice: Maintaining Hopeful Practices Past the Pivot, by Susannah McGowan and Isis Artze-Vega
22. Everything Is Different but Nothing Is New: The Missed Opportunity of Reform in the Wake of COVID-19, by Kashema Hutchinson, Sujung Kim, Adashima Oyo, and Katina Rogers
23. In the Role of Learners, by Nancy Chick
Contributors
Notes
Index