Education Commons^™

Friday Report - Vol. 05, No. 08 - December 22, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 05, No. 07 - December 1, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 05, No. 06 - November 17, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 05, No. 04 - October 20, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Bridging Two Worlds: Professional Service And Service Learning, Deborah Hirsch, Ernest Lynton

New England Resource Center for Higher Education Publications

Authors of this essay, also published in the NSEE Quarterly, argue that proponents of service-learning and faculty professional service should join forces to pursue a common agenda of community outreach. At a time when colleges and universities are being urged to help solve society's problems, the faculty represents a virtually untapped resource. Certainly, there are presently - and always have been - individual faculty working in the community as consultants or as supervisors and guides for students. If the campus is to make a significant impact, however, the institution must be able to deploy departments, divisions, interdisciplinary centers and …

Friday Report - Vol. 05, No. 02 - September 29, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 05, No. 01 - September 15, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

A Case For Dialogue In Public Education: Individual And Collective Learning Through The Dialogue Process, Ellen Schoenfeld-Beeks

Critical and Creative Thinking Capstones Collection

The purpose of this thesis is to examine the theoretical and conceptual elements of the Dial ogue process in the context of our present and pressing need for dynamic educational organization and reform. The Dialogue process provides an approach for shifting consciousness. Dialogue is thus reviewed as a vehicle for creating learning and transformation in individuals and groups by cultivating individual capacities to shift from a Newtonian-objective reality to a post-modem Systems world-view. Such a paradigm shift is relevant for understanding the underlying theory fundamental to constructivist practices, for integrating transformational thinking skills into curricula, and for creating the kind …

Friday Report - Vol. 04, No. 06 - May 19, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 04, No. 05 - May 5, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 04, No. 04 - April 14, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 04, No. 03 - March 31, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Turnabout Time: Public Higher Education In The Commonwealth, Richard A. Hogarty, Aundrea E. Kelley, Robert C. Wood

John M. McCormack Graduate School of Policy and Global Studies Publications

"Stay the course?"

"Steady as she goes" is the wrong prescription for charting the future of public higher education in the Commonwealth. A major course correction is in order if the coalition vital to the system's well-being is to hang together and be strengthened. With sharply divergent views being held by the public at large, political and business leaders, faculties and students--all groups essential to continuing educational progress--mutual accommodations and adjustments are the order of the day. Major changes in finance, institutional missions, curricula, and academic standards for faculty and students alike are imperatives.

The classic academic model that has …

Friday Report - Vol. 04, No. 02 - February 24, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Friday Report - Vol. 04, No. 01 - February 3, 1995, University Of Massachusetts Boston

1991-1996, Friday Report

No abstract provided.

Does Service-Learning Have A Future?, Edward Zlotkowski

New England Resource Center for Higher Education Publications

Until very recently the service-learning movement has had an "ideological" bias; i.e., it has tended to prioritize moral and/or civic questions related to the service experience. Such a focus reflects well the movement's past but will not guarantee its future. What is needed now is a broad-based adjustment that invests far more intellectual energy in specifically academic concerns. Only by paying careful attention to the needs of individual disciplines and by allying itself with other academic interest groups, will the service-learning movement succeed in becoming an established feature of American higher education.