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Iowa State University

Social and Philosophical Foundations of Education

Articles 1 - 6 of 6

Full-Text Articles in Education

Expanding The Conversation: Perspective Taking As A Civic Outcome Of College, Robert D. Reason May 2011

Expanding The Conversation: Perspective Taking As A Civic Outcome Of College, Robert D. Reason

Robert D Reason

The conversation about essential learning outcomes of college has never been more active or important. Although much of the attention on learning outcomes is narrowly focused on cognitive outcomes, especially critical thinking, the need to educate students for personal and social responsibility has never been clearer. In this article the author draws upon data from the Association of American Colleges and Universities’ Core Commitments: Educating Students for Personal and Social Responsibility initiative to argue that one dimension of personal and social responsibility, taking seriously the perspectives of others, is essential to active citizenship in today’s diverse democracy and, therefore, an …


Adult Education 101 For Extension Educators, Johnnie R. Westbrook, Nancy K. Franz Dr. Jan 2009

Adult Education 101 For Extension Educators, Johnnie R. Westbrook, Nancy K. Franz Dr.

Nancy K. Franz

Successful Extension educators artfully combine their content matter expertise with their ability to work with adults in an educational setting. This publication compares and contrasts four approaches to adult education: 1.) Andragogy, 2.) Adult Education Working Philosophy, 3.) Facilitating Adult Self-Directed Learning, and 4.) Integrated Perspective of Learning. The implications of these adult education practices will help Extension educators improve educational impact when working with adults.


Developing Social And Personal Competence In The First Year Of College, Robert D. Reason, Patrick T. Terenzini, Robert J. Domingo Jan 2007

Developing Social And Personal Competence In The First Year Of College, Robert D. Reason, Patrick T. Terenzini, Robert J. Domingo

Robert D Reason

The available research on first-year college outcomes remains highly segmented (Pascarella & Terenzini, 2005) and surprisingly incomplete (Upcraft, Gardner, Barefoot, & Associates, 2005). Although research has established the importance of the first year of college for students’ learning and cognitive development (Osterlind 1996, 1997; Pascarella & Terenzini, 2005), the importance of the first college year in influencing the development of the psychosocial outcomes for students is much less clear. Although one might logically conclude that the first college year is essential as the foundation for growth in both cognitive and psychosocial areas, little empirical evidence is available to support such …


Rearticulating Whiteness: A Precursor To Difficult Dialogues On Race, Robert D. Reason Jan 2007

Rearticulating Whiteness: A Precursor To Difficult Dialogues On Race, Robert D. Reason

Robert D Reason

This article reviews findings from a related study of 15 White racial justice allies, which highlighted the importance of re-articulating a sense of Whiteness. The author explores how the rearticulated sense of Whiteness demonstrated by these students may assist others to mitigate some of the defense mechanism discussed in the Watt (2007) Privileged Identity Exploration Model.


Toward A Model Of Racial Justice Ally Development, Robert D. Reason, Elizabeth A. Roosa-Millar, Tara C. Scales Jan 2005

Toward A Model Of Racial Justice Ally Development, Robert D. Reason, Elizabeth A. Roosa-Millar, Tara C. Scales

Robert D Reason

This paper explores the experiences of White college students as they make sense of their race and their roles in racial justice movements. Findings from two separate but related qualitative studies, when viewed together, result in an exploratory model of racial justice ally development. Racial justice allies are White students who actively work against the system of oppression that maintains their power. The model presented in this paper explores how college affects the development of racial justice allies, which may allow student affairs professionals to more effectively encourage this type of development.


Student Variables That Predict Retention: Recent Research And New Developments, Robert D. Reason Oct 2003

Student Variables That Predict Retention: Recent Research And New Developments, Robert D. Reason

Robert D Reason

This article reviews recent research related to the study of college student retention, specifically examining research related to individual student demographic characteristics. The increasing diversity of undergraduate college students requires a new, thorough examination of those student variables previously understood to predict retention. The retention literature focuses on research conducted after 1990 and emphasizes the changing demographics in higher education. Research related to a relatively new variable— the merit-index—also is reviewed, revealing potentially promising, but currently mixed results.