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President Crow: American Research Universities Must Lead Our Emergence from the Stone Age

March 8, 2010 Opinion, Volume One Comments Off

By Michael M. Crow

During the past few years many of us may have confronted the disturbing realization that the standard operating procedures of our contemporary culture often fall short of the mark or even produce entirely unintended consequences.  The near-meltdown of global economic markets and our faltering efforts to revive the economy, to consider but one scenario among many, offer stark evidence that we seem to be grappling with the escalating complexities of the present and future stuck resolutely in the mindset of the past.  This is to say nothing about our success in shaping a world that in all likelihood cannot sustain our long-term enhancements in wealth generation and, more generally, quality of life for humanity.  Given the apparent limitations in our knowledge matched with our overwhelming hubris as well as capacity to exercise brute force, and there is only one possible conclusion:  as a species we are still mired in the final decades of the Stone Age.

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Transformative pedagogy: Meeting the needs of the digital generation

By Ben Miller

Traditional higher education pedagogy, or the approach to instructional design, must now come to terms with the boundless, yet challenging, opportunities made possible through information technology.  Education faces a transformative period in which characteristics of traditional in-person pedagogy interact with those of internet-based, digital learning.  The necessity of this transformation stems from the widening discrepancy between how students prefer to gather information and the pace at which information can be collected outside of traditional classrooms and the satisfaction endemic to the traditional pedagogical approach (Johnson 2005; Tapscott, 2008).  This discussion provides an overview of key characteristics of the contemporary college student, presents suggestions towards optimizing digital pedagogy design, and introduces a financial justification for shifting from traditional pedagogy to online instructional modeling.

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