Liberal Education, Winter 2007

Current Issue

Winter2007Vol.93No.1

Bringing Theory to Practice

This issue provides an overview of the Bringing Theory to Practice project, an effort to advance engaged student learning and determine how it might improve the quality of students’ education, development, health, and commitment to civic engagement. Also included are articles on diversity, a reflection on teaching in a first-year program, and the executive summary of the new LEAP report.

Table of Contents
President's Message

By Carol Geary Schneider

From 1818 R Street NW

By David Tritelli

Perspectives

By Donald W. Harward
Founded on the premise of a connection between the neglect of the core purposes of undergraduate liberal education, on the one hand, and certain patterns of disengagement exhibited by students, on the other, the Bringing Theory to Practice project provides support for campus programs as well as for research on the connection of certain forms of engaged learning to student health, well-being, and civic development.

By Lynn E. Swaner
Conducted for the Bringing Theory to Practice project, this literature review examines the theoretical and research bases for linking engaged learning, student mental health and well-being, and civic development. 

By Rebecca Herzig
The Bringing Theory to Practice project is exceptional in its recognition that the rupture between students’ curricular and cocurricular lives is mirrored—if not encouraged—by the analogous ruptures experienced by today’s faculty members.

By Sally E. Pingree
Nothing is more important than how higher education affects students’ academic development, as well as their emotional health and civic lives.

Perspectives

By Paula Rothenberg
How did the inclusive curriculum, a curriculum that places issues of diversity at its core across the disciplines, weather the attacks of the 1990s to become a model for twenty-first-century higher education?

By Rodney W. Jordan
As institutions examine their strategic goals and objectives, the clear alignment of the evolving definition of diversity and the AAC&U Statement on Academic Freedom and Educational Responsibility is crucial because it creates the opportunity to think about diversity in the context of the academy’s strategic direction.

My View

By Walter Kaelber
What happens when a senior professor, who had long resisted teaching freshmen courses, agrees to participate in a first-year program?

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