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Liberal Education:
Winter 2007, Vol. 93, No. 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.
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CONTENTS:
From 1818 R STREET, NW
President’s Message
It’s Not Just the Economy...
By Carol Geary Schneider
New surveys of employers and recent graduates reveal strong support for the core LEAP assertion that the skills and knowledge developed through a liberal education are essential to economic success. Yet they also provide further evidence that higher education has failed to establish the essential connections between democratic freedom and college learning.
From the Editor
News and Information
FEATURED TOPIC
Engaged Learning and the Core Purposes of Liberal Education: Bringing Theory to Practice
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.
Linking Engaged Learning, Student Mental Health and Well-Being, and Civic Development: A Review of the Literature
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.
So Much Depends Upon a Red Chili Pepper: A Faculty Perspective on the Bringing Theory to Practice Project
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.
Bringing Theory to Practice and Liberal Education: My Perspective
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.
LIBERAL EDUCATION & AMERICA'S PROMISE
College Learning for the New Global Century: A Report from the National Leadership Council for Liberal Education and America’s Promise (PDF)
Published here is the executive summary of the major new report from the LEAP initiative.
PERSPECTIVES
Half-Empty or Half-Full? “Diversity” in Higher Education Today
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?
Diversity and the AAC&U Statement on Academic Freedom and Educational Responsibility: An Alignment of Strategic Objectives
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
A Senior Professor Tackles the Freshman Program
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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