ERIC Number: ED361754
Record Type: Non-Journal
Publication Date: 1991-Nov-16
Reference Count: N/A
Creating Empowered Learners: Merging Content and Process.
Shulman, Gary M.; Luechauer, David L.
Students must learn how to empower themselves and how to empower others if they are to survive in modern organizations (corporate, educational, and governmental). Traditional bureaucratic pedagogies, to which many faculty are accustomed, neither teach nor develop these skills. Furthermore, the use of bureaucratic pedagogies limits student involvement in the teaching-learning process and decreases student commitment and motivation to perform high quality work. In place of the traditional bureaucratic paradigm, faculty should implement an empowerment based paradigm. Five guidelines for implementing the paradigm are: (1) discuss with students the quality of work to be done and the time needed to do it; (2) make quality expectations clear; (3) continually ask students for their input concerning ways to demonstrate quality performance; (4) ask the students to assess their own work; and (5) act as facilitator to see that everything possible is done to provide students with the best learning conditions. Operationally, the practices faculty might employ to empower students are limited only by creativity and contextual appropriateness. Empowerment is not for faculty who believe their students do not possess the requisite skills, experience, desire, or knowledge to take control and responsibility for their own learning. (Thirty-eight references and appendixes containing a model empowerment syllabus, activities for students to react to the syllabus and to generate class requirements, participation performance assessment guidelines, a participation self-assessment performance log, activities for moving from powerlessness to empowerment and for achieving empowerment, and a model final examination format are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher; Opinion Papers
Education Level: N/A
Authoring Institution: N/A