ERIC Number: ED440579
Record Type: Non-Journal
Publication Date: 1999
What Makes a Revolution: Teaching and Learning in Higher Education, 1980-2000.
Lazerson, Marvin; Wagener, Ursula; Shumanis, Nichole
This report examines the potential revolution in U.S. higher education public policies that require improved student learning. This revolution includes numerous teaching innovations activities that were initiated and sustained by external pressures and politically astute reformers. The report notes the criticism of U.S. elementary and secondary education and discusses how that criticism has spilled over into higher education. It examines reports which present the view that higher education is in deep need of reform. Faced with externally driven assessment and accountability movements, reformers have contended that the way to protect institutional autonomy from encroachment by external agencies is to focus on the importance of teaching and learning. Brief excerpts are presented from six voices of reform (Alexander Astin; Derek Bok and Richard Light; Ernest L. Boyer; K. Patricia Cross; and Lee Shulman) that highlight their vision of how to improve teaching and learning. Understanding that the assessment movement began as a drive for accountability at the national and state levels, rather than as local campus initiatives to improve teaching and learning, the paper offers insights on why major reform efforts were framed as demands that colleges and universities show better performance. The report concludes by examining the dilemmas that educational reformers face. (Contains 42 references.) (SM)
Descriptors: Accountability, Educational Change, Educational Improvement, Educational Innovation, Educational Quality, Elementary Secondary Education, Higher Education, Revolution, Student Evaluation
National Center for Postsecondary Improvement, Stanford University, School of Education, 520 Galvez Mall, 508 CERAS, Stanford, CA 94305-3084 ($5). Tel: 650-723-7724.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Postsecondary Improvement, Stanford, CA.