Showing papers in "Change: The Magazine of Higher Learning in 1995"
TL;DR: In this paper, a new paradigm for Undergraduate Education is proposed, From Teaching to Learning (TTL), a new Paradigm For Undergraduate education, which is based on the teaching-to-learning paradigm.
Abstract: (1995). From Teaching to Learning — A New Paradigm For Undergraduate Education. Change: The Magazine of Higher Learning: Vol. 27, No. 6, pp. 12-26.
3,218 citations
TL;DR: In this article, the Knowing-In-Action: The New Scholarship Requires a New Epistemology (KINA) is presented as a way to define the epistemology of higher education.
Abstract: (1995). Knowing-In-Action: The New Scholarship Requires a New Epistemology. Change: The Magazine of Higher Learning: Vol. 27, No. 6, pp. 27-34.
787 citations
Journal Article•
572 citations
TL;DR: In this article, sharing our toys: Cooperative Learning Versus Collaborative Learning Change: The Magazine of Higher Learning: Vol 27, No 1, Vol 1, pp 12-18.
Abstract: (1995) Sharing Our Toys: Cooperative Learning Versus Collaborative Learning Change: The Magazine of Higher Learning: Vol 27, No 1, pp 12-18
374 citations
TL;DR: In this article, Asking the Right Questions: What Does Research Tell Us about Technology and Higher Learning?. Change: The Magazine of Higher Learning: Vol. 27, No. 2, pp. 20-27.
Abstract: (1995). Asking the Right Questions: What Does Research Tell Us About Technology and Higher Learning?. Change: The Magazine of Higher Learning: Vol. 27, No. 2, pp. 20-27.
229 citations
Journal Article•
TL;DR: In this paper, the authors analyzed daily mean, variability, and frequency of precipitation in two continuous 3 1 2 year long climate simulations over the continental U.S., one for present conditions and one for conditions under doubled carbon dioxide concentration, conducted with a regional climate model nested in a general circulation model.
Abstract: Abstract We analyze daily mean, variability, and frequency of precipitation in two continuous 3 1 2 year long climate simulations over the continental U.S., one for present conditions and one for conditions under doubled carbon dioxide concentration, conducted with a regional climate model (RegCM) nested in a general circulation model (GCM). The purpose of the work is to analyze model errors and limitations in greater detail than previously done and to calculate quantities that eventually will be used to form climate change scenarios that account for changes in daily variability of precipitation. The models used are a version of the NCAR Community Climate Model (CCM) and the climate version (RegCM) of the NCAR/Penn State mesoscale model (MM4) at 60 km horizontal grid point spacing. Model output is compared with a 30-year daily observational data set for mainly two regions of the U.S.: the Northwest, and the central Great Plains. Statistics compared include mean daily precipitation, mean daily intensity, frequency, transition probabilities, quantiles of precipitation intensity, and interquartile ranges. We discuss how different measures of daily precipitation lead to different conclusions about the quality of the control run. For example, good agreement between model and observed data regarding mean daily precipitation usually results from compensating errors in the intensity and frequency fields (too high frequency and too low intensity). We analyze how detailed topographic features of the RegCM enhance the simulation of daily precipitation compared to the CCM simulation. In general, errors in all measures are smallest at the Northwest grid points, and the damping of the seasonal cycle of mean daily precipitation from the coast to inland Oregon is basically well reproduced. However, some errors in the frequency and intensity fields can be traced to inadequate representation of topography, even with a horizontal resolution of 60 km. Differences in the control and doubled CO2 runs (for both RegCM and CCM) for these regions are also presented. The most significant changes for the RegCM grid points is increased variability of daily precipitation under doubled CO2 conditions. Areas with significant changes (both increases and decreases) of precipitation frequency and intensity are found. There are some areas where frequency decreases, but precipitation mean daily amounts increase. Such changes, which would be masked by more traditional analyses of precipitation change, are important from a climate impacts point of view. The limitations on the analyses posed by small sample sizes are discussed.
195 citations
TL;DR: In this article, the authors discuss building bridges between cooperative and collaborative learning in higher education, and propose a framework for collaborative and cooperative learning in the context of higher education. Change: The Magazine of Higher Learning: Vol. 27, No. 4, pp. 35-40
Abstract: (1995). Building Bridges Between Cooperative and Collaborative Learning. Change: The Magazine of Higher Learning: Vol. 27, No. 4, pp. 35-40.
173 citations
150 citations
106 citations
TL;DR: In this paper, future work Faculty Time In The 21st Century Change: The Magazine of Higher Learning: Vol 27, No 3, pp 22-33, 1995, the authors present a survey of future work faculty time in the 21st century.
Abstract: (1995) Future Work Faculty Time In The 21 St Century Change: The Magazine of Higher Learning: Vol 27, No 3, pp 22-33
100 citations
TL;DR: In this article, the authors argue that the upward drift is alive and well: Research/Doctoral Model still Attractive to Institutions, and that the research/student model still attracts institutions.
Abstract: (1995). “Upward Drift” is Alive and Well: Research/Doctoral Model Still Attractive to Institutions. Change: The Magazine of Higher Learning: Vol. 27, No. 5, pp. 51-56.
TL;DR: In this article, the challenge of higher education's challenge of the next century is discussed. But the challenge is not defined as a challenge, but rather a challenge to the whole system.
Abstract: (1995). Educating for the Environment Higher Education's Challenge of the Next Century. Change: The Magazine of Higher Learning: Vol. 27, No. 3, pp. 43-46.
TL;DR: For example, the authors argues that the research university stands at the very center of a challenge and an opportunity in American higher education, because it does not provide higher education for most of the Americans who receive an education, but it does train most of those who provide that education.
Abstract: for the new institutions that were being founded and for the colleges that suddenly found themselves being turned into universities. But I also thought and I believe it more strongly now that 100 years later we may be experiencing the beginnings of another revolution. That conviction forms the core of the argument in this article. We are entering another time of great change in American higher education; just what the results will be is uncertain, because colleges and universities are so well structured to resist change. But I think it may bring us to a closing of the circle first opened a century ago with the innovation of graduate study. At that time, the research university was an entirely novel product of its era the likes of which had never been seen before on this continent. And now, 100 years lat r, the research university stands at the very center of a challenge and an opportunity. That is because, although it does not provide higher education for most of the Americans who receive an education, it does train most of those wh provide that education. If I am right about the prospect of another centuryclosing revolution in higher education, it will happen in and because of the research universities. The actual course of events will
TL;DR: In this article, Expanding Perimeters, Melting Cores, and Sticky Functions Toward an Understanding of Our Current Predicaments, the authors present an approach to expanding perimeters, melting cores, and sticky functions towards an understanding of current predicaments.
Abstract: (1995). Expanding Perimeters, Melting Cores, and Sticky Functions Toward an Understanding of Our Current Predicaments. Change: The Magazine of Higher Learning: Vol. 27, No. 6, pp. 40-49.
TL;DR: Public Journalism: A Case for Public Scholarship as mentioned in this paper is a case study of public journalism and its application in higher education, which is a topic of this paper. Change: The Magazine of Higher Learning: Vol. 27, No. 3, pp. 34-38.
Abstract: (1995). Public Journalism: A Case for Public Scholarship. Change: The Magazine of Higher Learning: Vol. 27, No. 3, pp. 34-38.
TL;DR: In this paper, the authors present an international survey of the Professorial Attitudes of higher education, focusing on the following categories: "professorial attitudes" and "professorial attitudes toward higher education".
Abstract: (1995). Professorial Attitudes — an International Survey. Change: The Magazine of Higher Learning: Vol. 27, No. 6, pp. 50-57.
TL;DR: In this paper, an online discussion group debates why faculty use or resist technology in the context of higher education, and an online experience is described. But it is not discussed in detail.
Abstract: (1995). An “Online” Experience: Discussion group debates why faculty use or resist technology. Change: The Magazine of Higher Learning: Vol. 27, No. 2, pp. 28-45.
TL;DR: In this article, the authors argue that "Promoting excellent teaching is Harder than You'D Think" and that "promoting good teaching is harder than you'd think".
Abstract: (1995). Promoting Excellent Teaching is Harder Than You'D Think. Change: The Magazine of Higher Learning: Vol. 27, No. 3, pp. 16-21.
TL;DR: The Magazine of Higher Learning: Vol. 27, No. 1, pp. 34-44, 1995 as mentioned in this paper, was the first publication of this article. But it was published in 1995.
Abstract: (1995). Scholarly Communication, Academic Libraries, and Technology. Change: The Magazine of Higher Learning: Vol. 27, No. 1, pp. 34-44.
TL;DR: The Liberal Arts College: Is It Really an Endangered Species? Change: The Magazine of Higher Learning: Vol. 27, No. 5, pp. 37-44 as mentioned in this paper.
Abstract: (1995). Looking at Trends Past & Present: The Liberal Arts College—Is It Really an Endangered Species? Change: The Magazine of Higher Learning: Vol. 27, No. 5, pp. 37-44.
Journal Article•
TL;DR: In this paper, the authors discuss the current context in which colleges and universities find themselves and then speculate about the future state of the nation and of its educational needs, under three broad headings: skill development and professional training; research and innovation; and values education and social criticism.
Abstract: We discuss the current context in which colleges and universities find themselves and then speculate about the future state of the nation and of its educational needs. The current context is summarized in an examination of trends in revenue sources and charges for different groups of higher education institutions, trends in the type of tuition discounting, and trends in the postsecondary education destinations of students from different income backgrounds. The future speculation falls into three broad headings: skill development and professional training; research and innovation; and values education and social criticism. In this paper we speculate about the future state of the nation and of its educational needs. We approach this task with diffidence, aware of no evidence that shows a positive correlation between the confidence of observers' predictions of the future and the accuracy of those predictions. Moreover, our own track records as forecasters give us pause -neither of us, for example, predicted that Newt Gingrich would become Speaker of the House, and both of us predicted there would be a winning team in the 1994 World Series. The strong positive reason for undertaking such a risky exercise in futurology is however clear: postsecondary education exists to serve a variety of human and social needs and purposes. To begin a discussion with these external requirements may counterbalance the natural tendency for discussion to focus on the needs and demands of postsecondary education itself, as those look from inside the enterprise. Yet it is important in viewing these issues to keep in mind the considerable changes that have gone on within the postsecondary sector itself in recent decades, changes in the financing and clienteles of various institutional types that themselves raise issues for the future role of postsecondary education. We therefore begin by discussing this context. We follow this by addressing future social and economic needs for the services of postsecondary education, under three broad rubrics: skill development and professional training, research and innovation, and values education and social criticism. CONTEXT: RECENT TRENDS IN POSTSECONDARY FINANCING AND ENROLLMENT Much of our own recent work on higher education economics has focused on some striking patterns of change in postsecondary education, some of which have, we think, been either ignored or overlooked by higher education observers. Here we highlight some major points in summary form. We focus on three areas: trends in revenue sources and charges for different groups of higher education institutions; trends in the type of tuition discounting; and trends in the postsecondary education destinations of students from different income backgrounds.
TL;DR: In this article, technology-enhanced learning environments are discussed in the context of higher education, and the Magazine of Higher Learning: Vol. 27, No. 6, pp. 67-69.
Abstract: (1995). Technology: Technology-Enhanced Learning Environments. Change: The Magazine of Higher Learning: Vol. 27, No. 6, pp. 67-69.
TL;DR: In this paper, a course for law, medical, and nursing students, studying professionalism and professional ethics by reading and discussing current and earlier images of nurses, doctors, and lawyers in literature, is described.
Abstract: Four years ago, as colleagues in our university's law and medical schools, we designed and began offering a course for law, medical, and nursing students, studying professionalism and professional ethics by reading and discussing current and earlier images of nurses, doctors, and lawyers in literature. We wanted to make professional ethics, professional culture, and professional education the objects of study rather than simply the unreflective consequences of exposure to professional language, culture, and training. We wanted to do it in an interdisciplinary course where aspiring professionals could share their self-conceptions and their conceptions of each other, and we wanted to do it by using stories, our primary means for organizing experience and claiming meaning for it. This article tells the story of that experience: why we did it; how we did it; what we learned from doing it.