Why do students make the choices they do as learners? Why do some take a deep approach to learning and some a surface approach? Why do some aim mainly for grades and others for long-term value? In this highly interactive workshop, we will ground the discussion in research about student self-theories and discuss ways in which we can influence students to form productive habits of mind as learners. We will ask how students learn to become self-regulating learners and how they can change bad habits that trivialize learning. Participants should leave the workshop with a variety of specific ideas for evaluating and influencing student thinking about their own roles as learners.
Sponsored by the Teaching Resource Center Tomorrow's Professor Today Program
John Tagg is an independent writer and consultant and an advocate for organizational change in higher education to better advance student learning. He is professor emeritus of English at Palomar College, where he taught from1982 to 2009. He is co-author, with Robert Barr, of “From Teaching to Learning: A New Paradigm for Higher Education,” which appeared in the November-December 1995 issue of Change magazine. This is “arguably the most widely cited piece that Change ever published,” according to Peter Ewell, former editor of Change. It sparked a nationwide discussion of the meaning and mission of higher education. (Click here to read this ground-breaking article!)
In The Learning Paradigm College (Anker-Jossey-Bass, 2003), John expands on the ideas explored in the 1995 Change article. He describes a research-based approach to redesigning higher education in the service of student learning and provides detailed examples of colleges and universities that exemplify aspects of the Learning Paradigm. According to Russell Edgerton, President Emeritus of the American Association for Higher Education, “this remarkable book takes the national conversation about taking learning seriously to a new level."