Category Archives: What is Education?

In my previous post I explored mastery-learning which implies a specific body of content to be learned.  In this post, I want to look at the opposite extreme.  Can a  legitimate college course be an experience or set of experiences, … Continue reading →

I am still surfing on the wave of energy I picked up from attending the Educause Learning Initiative 2010 Annual Meetings last week. As Gardner Campbell has said, faculty development is not a frill, but rather the oxygen academics need … Continue reading →

Terry Dolson and I have been conversing about the balance between scholarship and liberal arts teaching.  This is a response to Terry’s last response, in which she says: I believe that if faculty could see clearly that the WAY they … Continue reading →

This is a question I’ve blogged about before, here, here and here for example. I know we say college is supposed to be education (or Real School), but more often than one might like if you look at what actually … Continue reading →

This summer I’ve been involved in our school’s efforts to revise our general education requirements. In the course of our discussions we raised the question of what constitutes technological proficiency appropriate to a liberal education in the early 21st century. … Continue reading →

Learning only occurs at the intersection between a text and a reader, or between a lecture and an audience. In a comment on an earlier post, Shannon notes, [T]ext is sometimes seen as a time waster if it requires a … Continue reading →