Learning occurs all the time and everywhere. Yet most research on learning tends to occur in silos based on stakeholder perspective. This volume seeks to break down these silos and draw together scholars who research learning from different perspectives to highlight commonalities in learning for students, for faculty, for institutions. When we understand how learning is experienced across the institution, we can develop strategies that help support, enhance, and reinforce learning for all.
This volume explores what it means to bridge learning across the institution and provides researchers, teachers, and leaders with a roadmap to follow to improve learning for all. It has both a scholarly and a practical bent. Professionals researching student learning, faculty development, or organizational learning will find useful takeaways. For scholars, the volume advances the knowledge about the ways we investigate and study learning across and for various groups of learners. Institutional leaders will
benefit from this research as it collects thinking about learning in its various formats in one location, provides a platform for synthesis, and outlines key questions to ask for thinking more deeply about learning on campus. Instead of thinking of learning as discrete depending on the stakeholder group, this volume highlights the commonalities across all types of learners.
EDITOR S NOTES 1
Pamela L. Eddy
1. Integration of Learning Model: How College Students Integrate Learning 7
James P. Barber
Knowing how students connect disparate information and meaningfully synthesize concepts helps us understand how to improve student learning.
2. Faculty as Border Crossers: A Study of Fulbright Faculty 19
Pamela L. Eddy
Faculty members, as adult learners, incorporate new global experiences into their underlying schemas that may ultimately result in transformational learning.
3. Civic Engagement and Organizational Learning Strategies for Student Success 31
Tami L. Moore, Jesse P. Mendez
This chapter focuses on the organizational learning necessary to establish and maintain institutional supports for postsecondary degree attainment.
Part II: Examples From Stakeholder Groups
4. Orthogonality in Learning and Assessment 41
Orthogonality can provide a framework to help clarify what stakeholders think about learning in college and how we assess outcomes.
5. Promoting High–Impact Student Learning: Connecting Key Components of the Collegiate Experience 51
Matthew Wawrzynski, Roger Baldwin
This chapter examines the collegiate learning environment regarding the ways in which high–impact educational practices can help students connect their learning.
6. Developing Learning in Faculty: Seeking Expert Assistance From Colleagues 63
Interprofessionalism, seeking out advice from other faculty members in their areas of expertise, aids faculty development and provides support to faculty.
7. Blended Learning as Transformational Institutional Learning 75
This chapter presents a case regarding an institution s support of faculty development to institute blended learning and how these efforts contribute to organizational learning.
Part III: Planning for the Future
8. Constructing an Overarching Framework for Learning Connecting the Dots 87
Marilyn J. Amey
An integrative organizational framework highlights connections between learning theories applied at different organizational levels and how these connections lead to organizational learning.
9. Finding and Fostering Learning: What College and University Leaders Need to Know and What They Can Do 95
Anna Neumann, Liza Bolitzer
College leaders oversee institutional structures and processes that ultimately support learning, for students, for faculty, and for the institution. This chapter provides leaders with strategies to best support learning.
10. Bringing It All Together Through Group Learning 107
Shannon M. Chance
This chapter provides an outline of key issues for college leaders and faculty to consider as they engage in connecting learning across the institution.