The New Learning Compact: A Systemic Approach to a Systemic Problem
| dc.contributor.author | Eynon, Bret | |
| dc.contributor.author | Bass, Randall | |
| dc.contributor.author | Iuzzini, Jonathan | |
| dc.contributor.author | M. Gambino, Laura | |
| dc.date.accessioned | 2023-11-15T04:28:27Z | |
| dc.date.available | 2023-11-15T04:28:27Z | |
| dc.date.issued | 2022 | |
| dc.description.abstract | To meet looming challenges, higher education must focus more strategically on learning— student learning, faculty and staff learning (professional learning), and institutional development as adaptive learning organizations. Research has demonstrated the value of evidence-based pedagogies and professional learning “done well” in advancing learning-centered adaptive change. Yet higher education has not focused the systemic attention needed to scale these approaches. The New Learning Compact (NLC) Framework identifies evidence-based strategies to address this problem, offering design principles for professional learning that is systemic, coconstructed, equity-focused, and personally empowering for students and educators. The NLC authors and Achieving the Dream (ATD) guided community colleges and historically Black colleges and universities in field testing the NLC Framework and related resources. Using NLC and ATD tools, campus teams developed and implemented strategic professional learning action keyed to institution-wide priority needs. Preliminary results are encouraging, demonstrating changes in professional learning strategies and the institutional adoption of more systemic approaches to learning, equity and change. | vi |
| dc.identifier.uri | https://thuvienso.hoasen.edu.vn/handle/123456789/14273 | |
| dc.language.iso | en | vi |
| dc.publisher | Taylor & Francis | vi |
| dc.title | The New Learning Compact: A Systemic Approach to a Systemic Problem | vi |
| dc.type | Article | vi |
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