Teaching, Learning, and Technology
Karin A. Wurst
Abstract of Presentation
When we prepare graduate students for faculty roles, we need to be mindful that they will be facing a different educational landscape than their mentors did and thus they need a more comprehensive toolkit. The challenges to higher education in general will make a more sophisticated approach to graduate education as an integrated experience that focuses on educating the whole student imperative. While we certainly want to focus also on opening alternate career paths for our Ph. D. s, preparing students for faculty positions can also NOT be business as usual.
To prepare our Ph. D. s for this new reality, it will require a radically reformed department culture; one that puts students first, vigorously pursues active and intentional learning, routinely employs high-impact strategies, and assures that the curriculum is well-articulated( learning outcomes in each course build on other courses). This requires a spirit of ongoing collaboration, collegiality, a high degree of professionalism, and accountability.
It will require the skilled human touch of professionals in a variety of possible careers that have not even been imagined to guide the public in continuous learning in the technology enhanced environment of business processes, entertainment options, civic and cultural life, and of course keeping current in work life. So even as we discuss teaching and learning in Higher Education, these other transferable implications and opportunities should be kept in mind. xi