Hardback
March 1, 2022
9781421443515
English
240
59237
1
8.50 Inches (US)
5.50 Inches (US)
0.76 Inches (US)
$29.95 USD, £22.00 GBP
v2.1 Reference
Electronic book text
March 1, 2022
9781421443522
9781421443515
English
240
59237
1
8.50 Inches (US)
5.50 Inches (US)
$29.95 USD, £22.00 GBP
v2.1 Reference

Learning with Others

Collaboration as a Pathway to College Student Success

How can colleges and universities engage students in ways that prepare them to solve problems in our rapidly changing world?

Most American colleges and universities assimilate students into highly competitive undergraduate experiences. By placing achievement for personal and material gain as the bedrock of a college education, these institutions fail to educate students to become collaborative learners: people who are committed and prepared to join with others in developing promising solutions to problems that they share with others.

Drawing on a three-year study of student persistence and learning at Minority-Serving Institutions, Clifton Conrad and Todd Lundberg argue that student success in college should be redefined by focusing on the importance of collaborative learning over individual achievement. Engaging students in shared, real-world problem-solving, Conrad and Lundberg assert, will encourage them to embrace interdependence and to value and draw on diverse perspectives. Learning with Others presents a set of core practices to empower students to enter, nourish, and sustain collaborative learning and outlines how to blend the roles and responsibilities of faculty, staff, and students; how to adopt best practices for receiving and giving feedback on problem-solving; and how to anchor a curriculum in shared problem-solving.

Bringing together lessons learned from more than 300 interviews, along with notes from 14 campus visits, 3 national convenings, and examples from across our nation's colleges and universities, Conrad and Lundberg explore ways in which successful antiracist networks of problem-solvers are learning to contribute to the flourishing of their communities on campus and far beyond. Outlining strategies for identifying and dismantling barriers to participation, Learning with Others will pique interest among faculty, students, and administrators in higher education and a wide range of external stakeholders—from families and communities to policymakers and funders.

About the Authors

Clifton Conrad (MADISON, WI) is the Vilas Distinguished Achievement Professor and a professor of higher education at the University of Wisconsin-Madison. He is the coauthor of Cultivating Inquiry-Driven Learners. Todd Lundberg (MADISON, WI), formerly Dean for Student Learning at Cascadia College, is an instructional consultant within the Center for Teaching, Learning, and Mentoring at the University of Wisconsin-Madison.

Endorsements

"This ambitious, bold, and potentially controversial book argues for reframing undergraduate education as a collective enterprise, one that not only emphasizes principles of collaborative learning and collaboration generally, but also asks us to shift our ideas about the purpose of a college education from one that prepares individuals to succeed to one that emphasizes communal learning that leads to societal change. Learning with Others should find a ready audience in practitioners and for use in courses on student development, curriculum, teaching and learning, and student affairs."

- Laurie A. Pohl, Boston University Wheelock College of Education & Human Development

"A bold and visionary call for a paradigmatic shift in how higher education is conceptualized in America. Conrad and Lundberg convincingly advance that this model does not serve all populations well or equally, especially in a rapidly changing world rife with 'wicked problems' that will require a coalition-of-all to solve. In a country that seems to be ridden with what-about-me-ism, a turn to collaborative problem-solving as the heart of what undergraduate education should be is refreshing."

- Brandon O. Hensley, Wayne State University, coeditor of Critical Storytelling in 2020: Issues, Elections, and Beyond
Johns Hopkins University Press
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March 1, 2022
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