Building the Intentional University

2017 ◽  
Author(s):  
Bob Kerrey
Keyword(s):  
Higher Education ◽  
Creative Thinking ◽  
Practical Knowledge ◽  
Core Competencies ◽  
Effective Interaction ◽  
First Century ◽  
Cognitive Tools ◽  
Curriculum And Pedagogy ◽  
Novel Technology ◽  
The World

Higher education is in crisis. It is too expensive, ineffective, and impractical for many of the world’s students. But how would you reinvent it for the twenty-first century—how would you build it from the ground up? Many have speculated about changing higher education, but Minerva has actually created a new kind of university program. Its founders raised the funding, assembled the team, devised the curriculum and pedagogy, recruited the students, hired the faculty, and implemented a bold vision of a new and improved higher education. This book explains that vision and how it is being realized. The Minerva curriculum focuses on “practical knowledge” (knowledge students can use to adapt to a changing world); its pedagogy is based on scientific research on learning; it uses a novel technology platform to deliver small seminars in real time; and it offers a hybrid residential model where students live together, rotating through seven cities around the world. Minerva equips students with the cognitive tools they need to succeed in the world after graduation, building the core competencies of critical thinking, creative thinking, effective communication, and effective interaction. The book offers readers both the story of this grand and sweeping idea and a blueprint for transforming higher education.

Why We Need a New Kind of Higher Education

2017 ◽  
Author(s):  
Stephen M. Kosslyn ◽  
Ben Nelson
Keyword(s):  
Higher Education ◽  
Creative Thinking ◽  
Practical Knowledge ◽  
Effective Interaction ◽  
Significant Problem ◽  
Global Context ◽  
The World ◽  
To Come ◽  
Curricular Model ◽  
Enhance Student Learning

Minerva is a response to problems that beset higher education writ large. We focus in large part on the most significant problem, which centers on the value of higher education. We address this problem by teaching “practical knowledge,” which is knowledge the students can use to achieve their goals. Practical knowledge is rooted in critical thinking, creative thinking, effective communication and effective interaction. We also have considered in depth how to teach this material effectively; all of our pedagogy is informed by the science of learning, which has led us to develop new forms of active learning. In addition, we have developed a software platform that supports our unique pedagogical and curricular model. This platform provides tools that not only facilitate teaching but also--and more importantly--enhance student learning. Furthermore, we believe that the future is increasingly international and thus our students learn to use practical knowledge in a global context. To achieve this, no one nationality is a majority—so students learn from each other—and students live and study together in up to seven different cities around the world. Finally, the Minerva talent agency supports our students from the beginning of their tenure through their post-graduate career, helping them succeed for many years to come.

Can the Penitentiary Teach the Academy How to Read?

PMLA ◽  
2008 ◽  
Vol 123 (3) ◽  
pp. 643-650 ◽  
Author(s):  
H. Bruce Franklin
Keyword(s):  
Higher Education ◽  
Criminal Justice ◽  
Criminal Justice System ◽  
Justice System ◽  
First Century ◽  
Direct Control ◽  
Prison Literature ◽  
The World ◽  
Entire Society ◽  
American Prison

As the shadow of the colossal american prison lengthens amid the encroaching nightfall of our twenty-first-century security state, it is pierced by a brilliant though flickering illumination: the literature created by those who have endured the terrors of America's walls and cells, with their unremitting surveillance, relentless brutality, and overpowering hopelessness. When I began teaching American prison literature back in 1975, there were 360,000 people incarcerated in the nation's jails and prisons. Today there are more than 2.4 million—almost twenty-five percent of all the prisoners in the world. During these thirty-three years, this country has constructed on average one new prison every week. Many states annually spend more on prisons than they do on higher education. More than five million Americans have been permanently disenfranchised because of felony convictions. More than seven million are under the direct control of the criminal-justice system. And the experience of these millions of prisoners and ex-prisoners becomes ever more integral to American culture, not just to the culture of the devastated neighborhoods where most prisoners grew up and to which they return but also to the culture of an entire society grown accustomed to omnipresent surveillance cameras, routine body and car searches, and police patrolling the corridors of high schools.

The Chinese Century? The Challenges of Higher Education

Daedalus ◽  
2014 ◽  
Vol 143 (2) ◽  
pp. 145-156 ◽  
Author(s):  
William C. Kirby
Keyword(s):  
Higher Education ◽  
The United States ◽  
Global Leadership ◽  
First Century ◽  
Louis Xiv ◽  
The Past ◽  
Leadership In Higher Education ◽  
The World ◽  
Rise Of China ◽  
The Rise Of China

One can find in any airport kiosk books that proclaim ours to be “the Chinese century.” We have titles such as “The Dragon Awakes,” “China's Rise,” “The Rise of China,” and “China's Ascent,” to name but a few. But to rise is not necessarily to lead. What constitutes leadership? In higher education, China is building the fastest growing system–in quality as well as in quantity–in the world. The foremost global powers of the past four centuries all offered models in the realms of culture, ideas, and education. This may be said of seventeenth-century France under Louis XIV; of the Qing during the Qianlong reign of the eighteenth century; of Britain and Germany in the nineteenth century; and of the United States in the twentieth. China now aspires to educate global elites. For the twenty-first century, then, are Chinese universities poised for global leadership?

“Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts

2021 ◽  
pp. 003465432110424
Author(s):  
Riyad A. Shahjahan ◽  
Annabelle L. Estera ◽  
Kristen L. Surla ◽  
Kirsten T. Edwards
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Critical Analysis ◽  
Curriculum And Pedagogy ◽  
Comparative Review ◽  
The World

Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing meaning(s), (b) actualizing decolonization, and (c) challenges to actualizing, all related to DCP. We observed three major meanings of decolonization and four ways to actualize DCP that were associated with geographical, disciplinary, institutional, and/or stakeholder contexts. We argue that while there are similarities within the literature, ultimately the meanings, actualizations, and challenges of DCP are contextual, which has political and epistemological consequences. We end by offering directions for education research on DCP, revealing the possibility for a field or discipline of decolonial studies.

A New Look at General Education

2017 ◽  
Author(s):  
Joshua Fost
Keyword(s):  
Higher Education ◽  
General Education ◽  
Creative Thinking ◽  
Core Competencies ◽  
Learning Objectives ◽  
Course Development ◽  
Teaching Program ◽  
Freshman Seminars ◽  
Education Model ◽  
The University

I summarize our general education model, compare it with other popular approaches, and discuss our approach to common challenges. All students complete the same four freshman seminars; each lasts the year and is fully active: no lectures. Approximately 115 learning objectives span four core competencies: critical and creative thinking and effective communication and interaction. This model differs from the four dominant models found in ~290 representative institutions of higher education. We avoided many challenges by building our plans into the foundations of the university from its inception, using a highly diverse team-based course development and teaching program, and continuing assessment on the learning objectives throughout all four years.

Practical Knowledge

2017 ◽  
Author(s):  
Stephen M. Kosslyn
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Practical Knowledge ◽  
Core Competencies ◽  
Effective Communication ◽  
Learning Objectives ◽  
Habits Of Mind ◽  
Cognitive Tool ◽  
Effective Interactions ◽  
Changing World

A common critique of universities is that they do not adequately prepare most students for life after graduation. In response to this critique, Minerva has focused its curriculum on “practical knowledge.” Practical knowledge consists of skills and information that one can use to achieve one’s own goals; practical knowledge allows one to adapt to a changing world, succeeding at jobs that may not even exist yet. To provide students with a broad and powerful “cognitive tool kit” to help them achieve their goals, we identified four core competencies, namely critical thinking, creative thinking, effective communication and effective interactions. Each of these competencies has distinct aspects, which in turn are carried out by collections of “habits of mind” and “foundational concepts.” This chapter reviews the rationale for this approach and provides detailed examples of a set of well-defined learning objectives.

scholarly journals From the Great Smokies to the Mountains of the Moon: U.S. and Ugandan Librarians Collaborate in a Digital World

2005 ◽  
Vol 24 (4) ◽  
pp. 192 ◽  
Author(s):  
David Atkins ◽  
Anthony D. Smith ◽  
Barbara I. Dewey
Keyword(s):  
Higher Education ◽  
First Century ◽  
The Moon ◽  
University Libraries ◽  
Turbulent Environment ◽  
University Of Tennessee ◽  
Makerere University ◽  
Digital World ◽  
The World ◽  
The University

<span>Scholarship and learning are truly global endeavors, and rightly so given the challenges of the twenty-first century. Higher education is increasingly at the forefront of these endeavors, pursuing international initiatives in support of teaching, research, and learning. Academic libraries throughout the world embrace this imperative for international understanding in today’s turbulent environment. The University of Tennessee Libraries acted on the imperative through a very personal and direct collaboration with the Makerere University Libraries in Kampala, Uganda. This article describes how two different universities, seemingly worlds apart, forged an enduring, exceptional, and mutually beneficial partnership through a focus on information technology.</span>

scholarly journals Creativity in the EFL Classroom: Exploring Teachers’ Knowledge and Perceptions

2017 ◽  
Author(s):  
Arab World English Journal ◽  
NEDJAH Hana ◽  
HAMADA Hacène
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Creative Thinking ◽  
English Department ◽  
Education Systems ◽  
Teachers Perceptions ◽  
Higher Education Systems ◽  
Efl Teachers ◽  
The World ◽  
Uncertain Knowledge

As a response to the new requirements and needs of this fast-changing information era, higher education systems all over the world are focusing on developing learners’ higher mental competences including creative thinking. The current study aims at exploring teachers’ knowledge about the general concepts of creative thinking and its related skills. Moreover, the study attempts to investigate teachers’ perceptions about creativity and its incorporation in the English foreign language (EFL) Classroom. To examine these issues, a questionnaire was administered to twenty-seven EFL teachers from the English department of Badji Mokhtar university, Algeria. The Findings reveal that although teachers hold positive perceptions about promoting creative thinking in the EFL classroom, they generally consider creativity as a quite confusing concept and have uncertain knowledge about its characteristics

scholarly journals PENDIDIKAN VOKASI SEBAGAI PONDASI BANGSA MENGHADAPI GLOBALISASI

TAMAN VOKASI ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 72 ◽  
Author(s):  
Kuntang Winangun
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Digital Literacy ◽  
Creative Thinking ◽  
Formal Education ◽  
Industrial Services ◽  
National Education ◽  
Hard Skills ◽  
National Education System ◽  
The World

One indicator of the era of globalization is characterized by the emergence of free trade, free goods out of the country knows no bounds (borderless), this indication shows that the workforce with professional qualifications are highly demanded in the world of work in this era of globalization.In the organization of education systems-oriented world of work in Indonesia, there are two terms used education, namely: vocational education and vocational education. In Article 15 of Law No. 20 of 2003 on National Education System explained vocational education is secondary education that prepares students primarily for work in a particular field, while vocational education is higher education that prepares students to have a job with a certain applied skills equivalent to the maximum degree program. Thus, vocational education is provision of formal education which was held in higher education, such as: polytechnic, diploma, or the like which are directly related to the advancement of knowledge and skills necessary for candidates for employment in the field of engineering and industrial services. Vocational education building 8 Competency, namely: Communication Skills, Critical and Creative Thinking, Information/ Digital Literacy, Inquiry/ Reasoning Skills, Interpersonal Skills, Multicultural/ Multilingual Literacy, Problem Solving, Technological Skills.With vocational education effective and efficient is expected to generate prospective workers who have the soft skills and hard skills with critical thinking ability and skill in solving problems to face the world of work in the era of globalization.

Slavery and the Trumpocene: It's Not the End of the World

2019 ◽  
Vol 41 (1) ◽  
pp. 40-50
Author(s):  
Claire Colebrook
Keyword(s):  
Living System ◽  
Racial Violence ◽  
First Century ◽  
The West ◽  
The Earth ◽  
The World ◽  
End Of The World ◽  
Twenty First Century ◽  
Geological Period

There is something more catastrophic than the end of the world, especially when ‘world’ is understood as the horizon of meaning and expectation that has composed the West. If the Anthropocene is the geological period marking the point at which the earth as a living system has been altered by ‘anthropos,’ the Trumpocene marks the twenty-first-century recognition that the destruction of the planet has occurred by way of racial violence, slavery and annihilation. Rather than saving the world, recognizing the Trumpocene demands that we think about destroying the barbarism that has marked the earth.

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