Making Learning Matter: Building Guided Learning Pathways at LaGuardia Community College

Autor/inn/en	Boehman, Jessica; Eynon, Bret; de Goeas-Malone, Michele; Goodman, Ed; Rogers-Cooper, Justin
Titel	Making Learning Matter: Building Guided Learning Pathways at LaGuardia Community College
Quelle	In: International Journal of Teaching and Learning in Higher Education, 33 (2021) 1, S.89-99 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Community Colleges; College Curriculum; Educational Change; Educational Strategies; Competence; Portfolios (Background Materials); Electronic Publishing; Technology Uses in Education; Educational Technology; Learning Processes; Professional Development; College Faculty; Business Administration; Fine Arts; New York + Suchen Sie Ihr Suchwort? Community college; Community College; Bildungsreform; Lehrstrategie; Kompetenz; Elektronisches Publizieren; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Learning process; Lernprozess; Fakultät; Business economics; Betriebswirtschaft; Bildende Kunst
Abstract	LaGuardia Community College is pursuing a sustained, multi-layered strategy to place learning, teaching, and cohesive curriculum at the center of a guided learning pathway. Implemented in both general education and disciplinary majors collegewide, our Learning Matters core competencies offer faculty powerful tools they use to design, enact, assess, and refine cohesive curriculum pathways. Curricular coherence is central to our innovation, but it does not operate in isolation. Its effectiveness emerges from careful alignment with an array of complementary reform strategies. High impact professional development supports faculty and staff as they connect curricular coherence with engaging pedagogy and faculty-driven assessment processes. Our ePortfolio practice shapes dynamic digital learning processes that help students to understand and engage those pathways and make them their own. This integrative strategy positions learning--student learning, faculty learning, and organizational or institutional learning--as the essential central element in a broad and effective educational improvement effort. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01