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A Learning College For The 21st Century: (American Council on Education Oryx Press Series on Higher Education) [Paperback]

Terry O'Banion
4.0 out of 5 stars  See all reviews (2 customer reviews)

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Book Description

May 16, 1997 1573561134 978-1573561136 1
Many earlier attempts at education reform have failed, causing some critics to call for a much more expansive wave of reform in which learning becomes a central focus. O'Banion presents an argument for the community college, with its strong penchant for innovation and risk-taking, as the ideal forum for creating this new learning paradigm. He proposes a provocative new concept called 'the learning college,' which is designed to help students make passionate connections to learning. The book describes in detail the six key principles that form the definition and character of a learning college. Emerging models of this concept are already in place at a handful of community colleges, and six of these pioneering institutions share their initial journeys in this book. O'Banion provides a practical guide for community college leaders who are preparing their institutions to enter the 21st century.

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A Learning College For The 21st Century: (American Council on Education Oryx Press Series on Higher Education) + Data Use in the Community College: New Directions for Institutional Research, Number 153 + Tools for Teaching
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Editorial Reviews


Advisors at community colleges may find it helpful in understanding the climate and direction of educational reform. A major strength of this book is that the author defines his terms, provides examples, and cites relevant theoretical and empirical connections throughout the book....As student demographics and technology continue to change, this book serves as an excellent resource for all individuals involved in higher education, not limited to community college educators. Further support for this book comes from Patricia Cross, who notes in the book preface 'this book captures a vision waiting to be put into action.' The resources mentioned here can serve as valuable guides for other college and university presidents who are working to ensure that their instutitions are better prepared to meet tomorrow's challenge. (NACADA Journal)

About the Author

TERRY O'BANION is president and CEO of the League for Innovation in the Community College, Mission Viejo, California, and author of numerous books and articles on community college issues.

Product Details

  • Series: American Council on Education/Oryx Press Series on Higher Education
  • Paperback: 280 pages
  • Publisher: Rowman & Littlefield Publishers; 1 edition (May 16, 1997)
  • Language: English
  • ISBN-10: 1573561134
  • ISBN-13: 978-1573561136
  • Product Dimensions: 0.7 x 6.5 x 9 inches
  • Shipping Weight: 1 pounds (View shipping rates and policies)
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon Best Sellers Rank: #635,051 in Books (See Top 100 in Books)

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2 of 4 people found the following review helpful
5.0 out of 5 stars Explains the culture perfectly February 12, 2001
By A Customer
Mr. O'Banion's book does an honest and thorough job of explaining (exposing) an organizational culture that exists to serve its own needs first, and those of student learning and student achievment last. Every prospective community college and university student should read this book, and should then take very seriously the graduation/completion rate statistics being provided by the federally-mandated public disclosure law called the Student-Right-to-Know Act.
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2 of 14 people found the following review helpful
Although I have not read the book and therefore cannot comment on its content, I teach at a community college and have been exposed to the "learning college" model of education. I was skeptical because the term itself, "learning college," is redundant. As a colleague of mine, a veteran of the U.S. armed services, once quipped, "I guess you could say I was in the Flying Air Force." While we should all acknowledge that the student and his or her education should be the first-and-last order of business, what our administration was trying to do did not bode well for the quality of the education itself. For instance, the so-called "learning college" would standardize education to the point that my English comp course should be exactly like another's, and I mean exactly. In other words, if a student needed to change from my MWF comp class because of his work schedule, he could shift into another teacher's TTh class without problem. That looks like a good idea on paper, but what does that mean to the individual character of a course? Such a scenario is on the face of it student-centered, but to achieve such a reality is to standardize the life right out of your institution. One teacher's course is just like another because all we're doing, in this model, is "delivering content." Teaching a course is not like working on an assembly line.
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