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Learning with Others

Collaboration as a Pathway to College Student Success

Clifton Conrad and Todd Lundberg

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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…

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.

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Learning with Others

Clifton Conrad and Todd Lundberg

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Reviews

Reviews

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.

Not surprisingly, Clif Conrad and Todd Lundberg have produced a seminal book on the intersection of collaborative learning and its efficacy at Minority-Serving Institutions. It is a genuinely major contribution to our understanding of college student success, particularly for a too-frequently-neglected demographic of institutions and students.

Learning from Others is the book that is needed now. Now more than ever, in our society, we need students to work together, to learn from each other, and to respect and build on each other's knowledge in order to make the strongest contributions to society. Conrad and Lundburg make an important and beautifully written contribution to the literature on student success and hopefully to our practice in classrooms and in colleges and universities overall.

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About

Book Details

Publication Date
Status
Available
Trim Size
5.5
x
8.5
Pages
240
ISBN
9781421443515
Illustration Description
1 b&w illus
Table of Contents

Acknowledgments
Introduction. Undergraduate Education for Twenty-First-Century America
Chapter One. Unsettling Individual Learning as the Cornerstone of a College Education
Chapter Two: A Twenty-First

Acknowledgments
Introduction. Undergraduate Education for Twenty-First-Century America
Chapter One. Unsettling Individual Learning as the Cornerstone of a College Education
Chapter Two: A Twenty-First-Century Imperative: Placing Collaborative Learning at the Forefront of Student Success
Chapter Three: Situating Collaborative Learning at the Center of the Undergraduate Experience
Chapter Four: Blending Roles and Responsibilities of Faculty, Staff, and Students
Chapter Five: Receiving and Giving Feedback
Chapter Six: Anchoring the Curriculum in Shared Problem-Solving
Afterword: Beyond Predominantly White Undergraduate Education
References
Index

Author Bios
Featured Contributor

Clifton Conrad

Clifton Conrad is Vilas Distinguished Achievement Professor and a professor of higher education at the University of Wisconsin-Madison.
Featured Contributor

Todd Lundberg

Todd Lundberg (MADISON, WI), formerly Dean for Student Learning at Cascadia College, is an associate director within the Center for Teaching, Learning and Mentoring at the University of Wisconsin-Madison.