The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
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The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
Pedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencesfluenceMichael F.MascoloMerrimack CoiltgeJose CastilloCaitle AaodateiFollow this and additional works at: http://scholarworks.merrimack.edu/phsRecommended CitationMascolo, M. F., & Castilfa J. (2015). Hie Origins of Underperformance in Higher Education in America: Proximal Systems of Influence. /Wii The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencesgdgy .'lird rhe Human Sciences, 5 (1), 1 -40. Retrieved from http://scholarwotks.merrimack.edu/phs/vol5/issl/1this R-ature Artide Is brought to )»u foThe origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
r free and open access by XJrmmack SchobrWocks. It ha* been accepted for IncluMon in Pedagogy and the Human Sciences by an authorired admmistrator of Pedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences Underperformance in Higher Education in America: Proximal Systems of InfluenceMichael F. Ma SCO Io1 and Jose Castillo2Abstract In this paper, we examine the problem of underachievement in higher education. We begin by seeking to establish that the quality of learning among undergraduates is. as a w The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human scienceshole, limited. Undergraduate underachievement cannot be attributed to any single cause. Quite the contrary, we argue that the origins of underperformaThe origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
nce in the academy are systemic, coactive and multi-layered. At rhe proximal level of teaching and learning, we identify four mutually reinforcing proPedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencesure, and Id) pedagogical ineffectiveness. At a more distal level, these processes operate within a set of macro-level systems and influences, including (a) economic pressures and academic commercialization. (b) specialization of expertise within the academy, (c) a culture of entitlement, amusement, The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencesand indulgence outside of rhe academy, and d) constraints related to governmental and socio-economic infrastructure. In this paper, we examine the intThe origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
erplay among systems of teaching and learning operating within the academy that lead most directly to academic underachievement. We argue that any attPedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencesays in which fissures and tensions within the academy work against the goal of fostering integrative teaching and learning.IHacker and Dreifus’ (2011) criticism of higher education in America only senes to remind us of the age-old caveat in a spate of works old and new: higher education is broken or The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences at least not what it used to be and something needs to change (AACƯ, 2002; Altbach. Berdahl & Gumport, 2011; Arum and Roska. 2011; Blumenstyk, 2014;The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
Bok. 2003. 2007. 2013; Castillo. Wakefield & LeMasters. 2006: Deresiewicz. 2014; Goodman. 2001; Hersh & Merrow. 2005; Johansson & Felten. 2014; Lewis.Pedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencessending their son or daughter off to college is buying for a commodity whose price has increased exponentially over recent years, and if in fact schools are at minimum achieving Dewey's higher purpose of instilling ‘democratic citizenship’ (Hacker and Dreifus, 2011). In their scathing criticism Hack The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human scienceser and Dreifus (2011) note that ‘...Higher education has become a colossus—a S420-billion industry—immune from scrutiny and in need of reform” (p. x).The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
The Spelling Commision’s (2006) report convincingly spells out just how badly the deterioration of higher1 Merrimack College‘Castle Associateshttp://Pedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencese; in a ten year period, proficiency in English has fallen by at least 10%. while proficiency in mathematics has remained stagnant. In short, hard evidence indicative of the underperformance that has been the hallmark of the recent upheaval for reform of higher education.Tn the effort to address the The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences dismal picture these authors paint, we offer a model of the origins of underperformance in higher education as a fundamental factor of decline. SpeciThe origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
fically, we argue that “well-intentioned faullincss” has tended lo introduce unintended consequences, which rather than resulting in improvement in hiPedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencesd from the pinnacles of scholastic achievement al then inception, to a current stale of mediocrity al best. and. al worst, a system needing to be scrapped and reinvented.We develop the paper as follows: we first provide a brief analysis of the problem of underachievement in higher education. Thereaf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencester, we present a multi-leveled systems model describing the processes that have led to the current state of undergraduate education. At the most proxThe origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
imal level of teaching and learning, we identify four mutually reinforcing processes that contribute to student underachievement: (a) fragmentation ofPedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencesproblems take shape within a confluence of higher level complex forces: (a) economic pressures and academic commercialization; (b) specialization and entrenched structures within the academy; (c) a broad culture of entitled individualism, amusement, and indulgence outside of the academy;The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
ucing the best and the brightest citizen-scientists-businessmen-scholars to one that is lagging by world standards. More concretely, we examine systemPedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences for initialing local changes that can catalyze increasingly global shifts in the structure and functioning of higher education over time.The Problem: Declining Learning of I ndergraduatesWhile many have expressed ample concern about the quality of higher education, the task of producing clear and c The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencesompelling evidence of educational decline is a difficult one. There are several reasons why this is the case. First, many analyses of higher educationThe origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
rely more on critiques of educational practices than they do on analyses of declining educational outcomes. While we cannot assess the effectiveness Pedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencesoutcomes. Analyses of leaching practices without considering then relation to educational outcomes run the risk identifying “good education" in terms of one or another preferred pedagogy. Second, although there is much research that examines learning during the college years (Pascarclla & Tcrcnzini. The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences 2005). there arc surprisingly few studies that systematically assess the effects of a liberal arts education on learning outcomes (Seifert. PascarcllThe origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
a & Erkcl. 2010). Research in this area faces some rather difficult challenges: (a) the scope and diversity of educational goals and practices that ocPedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencess>’volS.lKsl/l.Mascolo and Castillo. Undcrpcriormancc in higher education3 Underperformance ill Higher Educationagreed-upon methods - especially longitudinal studies that examine the same students over the course of their education " for assessing desired educational outcomes (Seifert. Pascarella & The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencesErkel, 2010; William. 2010). In addition, (c) prior to the recent call for assessment of learning outcomes in higher education (Astin, 1991; HatzipanaThe origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciences
gos & Rochon, 2011), colleges and universities have not made it a practice to clarify their learning objectives and assess student progress in relatioPedagogy and the Human SciencesVolume 5 I Issue 1Article 142005The Origins of Underperformance in Higher Education in America: Proximal Systems of Inf The origins of underperformance in higher education in america (mascolo, m f , castillo, j, 2015, pedagogy and the human sciencese college years, but one must show that such changes result from the college experience itself.Gọi ngay
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