Skip to main content
Home » Resources » Scholarship on Teaching » The Learning Paradigm College
Scholarship March 29, 2017

The Learning Paradigm College

The Wabash Center

scholarship-the-learning-paradigm-college.jpeg
Author
Tagg, John; and Ewell, Peter T.
Publisher
Jossey-Bass, San Francisco, CA
ISBN
9781882982585
Book Review Link
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9647.2006.00283_7.x/abstract
Table of Contents
Dedication
About the Author
Foreword
Preface
Acknowledgments

Part I. A New Paradigm?
ch. 1 The Challenge
ch. 2 The Problem of Scale: Why Innovations Don’t Transform Colleges
ch. 3 The Instruction Paradigm: Process Before Purpose
ch. 4 The Route to Transformation: The Learning Paradigm, Old and New

Part II. The Foundation: The Learners and the Learning
ch. 5 The Learners
ch. 6 Self-Theories and Academic Motivation
ch. 7 Approaches to Learning

Part III. The Learning Environment of the College
ch. 8 The Whole That Determines the Parts
ch. 9 The Cognitive Economy of the Instruction Paradigm College

Part IV. A Design for Learning
ch. 10 The Cognitive Economy of the Learning Paradigm College
ch. 11 A Learning Paradigm College Promotes Intrinsically Rewarding Goals
ch. 12 A Learning Paradigm College Requires Frequent, Continual, Connected, and Authentic Student Performances
ch. 13 A Learning Paradigm College Provides Consistent, Continual, Interactive Feedback to Students
ch. 14 A Learning Paradigm College Provides a Long Time Horizon for Learning
ch. 15 A Learning Paradigm College Creates Purposeful Communities of Practice
ch. 16 A Learning Paradigm College Aligns All of Its Activities Around the Mission of Producing Student Learning

Part V. Transforming the College
ch. 17 Barriers to Transformation
ch. 18 Scaffolding for Change
ch. 19 The Golden Rule

References
Index
In The Learning Paradigm College, John Tagg builds on the ground-breaking Change magazine article he coauthored with Robert Barr in 1995, “From Teaching to Learning; A New Paradigm for Undergraduate Education.” That piece defined a paradigm shift happening in American higher education, placing more importance on learning outcomes and less on the quantity of instruction. As Tagg defines it, “Where the Instruction Paradigm highlights formal processes, the Learning Paradigm emphasizes results or outcomes. Where the Instruction Paradigm attends to classes, the Learning Paradigm attends to students.” (From the Publisher)