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CHAPTER 1
INTRODUCTION
American higher education is undergoing a paradigm shift (Johnson, Johnson and
Smith, 1991). College education is moving from a learning model in which knowledge is
transferred from a professor to the student to a model where students construct their
knowledge with the help of the professor. The old paradigm was based on ideas of
individuality and competitiveness. The new paradigm is based on cooperation and
"active learning". The image of the old model is the learned professor lecturing from
detailed notes to a hall partially filled with students. The new model envisions
individuals and small groups of students actively processing ideas while they listen or
engage in discussion, debate, and problem solving. The professor serves as a modeler,
questioner, and mentor.
This paradigm shift is consistent with the latest research on the practice and
theory of higher education. Arthur W. Chickering and Zelda F. Gamson (1987)
enumerate seven principles for good practice in undergraduate education:
- Encourage contacts between students and faculty.
- Develop reciprocity and cooperation among students.
- Use active learning techniques.
- Give prompt feedback.
- Emphasize time on task.
- Communicate high expectations.
- Respect diverse talents and ways of learning.