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Is higher education preparing our students for a world that is increasingly complex and volatile, and in which they will have to contend with uncertainty and ambiguity? Are we addressing the concerns of employers who complain that graduates do not possess the creative, critical thinking, and communication skills needed in the workplace?
This book harnesses what we have learned from innovations in teaching, from neuroscience, experiential learning, and studies on mindfulness and personal development to transform how we deliver and create new knowledge, and indeed transform our students, developing their capacities for adaptive boundary spanning.
Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates mindful inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, while demonstrating how these align with the latest discoveries in neuroscience.
The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance adaptive problem solving, creativity, overall wellbeing, innovation, resilience, compassion, and ultimately world peace.
Co-published with ACPA – College Student Educators International
- Sales Rank: #908057 in Books
- Published on: 2016-01-18
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x 1.10" w x 6.00" l, .0 pounds
- Binding: Paperback
- 376 pages
Review
“This book forced me to reconsider everything I knew about college student learning.
The authors of this book suggest that the way we organize higher education to deliver learning and development is not aligned with how the neurological system facilitates that learning. To see an impact from the ways we foster learning we need to examine how we teach (in all its forms). We must find ways to help students integrate experiences and help them develop as whole beings.
College student educators must create opportunities for students to make associations between what they are learning across experiences and link their cognitive learning with their psychosocial development allowing them to make neurological connections that will positively impact their ability to succeed. But, the structure of colleges and universities is not constructed to help students make these connections.
In an accessible, easy-to-understand approach, the authors of The Neuroscience of Learning and Development help the reader understand the brain and neurological bases of learning. After reading this book, I felt prepared to begin transforming how I design, deliver, and evaluate student learning and development to positively impact students.” (Gavin W. Henning, President)
"Breakthroughs in brain science will be the major disruptive innovation in higher education. A friend and neurologist convinced me that success as a college teacher required an understanding of the developing brain's impact on capacity for learning. In turn, I regularly push Student Affairs to use Student Development theories to advance the field of learning assessment. If one believes in individual differences based on varied paths through physical and psychosocial developments (and I do), then why would we expect standardized tests administered at arbitrary points in time to work well in measuring student achievement? Marilee is spot-on with the topics in this book. I expect the volume to make a big impact." (Randy L. Swing, Executive Director)
"Higher education is increasingly the focus of attention as research findings about the benefits of education contrast with information about poor completion rates, equity gaps, and affordability. Business leaders and policy makers have asked whether students are learning what they need to in colleges and universities. Faculty and educational leaders who want to help their students learn and gain the credentials they need now have a helpful resource, based on current knowledge of brain functioning and how people learn, in The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education." (George R. Boggs, Ph.D., Superintendent/President Emeritus Palomar College President & CEO Emeritus, American Association of Community Colleges)
“Both graduates and employers continue to decry the failure of our institutions to develop the whole person, to integrate creating with ‘knowing’, and help students develop the tools for addressing the emotional as well as intellectual intelligence to handle stress, find balance, and respond to daily challenges of the their multidimensional lives. All of these tools are critical necessities to thrive in the face of the dramatically changing workplace and social context of our changing world.
This book provides a compendium of tools for the inner personal and spiritual development of students as much as their intellectual development, and demonstrates in each chapter how the inner development strengthens both intellectual development and outer performance.
I urge you to dive into this book at multiple points – to use the chapters of greatest interest and applicability in your work; and to consider those chapters outside your normal frame of reference to see how they can contribute to rounding out your own and your students’ development. It is worth the effort and the challenge – and the results, as reflected throughout the book – are demonstrable.” (Ralph Wolff, J.D.)
"The right book at the right time. This timely and well-constructed book addresses a vital issue facing higher education today; the need to increase critical thinking, communication, creativity, and resilience for today's college graduates. Drawing on neuroscience research and the exploration of innovations in teaching and learning, this book explores exciting new approaches to improve the outcomes of the college experience. There is really nothing like this in the higher education literature - very impressive.” (Kevin Kruger, President)
As a practitioner of non-violence, I have been exposed to and adopted principles of mindfulness in many aspects of my life. I find it difficult to consistently practice in higher education association management; however, I am convinced that the principles of change, moving from a present state to a transition state to a desired state, are best applied when adopted by people who practice mindfulness. Bresciani Ludvik challenges us to co-create a new vision in the large and complex ecosystem of American higher education by combining the neuroscience of mindfulness methodology with systemic methods to navigate whole-systems change. This is a fascinating and provocative read that I highly recommend to my colleagues. (Cynthia H. Love, Ed.D.)
“We have known from decades of previous research that one’s ability to manage stress and well-being significantly impacts one’s ability to develop and learn. The way in which the authors posit ideas for how we can re-design, deliver, and evaluate higher education with this research in “mind” is compelling. This book provides practical evidence-based suggestions for fostering the type of learning and development that our stakeholders seek, and are asking us to provide.” (Dr. Chukuka S. Enwemeka, Provost and Senior Vice President for Academic Affairs)
"It has been almost twenty years since How People Learn summarized initial insights from the new discipline of cognitive science, but these insights have up to now not been turned into practical advice about how to improve teaching and learning in college. Bresciani Ludvik and her colleagues admirably remedy this situation with this far-reaching volume. Going beyond acquisition of classic content and skills proficiencies, the kinds of learning this book addresses embrace equally the development of creativity, empathy, and mindfulness, and include the importance of wellness and relaxation in sustaining mental performance. Everyone who touches students in today’s institutions―from teaching faculty to student affairs professionals―will find something to learn here." (Peter T. Ewell, Vice President, National Center for Higher Education Management Systems (NCHEMS))
About the Author
Marilee J. Bresciani Ludvik is Professor for Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy, San Diego State University. She was formerly Assistant Vice President for Institutional Assessment at Texas A&M University. She has conducted outcomes assessment for programs and courses and is frequently invited to present assessment workshops nationally and internationally.
Ralph Wolff is President of the Senior College Commission of the Western Association of Schools and Colleges (WASC), a role he assumed in 1996. Prior to joining WASC, he founded and directed the Institute for Creative Thinking, which focused on leadership and change, an emphasis that has carried over to his work at WASC. During his term as president, he has led WASC to the forefront of accreditation as an agent of accountability and innovation by transforming the accreditation process to an outcomes and learning based model. His current efforts at the Commission include a redesign of the accreditation process that focuses on retention and graduation, defining degree outcomes more clearly, and opening the accreditation process to greater transparency.
Gavin W. Henning is a college student educator with a reputation as a coordinator, collaborator, and catalyst for educational change. He has more than 20 years of higher education experience that includes faculty, student affairs assessment, institutional research, and residence life. As associate professor and program director at New England College in New Hampshire, Henning coordinates the master’s of higher education administration and doctorate of education programs. He has served as president of ACPA―College Student Educators International as well as on the board of directors and executive committee of the Council for the Advancement of Standards in Higher Education (CAS). Henning holds a doctor of philosophy degree in education leadership and policy studies and a master of arts degree in sociology, both from the University of New Hampshire, as well as a master of arts degree in college and university administration and a bachelor of science degree in psychology and sociology from Michigan State University.
Most helpful customer reviews
3 of 4 people found the following review helpful.
... anatomist and neuroscientist there is some interesting pedagogy and useful information about teaching and learning but for a
By neurocoug
As an anatomist and neuroscientist there is some interesting pedagogy and useful information about teaching and learning but for a book entitled Neuroscience of Learning and Development some the neuroanatomy and neuroscience was oversimplifed and I would not recommend it from that standpoint. Many of the references in the neuroanatomy and neuroscience of learning were taken from textbooks not seminal papers in the primary literature.
0 of 2 people found the following review helpful.
It's a good reference book
By edincalifornia
It's a good reference book. Not what I would call an interesting read like many of Stylus' books but a good reference to own.
1 of 1 people found the following review helpful.
Excellent Book on Educational Reform
By Chandana Watagodakumbura
The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education (Acpa / Naspa Joint Publication)The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education
by Marilee J. Bresciani Ludvik
“the commodity of higher education is not the course-by-course, credit-hour-accumulated degree; rather the commodity of higher education is the human process of learning and development that can be measured through direct evidence gathered in reflective learning portfolios.”
“The Neuroscience of Learning and Development” edited by Marilee J. Bresciani Ludvik highlights the critical perspective of holistic learner development through education, as concisely and impactfully portrayed by the above postulation. These viewpoints were duly affirmed and validated by presenting a wealth of recent neuroscience-based research findings. The phenomenon of “whole-person development" necessarily include enhancement of a number generic learner characteristics or skills such as critical thinking, creativity, attention regulation (AR), emotion regulation (ER), cognitive regulation (CR), self-awareness, metacognitive abilities, flexible-thinking, compassionate attitude, resilience and the like. As implied, developing such generic characteristics in a boundary-spanning manner is of more importance and useful than merely mastering a narrow domain-specific set of skills or knowledge. In short, it is about the overall well-being of the learner at the time as well as into the future that is the most important. In effect, appropriate and well-proven measures or practices are encouraged, both from educational professionals as well as learners, to reduce the anxiety and chronic stress levels of learners that impact negatively on learning, development and overall well-being. There is much overlap in meaning in the phenomena of learning, human development and well-being. Well-being relates to better cognitive functions, flexible thinking, enhanced memory, good sleep and weight balance, good physiological response to immune function, inflammatory processes, heart disease and the like. In other words, the significance of the integrative operation of essentially the cognitive and emotional domains is emphasised. The process of learning/human development is represented as a process of Integrative Inquiry (INIQ) in a deeper sense:
“combine (a) the knowledge gained from research, course learning, and book learning with (b) the wisdom gained from intuition, sensing, and the mindful experiencing of emotions with (c) the ability to embrace the unknown, be curious, and inquire into that we cannot yet see.”
As an insightful comparison, in a contemporary education system, parts (b) and (c) are likely to be the missing or less focused links while some selected parts of (a) are given prime attention. After all, the brain is a structurally boundary spanning and highly interconnected organ. It has the dynamic feature of neuroplasticity that enables us to adapt to what we are interested, found useful and paying attention. Such an educational focus contrasts from widely practiced, contemporary systems in which learners are “trained” for a narrow skill set pertaining to a particular domain area, in a segmented manner, as opposed to an integrated manner, as if programming or configuring robots or machines to perform specific, routine tasks, stifling structurally inherent human creativity. If we pay attention only to the problems of our department or the organisation, then we will not be able to see beyond this constrained view in order to understand the real problems in the real world, let alone attempting to find solutions in a creative and compassionate manner. With enhanced AR, ER and CR abilities, we should be able to divert our focus to where it is needed the most. In “The Neuroscience of Learning and Development”, the authors do justice to the needs of the current world by emphasising on the multidisciplinary perspectives of education. The essential role played by mindfulness and compassionate training practices in the important human development processes involving AR, ER and CR are quite correctly highlighted, irrespective of the area or discipline of study. Compassionate practices decrease the bias and inhuman treatments, resulting in happier and more productive citizens and workforce and better interpersonal relationships. Further, how such human developmental processes play a vital role in leadership training are presented to possibly direct our prospective leaders on the right path to guide our world. What the world needs is that leaders who are comfortable with uncertainty, complexity and unknown nature of problems we are facing as well as we are to face on an ongoing basis into the future. This is the reason why the authors have pinpointed the regulation of attention, emotions and cognition as of prime importance on an individual or grassroots level. Finally, the authors have provided guidance on how to effect a major transformation in the educational forefront as described by effectively and appropriately managing the process of this dramatic change. Yes, it is a complete paradigm change with a focus on the “whole person” development, with the emphasis on inherent human nature, human characteristics and human development. An invaluable feature of the transformed system is that, despite all the positive features, the new system is highly affordable to masses due to the fact that the new measures or practices used, for example, for developing AR, ER and CR, are not complicated to understand or carry out; an urge for a change from top-down is what is needed, and probably what is hard to assimilate.
Hopefully, we would be able to see many in educational leadership/administration/policy-making positions around the world keen and courageous to embrace the described evidence-based, much-needed transformation to direct our individual societies to sustainability. We, along with the authors, need those responsible to suspend judgement of what we know to be true and prolong a state of inquiry with an open mind, even on matters we refused to pay attention before, to identify what is best for us, as a whole, and for our future generations.
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