WHAT SOLUTIONS WILL HELP HIGHER EDUCATION SUCCESSFULLY ENGAGE THE FUTURE?
If continuing to focus on faculty workload does not appear to solve the productivity problem, then what might be more helpful? The first step is to let go, to become open to the unknown (Guskin 1996), for “we can’t advance as long as we’re holding tight to what no longer works” (p. 28). While the end may not be known, it will likely require a renewed focus on students’ learning or encompass a shift from the old teaching paradigm to a new learning paradigm. Placing “students and their learning needs ahead of faculty preferences will have a profound impact on everything we now do” (Plater 1995, p. 24), which would drive changes in faculty work, institutional structures, and academic policies. Faculty will likely need to “not simply work harder at teaching but work smarter” (Edgerton 1993, p. 6). The focus on students’ learning will require defining our outputs–skills and knowledge, competencies and level of proficiency expected–for courses and the baccalaureate degree. At the same time
