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Papers by Marc Lowenstein

About Campus, 2013

A central commitment of educators in colleges and universities is to help students practice becom... more A central commitment of educators in colleges and universities is to help students practice becoming lifelong learners by developing the ability to draw on and synthesize multiple sources, ways of knowing, and frames of reference. we ask, " are educators who work with these students serving as role models for this kind of learning? " in our personal and professional lives, are we remaining current on trends in our disciplines, in higher education in general, and on breakthroughs in technology, design, business, leadership , psychology, neuroscience, and other fields? are we reading relevant books and articles and speaking with experts, inside and outside our own disciplines? if any of the answers are " no, " we are falling short. we are also risking being without the tools necessary to create innovative and effective solutions for the pressing issues education now faces. the thesis of this article is " you are what you read. " we first make a case for staying current on ideas and innovations from a wide range of disciplines and then share recommendations for reading in higher education and beyond. we believe that no one, including the authors of this article, is in a position to offer a professional canon to our fellow educators. so what we offer here is a list of print resources that have impacted us professionally over the many decades of our combined experience working to enrich student lives and enhance student learning. a thoughtfully and intentionally designed reading program has the potential to make us better role models as lifelong learners who are open to the transforma-tional power of new ideas. it also has the potential to make us more effective collaborators in problem solving with others who have disciplinary backgrounds and perspectives different from our own. reading widely also increases the value of our ideas in discussions about important educational and student issues. when educators strive to become scholar-practitioners through reading and writing, our deans, provosts, and presidents have increased incentive to listen to our views. scholar-practitioners read what their well-informed colleagues, provosts, and presidents read. they read what their regional accrediting bodies read. they read, and think, not only about the latest techniques in their own fields, but also about issues that cut

About Campus, 2013

A central commitment of educators in colleges and universities is to help students practice becom... more A central commitment of educators in colleges and universities is to help students practice becoming lifelong learners by developing the ability to draw on and synthesize multiple sources, ways of knowing, and frames of reference. we ask, " are educators who work with these students serving as role models for this kind of learning? " in our personal and professional lives, are we remaining current on trends in our disciplines, in higher education in general, and on breakthroughs in technology, design, business, leadership , psychology, neuroscience, and other fields? are we reading relevant books and articles and speaking with experts, inside and outside our own disciplines? if any of the answers are " no, " we are falling short. we are also risking being without the tools necessary to create innovative and effective solutions for the pressing issues education now faces. the thesis of this article is " you are what you read. " we first make a case for staying current on ideas and innovations from a wide range of disciplines and then share recommendations for reading in higher education and beyond. we believe that no one, including the authors of this article, is in a position to offer a professional canon to our fellow educators. so what we offer here is a list of print resources that have impacted us professionally over the many decades of our combined experience working to enrich student lives and enhance student learning. a thoughtfully and intentionally designed reading program has the potential to make us better role models as lifelong learners who are open to the transforma-tional power of new ideas. it also has the potential to make us more effective collaborators in problem solving with others who have disciplinary backgrounds and perspectives different from our own. reading widely also increases the value of our ideas in discussions about important educational and student issues. when educators strive to become scholar-practitioners through reading and writing, our deans, provosts, and presidents have increased incentive to listen to our views. scholar-practitioners read what their well-informed colleagues, provosts, and presidents read. they read what their regional accrediting bodies read. they read, and think, not only about the latest techniques in their own fields, but also about issues that cut