Title: (research-based) Educating Students for Self-Authorship: Learning Partnerships to Achieve Complex Outcomes
Abstract: Educators in the United States and the United Kingdom share a common concern – graduates’ ability
to successfully use their academic knowledge in their post college work and personal lives. Graduates
must be able to translate their academic learning to the “capacity and understanding for working with
many different sorts of knowledge in order to engage with complex emergent problems for which
there may be a range of possible solutions” (Jackson & Ward, 2004, p. 427). UK scholars frame this
challenge as learners making the transition from disciplinary to transdisciplinary learning (Gibbons
et al. as cited in Jackson & Ward, 2004). Personal Development Planning, the process being used in
the UK for helping learners reflect on their learning and achievement and plan for their own
educational, academic and career development, aims to develop learners’ metacognition and selfregulatory capacities to make this transition. Similarly, US educators are advocating “intentional
learning,” as the authors of Greater Expectations: A New Vision for Learning as a Nation Goes to College
wrote:In a turbulent and complex world, every college student will need to be purposeful and selfdirected in multiple ways. Purpose implies clear goals, an understanding of process, and
appropriate action. Further, purpose implies intention in one’s actions. Becoming such an
intentional learner means developing self-awareness about the reason for study, the learning
process itself, and how education is used. Intentional learners are integrative thinkers who can
see connections in seemingly disparate information and draw on a wide range of knowledge
to make decisions. They adapt the skills learned in one situation to problems encountered in
another: in a classroom, the workplace, their communities, or their personal lives. As a result,
intentional learners succeed even when instability is the only constant.
Publication Year: 2010
Publication Date: 2010-07-15
Language: en
Type: book-chapter
Indexed In: ['crossref']
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