Running head: JamesKTTL-5124-1
Week 1
Faculty Use Only
Your paper presents some interesting concepts relating to the challenges outlined by LeBlanc
(2015) in the video. However, there is a lack of flow in your writing and you tend to ramble. In
addition, there are terms used in your writing that do not fit with the tone and focus of your
paper. Please review my comments, feedback, and questions for thought and direction in the
body of your paper and in the sidebar comments below.
Your paper completes most required parts of the assignment, demonstrates some understanding
of the readings, and writing is difficult to understand and unscholarly, and has some errors in
grammar, mechanics, APA form and style, and APA formatting.
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JamesKTTL-5124-1
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Exploring Higher Education Leadership
Student-centered and future relevant centers for higher education
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Mr. LeBlanc’s views reflect the part of the many challenges facing the institutions in
higher education and much complex in the diverse States in United States. I concur with all three
crises facing the higher education which forms the basis of evaluating the need for innovative
approaches of student-centered and how this will revolutionize the education sector for the
future. The first crisis facing the higher education in America is the combination of
disinvestment States which has led to an explosion in student loans debts. Also, this debilitates
the estimation of an open postsecondary training; the possibility that a degree or accreditation
past secondary school will convey on the guarantee of a higher expectation for standards of
living. To ensure that advanced education achievement prompts enhanced results for graduates, it
is urgent that national approach decisions guarantee that open universities stay reasonable for
low-and direct wage Americans and understudy advance obligation does not excessively
troubled graduates as they get ready for the workforce (Hannafin & Land, 2000).
Secondly, the confidence crisis among the prospective students in higher education
whether they can be able to finance their education. Larger part of state governments has
outlined a budgetary course that diminishes guide support to open schools and colleges, which,
of course, agrees with the expanding exorbitance of these foundations. To compensate for the
financing cuts, open universities increment their dependence on educational cost income, which
unduly loaded low-and direct pay families. Those understudies and families living in states with
the best disinvestment in broad daylight schools and colleges pay the most elevated net cost for a
postsecondary training in respect to understudies in a similar pay bunches in states where
financing cuts are not as profound (Hannafin & Land, 2000). This whole paragraph is very
confusing. There is no clarity of thought or flow in your paragraph. You are attempting to use a
JamesKTTL-5124-1
vocabulary that may not fit for you and therefore, you are creating confusing statements that are
not coherent relating the subject of the paragraph.
Thirdly, confidence crisis among the workforce or employers who do not trust
institutions of higher learning whether they can produce the students with skills relevant to the
labor market. A focal inquiry concerning the future, at that point, is whether formal and casual
learning structures will advance to meet the changing needs of individuals who wish to satisfy
the work environment desires without bounds ("The Future of Higher Education", 2018). What
are the skills that employers are looking for but not being a focus in higher education? Looking
to the future, state advanced education organizations will be more centered on growing minimal
effort, workforce-centered programming and giving understudies an extensive variety of
headings in which to take their post-auxiliary learning (DeZure, 2004).
The eventual fate of our public is reliant upon equitable investment and the consistent
advancement of the worldwide learning base. Quality, available advanced education outfits the
world with dynamic, mindful natives, prepared to go up against tomorrow's difficulties, and
understudy focused learning is fundamental in guaranteeing this. Understudy focused learning
has a long and uplifting history, beginning with the huge understudy challenges the elitism of
colleges in 1968 and the requirement for colleges to open their ways to all parts of society
(DeZure, 2004). This proceeded with the ascent of basic teaching method, which went for
enabling understudies, particularly from impeded foundations, to expand upon their encounters
and points of view and furnish them with information to challenge the regular learning,
observations and myths in the public arena. You are rambling and do not have focus. Plus, your
choice of terms is adding to the lack of clarity in your writing.
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This additionally construct itself considering understudies are not unfilled vessels holding
up to be loaded with learning. The incapability of educating through the transmission of learning
has likewise has been affirmed through years of academic research. How does the literature
support this point? The gigantic challenges, the ascent of basic instructional method and the
exploration done on the educating and learning process generated the idea of understudy focused
picking up; placing understudies in the driver's seat of their learning background and
encouraging the way toward figuring out how to learn. How do you know this is an accurate
statement? The expanding understudy populace and its developing assorted variety presents
difficulties to the conventional techniques for educating and getting the hang of, making it
important to adjust the classroom to center around the decent variety of understudies' encounters,
draw in with a wide range of kinds of students and move understudies through a shared learning
background (Harris & Cullen, 2007). Clarity of expression. You are rambling and not presenting
a cohesive argument in this paragraph.
Considering understudies important, by survey them as co-makers of information and a
piece of the scholarly group additionally implies testing the developing view of understudies as
clients to be given 'client benefit' that undermines the move towards understudy focused
learning. Supporting resource? Considering understudies important likewise implies giving those
genuine decisions, self-governance and duty in their learning procedure and guaranteeing their
voices are heard in the basic leadership and input components. The greater part of this serves to
engage and will guarantee that when understudies leave the college, they are prepared to go up
against the world (Harris & Cullen, 2007).
Student-centered learning requires enabling individual students, new ways to deal with
instructing and learning, powerful help and direction structures and educational modules
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concentrated more plainly on the student in every one of the three cycles. Curricular change will
in this manner be a progressing procedure prompting brilliant, adaptable and more exclusively
custom-made instruction ways. Scholastics, in close collaboration with understudy and boss
delegates, will keep on developing learning results and universal reference focuses for a
developing number of branches of knowledge. How does the literature support these ramblings?
What does all of this mean? We ask the advanced education establishments to give careful
consideration to enhancing the showing nature of their examination programs at all levels (Harris
& Cullen, 2007).
Along these lines, modified learning encounters, with information procured by means of
numerous conveyance channels and sources, appear to be a fitting answer for giving people the
distinctive abilities, learning and interests to meet the decent variety of market needs ("The
Future of Higher Education", 2018). A receptive way to deal with investigation, experimentation
and estimated hazard taking with regards to new methods, procedures and ideal models may be a
decent method to grasp the future that can't be anticipated in higher learning focuses.
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Reference
DeZure, D. (2004). Learner-Centered Teaching: Five Key Changes to Practice (review). The
Review of Higher Education, 27(2), 271-272. Retrieve from
http://dx.doi.org/10.1353/rhe.2003.0056
Hannafin, M., & Land, S. (2000). Technology and student-centered learning in higher education:
Issues and practices. Journal of Computing in Higher Education, 12(1), 3-30. Retrieve
from http://dx.doi.org/10.1007/bf03032712
Harris, M., & Cullen, R. (2007). Learner-centered Leadership: An Agenda for Action. Innovative
Higher Education, 33(1), 21-28. Retrieve from http://dx.doi.org/10.1007/s10755-0079059-3
Shugart, S. (2016). Why Higher Education: Lessons Learned in a Learner-Centered
College. New Directions for Teaching and Learning, 2016(145), 85-91. Retrieve from
http://dx.doi.org/10.1002/tl.20178
The Future of Higher Education. (2018). Pew Research Center: Internet, Science & Tech.
Retrieved from http://www.pewinternet.org/2012/07/27/the-future-of-higher-education-2/
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