- Title Pages
- Dedication
- Frontispiece
- Foreword: Higher Education in the Twenty-First Century
- Preface
- I What We Teach and Why
- 1 Why We Need a New Kind of Higher Education
- 2 Practical Knowledge
- 3 Foundations of the Curriculum
- 4 A New Look at General Education
- 5 Multimodal Communications and Effective Communication
- 6 Formal Analyses and Critical Thinking
- 7 Empirical Analyses and Creative Thinking
- 8 Complex Systems and Effective Interaction
- 9 A New Look at Majors and Concentrations
- II How We Teach
- 10 Unlearning to Learn
- 11 The Science of Learning: Mechanisms and Principles
- 12 Fully Active Learning
- 13 A New Team-Teaching Approach to Structured Learning
- 14 Teaching from Lesson Plans
- 15 The Active Learning Forum
- 16 Building Lesson Plans for Twenty-First-Century Active Learning
- 17 Assessing Student Learning
- III Creating a New Institution
- 18 Building a New Brand
- 19 Global Outreach: Communicating a New Vision
- 20 An Admissions Process for the Twenty-First Century
- 21 Multifaceted Acculturation: An Immersive, Community-Based Multicultural Education
- 22 Experiential Learning: The City as a Campus and Human Network
- 23 A Global Community by Design
- 24 Mental Health Services in a Diverse, Twenty-First-Century University
- 25 The Minerva Professional Development Agency
- 26 Accreditation: Official Recognition of a New Vision of Higher Education
- 27 A Novel Business and Operating Model
- Afterword: For the Sake of the World
- Appendix A: Habits of Mind and Foundational Concepts
- Appendix B: Mission, Principles, and Practices
- Editors and Contributors
- Index
Why We Need a New Kind of Higher Education
Why We Need a New Kind of Higher Education
- Chapter:
- (p.5) 1 Why We Need a New Kind of Higher Education
- Source:
- Building the Intentional University
- Author(s):
Stephen M. Kosslyn
Ben Nelson
- Publisher:
- The MIT Press
Minerva is a response to problems that beset higher education writ large. We focus in large part on the most significant problem, which centers on the value of higher education. We address this problem by teaching “practical knowledge,” which is knowledge the students can use to achieve their goals. Practical knowledge is rooted in critical thinking, creative thinking, effective communication and effective interaction. We also have considered in depth how to teach this material effectively; all of our pedagogy is informed by the science of learning, which has led us to develop new forms of active learning. In addition, we have developed a software platform that supports our unique pedagogical and curricular model. This platform provides tools that not only facilitate teaching but also--and more importantly--enhance student learning. Furthermore, we believe that the future is increasingly international and thus our students learn to use practical knowledge in a global context. To achieve this, no one nationality is a majority—so students learn from each other—and students live and study together in up to seven different cities around the world. Finally, the Minerva talent agency supports our students from the beginning of their tenure through their post-graduate career, helping them succeed for many years to come.
Keywords: value of higher education, pedagogy, curriculum, technical teaching tools, educational software, hybrid education model
MIT Press Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
Please, subscribe or login to access full text content.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.
- Title Pages
- Dedication
- Frontispiece
- Foreword: Higher Education in the Twenty-First Century
- Preface
- I What We Teach and Why
- 1 Why We Need a New Kind of Higher Education
- 2 Practical Knowledge
- 3 Foundations of the Curriculum
- 4 A New Look at General Education
- 5 Multimodal Communications and Effective Communication
- 6 Formal Analyses and Critical Thinking
- 7 Empirical Analyses and Creative Thinking
- 8 Complex Systems and Effective Interaction
- 9 A New Look at Majors and Concentrations
- II How We Teach
- 10 Unlearning to Learn
- 11 The Science of Learning: Mechanisms and Principles
- 12 Fully Active Learning
- 13 A New Team-Teaching Approach to Structured Learning
- 14 Teaching from Lesson Plans
- 15 The Active Learning Forum
- 16 Building Lesson Plans for Twenty-First-Century Active Learning
- 17 Assessing Student Learning
- III Creating a New Institution
- 18 Building a New Brand
- 19 Global Outreach: Communicating a New Vision
- 20 An Admissions Process for the Twenty-First Century
- 21 Multifaceted Acculturation: An Immersive, Community-Based Multicultural Education
- 22 Experiential Learning: The City as a Campus and Human Network
- 23 A Global Community by Design
- 24 Mental Health Services in a Diverse, Twenty-First-Century University
- 25 The Minerva Professional Development Agency
- 26 Accreditation: Official Recognition of a New Vision of Higher Education
- 27 A Novel Business and Operating Model
- Afterword: For the Sake of the World
- Appendix A: Habits of Mind and Foundational Concepts
- Appendix B: Mission, Principles, and Practices
- Editors and Contributors
- Index
